16 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2ad854bbc8e3485b660af2b1f7afc3af.jpg 150f5e94575c02f843cbbf66353b8c6a 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 <p>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. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><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></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> 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. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Resolution Resolution of the image in dpi. 300 dpi 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 Eva Brann playing the flute, circa 1980s or 1990s Description An account of the resource Eva Brann playing the flute, circa 1980s or 1990s. Creator An entity primarily responsible for making the resource unidentified Date A point or period of time associated with an event in the lifecycle of the resource 1980-1999 Rights Information about rights held in and over the resource Copyright undetermined. Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpg Subject The topic of the resource Brann, Eva T. H. Identifier An unambiguous reference to the resource within a given context COM-FAC-BRANN-P-0022 Deans Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4a2bf93dc57f97df1f3c76c85b7b5bbb.mp3 7767127b1f6796d4497b28c668a208c5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:13:15 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 Socrates on Trial: Courtroom Procedures and Fictive Apologies in Athenian Literature Description An account of the resource Audio recording of a lecture delivered on November 19, 1999, by Josiah Ober as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Ober, Josiah 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 1999-11-19 Rights Information about rights held in and over the resource A signed permission form has been received giving St. John's College permission to make this lecture available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Court proceedings Socrates--Trials, litigation, etc. Greek literature--History and criticism Plato. Apology Law, Greek Athens (Greece)--Intellectual life--Political aspects Rhetoric, Ancient Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Ober_Josiah_1999-11-19_ac Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f3154b2079c414b248edcb370b801fae.mp3 ee717bc1e6ccddb1950fa8256698f06f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:53:46 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 Making Sense of Artificial Intelligence Description An account of the resource Audio recording of a panel given by tutor David McDonald, Curtis Johnson, Patrick Anderson, and Benjamin Scott on September 22, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "The public availability of chat-enabled AI tools has stirred apprehension, excitement, and speculation. Our four panelists, David McDonald (SF93, Tutor), Curtis Johnson (SF89, Sandia National Laboratories), Patrick Anderson (SF MALA20 and MAEC22, Substack author on technology) and Benjamin Scott (SF25, current student) will provide starting points for a conversation about machine intelligence, what it is, what it is not, and the ramifications of its use. Among the interests of the panelists are: the limits of AI human-language interfaces for high-stakes applications; the possibilities for AIassistance in creativity; the relation of generative AI to the original human works from which it derives; and the significance of ‘low-tech’ education in an era of increasing automation." Creator An entity primarily responsible for making the resource McDonald, David Johnson, Curtis Anderson, Patrick Scott, Benjamin Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2023-09-22 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Artificial Intelligence Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_McDonaldD_et_al_Panel_Making_Sense_of_Artificial_Intelligence_2023-09-22 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e6a2ad2e5dd1a6807110bd8fbb5ba7da.pdf 54710b3b14ebdf68babc98caf87a88b2 PDF Text Text the Gadfly St. John’s College Annapolis, Maryland Year's End Annapolis Cup 2023 Croquet Played, Hats Worn, Champagne Drunk, Storms Thundered, Middies Beat, a Jolly Good Time Had by All May 30, 2023 Vol. XLIV, Issue 10 Inside the Mitchell Museum Rebranding Interview with Director Peter Nesbett and Manager Jenny Cawood Who Forms Kunai? Lessons from As You Like It How to Have a "Hot Johnnie Summer" + much more �Logos Contents Croquet Played... Inside the Mitchell Project Polity Marathon Interview Museum Symposium Lessons from As You Like It An Ode to Viking Portables A Freshman Seminar Polis Who Forms Kunai? Song of the Clovers A Grievance of Gilliam To Seniors, from a Man Who Knows Tobacco Smoking Chants Up in Smoke Sex and the City Renewal The Rise of AI "Melody of St. Cecilia" Translation Opiliones (Harvestment) 4 8 11 12 16 17 20 22 24 26 28 30 31 32 33 34 36 38 Staff Editor in Chief Managing Editor Daniel Nathan Luke Briner Meliha Anthony Helen Wagner Louise Harden Jenna Lee Dolan Polglaze Jackson Wojnowski El'ad Nichols-Kaufman Audrey Fox Bennett Scott FEATURING SUBMISSIONS FROM Ranger Kasdorf Ben Maier Will Marchman Ezra Melchor Tuyết-Nhi Nghiêm COVER 2 Lysithia Page Louis Rosenberg Molly Sprout Rose Zhang LAYOUT Bridget Mace Cooper Ussery Alayna Raymond Letter from the Editor “What should be the significance of a year?” Given life on a college campus, where each year can seem especially distinct and separate from the last, this question bears some attention. This idea of mining for the significance of something as pedestrian-seeming as a particular block marking the passage of time has been wedged in my head for a couple months now—in fact, this past April, I even brought it to President Demleitner during an interview the Gadfly jointly conducted with the yearbook. The thought of what "makes" a year first came up in a conversation with my mom while I was back home in Georgia during spring break, which, of course, was right in the thick of tax season. It had been a successful year for her small business but a problem still stood: now she’s gotta do it all over again. Another whole year, all over again: grinding it out, stacking paper, early mornings, late nights, rude clients, a new unsolvable problem everyday—easy enough to want to say no thanks. Anyways, I continued to bring the question up to more people: a handful of friends while quad booling during Prank weekend, Mr. Abbott I believe, Nancy Calabrese down at the health center, while meeting my extraordinarily drunk neighbor at my new apartment for the very first time, and now you, our loyal Gadfly readership. But what does it really matter to us to start something and finish it—to pick a path, head down it, and reach your destination? Simply put, how should we think about the significance of accomplishing what we set out to do—to put your heart, soul, lungs, and liver on the line in August and make it out alright on the other side come May? It seems natural enough to judge a year by basing it off how good our life seems by the end of it, how well time has THE STRUCTURE Logos typically holds news reports and narratives of immediate relevance to the Polity. The purpose here is to develop a shared reservoir of information relating to campus life and the community. Symposium offers the opportunity for our readers to thoughtfully consider contrasting opinions regarding a particular topic. Polis serves as a platform for elevating voices in our community. Here we find letters to the editor, columns, cartoons, and submitted pieces. �λόγος the Gadfly treated us: Has this year been good to you? Were you just lucky? Making all the green lights whenever you were in a car or maybe getting bumped up to first class for free on a full flight. Are you better off now than you were a year ago? Maybe not, and your year hasn’t been too hot, and you got audited by the IRS and by some stroke of supernatural sorcery, your dog miraculously gained the ability to speak fluent English and the first thing he said to you was “I don’t love you.” It’s easy to want to try and weigh our successes against our failures, to pit what we feel against what we think against what we know, to give in to rushed judgments and those little unswattable gnats of doubt and worry and all our worst instincts put together, buzzing around our heads at a million miles per hour, ricocheting like birdshot fired inside a bank vault or a bunch of rubber balls dropped from a very tall height. But a year is a milestone, not a benchmark. And if you ask May 30, 2023 anyone what a year, or really what a school year, means, I’d bet they'll tell you something like “Well, when school starts it’s the beginning, when the school year ends it’s the end.” Practical. Undeniable. Possibly revolutionary. Maybe that’s all it is, maybe a year can’t be truly summed up simply by recounting how you felt about this person or what you thought about this or that thing that may or may not have happened. A year is defined by what you do with that time, not what you didn’t do, just as you can’t judge a year from your doubts, worries, failures, regrets, shortcomings, near-misses, head-on collisions, nor your mistakes. In some way, all that really needed to be said is “From August 25th, 2022 to May 12th, 2023, we were at St. John’s College in Annapolis, MD, getting our degrees, and learning how to learn. What a year.” H.A.G.S —Daniel Nathan Editor-in-chief 3 �λόγος the Gadfly May 30, 2023 Croquet Played, Hats Worn, Champagne Drunk, Storms Thundered, Middies Beat, a Jolly Good Time Had by All Dispatch from the 2023 Annapolis Cup El'ad Nichols-Kaufman The conspirators in Lincoln’s assassination were on trial, Confederate ships were still fighting on, John Wilkes Booth had just died, but in May of 1865, the New York Times had a far more important piece of breaking news to report on: the introduction of croquet to the new world. An article called it “the last introduced out-door game, that supplied the much-needed want of an amusing exercise where the two sexes could be equally interested. Though we miss in this country the smooth English lawns where its practice truly deserves its other name of ‘out-door billiards’ it bids fair to be naturalized among us, with most desirable results, for the promotion of healthy exercise.” While your dear correspondent cannot speak to the implication that this is the first sport that the sexes “could be interested,” nor to the level of exercise provided by croquet, he can certainly say that the venerable Gray Lady had the right priorities in those days of the sport’s infancy. Who cares for politics, intrigue or conspiracy when red has, in one turn, run the alley, gone rover and staked out black while blue is still two wickets out? What greater excitement, or to use the Times’ phrasing, amusement or interest, could be generated in an afternoon’s diversion? The Annapolis Cup is, as usual, evidence for the truth 4 Aerial view of the croquet fields and assorted spectators of this matter. This year’s game finally returned to our home court, one that truly does miss the quality of the smooth English (or Navy) lawns. After last year’s diminished affair at the Naval Academy, nearly everyone was glad for the game to return to its proper home, where Johnnie hopes cannot be dashed by too finely cut grass or overly aggressive caddies. Our fair campus was transformed for the event, with fences springing up from the ground, tents sprouting overnight and the ignoble porta-potties springing into existence. Despite the good will brought about by the return of the match to our campus, some student dissatisfaction remained in the days leading up to the match. Some planned policies, such as a proposed rule forbidding students to re-enter the event, drew student ire. Many complained that the planning for the event lacked sufficient student feedback, leading the Delegate Council to pass a resolution calling for more student voice in planning, and to changes made to event policies in response to these student pressures. In general, the match looked a little different this year. The game was closed off to the wider Annapolis community this year, meaning its attendance was limited to Johnnies, Middies, Alumni, and an odd assortment of others that managed to find their way into possession of tickets. As your correspondent joined the trickle of overly punctual Johnnies at 10:30, the division between said parties was mostly clear, with a few exceptions. It was rather like a game in itself: “That young couple with the preposterously �the Gadfly λόγος extravagant hats must be alumni, while the remarkably bulky and square young man must be a midshipman… but what about the guy over there in the Panama hat and the designer shirt? Special townie? Unusually composed Alumnus? Navy man with a sense of style?” After realizing it was an hour and a half too early to see any croquet, your enterprising correspondent slipped out to grab some brunch, before returning for the grand opening ceremony. Alumnus Hardison Wood, a former croquet player or “rusty wicket” led the formalities, which began with the Navy color guard and the Freshman chorus (or at least as many of its members who actually attend) singing our nation’s anthem penned by our fellow Johnnie. This was followed by mercifully short remarks by local dignitary Mayor Gavin Buckley, good natured speeches on our rivalry by the Superintendent of the Naval Academy, who spoke mostly nobly, and President Nora Demlitner, who spoke entirely nobly. The centerpiece of this event was, of course, the presentation of the teams. The Midshipmen’s pompous parade came first, each player in their croquet whites accompanied by a caddy wearing the Navy dress mess with the May 30, 2023 horrendous golden cummerbunds. The Johnnies did not fail to respond, entering in the color inverted equivalent of the Midshipmen’s uniforms, with black replacing their white and orange replacing their black. The ceremony was concluded with a rousing rendition of the croquet hymn, “Johnnies as We Play Croquet,” sung to a new and inoffensive melody. With that, Ms. Demlitner took the ceremonial first shot, that so-called prime mover of the Annapolis Cup, and the games were on. All around, the crowds of onlookers milled, with fairly little attention given to the croquet game. Despite Some members of the Annapolis croquet team, the Imperial Wickets, pictured here with Annapolis President Nora Demleitner 5 �the Gadfly λόγος the riveting nature of said game, it was competing with many other diverting amusements. This writer witnessed picnics so elaborate, they would have better belonged at a state banquet in a palace than the humble lawn of our august institution. There were hats so fantastically baroque that they featured birds with smaller hats upon them. There were bands so exuberant that the famously staid and respectable townsfolk of Annapolis couldn’t help but dance along. With sights such as these, who could watch croquet? As it turns out, your humble writer could. The first two games were well played, with Navy just barely beating out the Johnnies in the first match, closely followed by a Johnnie triumph. However, as the third and fourth game began, the skies began to cloud. A few bursts of rain left all spectators well drenched, but the games played on until claps of thunder sounded in the distance, and ominous voices boomed out over the field ordering all present to evacuate and find shelter. Reluctantly, the crowds dispersed, with Johnnies and some alumni staying on the quad for hours afterwards, presumably lamenting the inconclusive game. Before you too, dear reader, despair, I must let you know they did not need to wait long for the resolution. That very evening, even before the waltz, the message was sent: the match shall resume tomorrow! The following day a much smaller crowd gathered upon the college green to observe the game. There were no May 30, 2023 rowdy Navy caddies, fewer inebriated alumni, and unfortunately no particularly interesting headwear. This was a different crowd, one not coming for the spectacle; it was the dedicated hard core of croquet fans, and they wanted to see the game. And see they did, dear reader. The third game was quickly won by the Midshipmen, and the fourth was handily taken by the Johnnies, leaving the fate of the cup down to one, decisive, momentous, game. Everyone present gathered around the pitch as tensions crept upwards, excitement flared, spirits rose, Midshipmen did push ups upon failed shots and balls went rover one after the other. In a brilliant series of moves, Johnnie players Tom Ni and Kaden Marshall pulled through from The victorious vs pose for a picture with their hard-earned Annapolis Cup 6 �λόγος the Gadfly May 30, 2023 the tight game at the last minute to stake out and secure the Annapolis cup. After this, of course, came the celebrations and obligatory farewells: Navy sang their utterly unmemorable song about blue and gold and American imperialism, while the Johnnies responded with the angelic polyphony of Sicut Cervus. There was then an awkward pause as the Midshipmen ran to the Naval Academy to retrieve the cup, which they foolishly had assumed would not be necessary. With the arrival of the cup, it was discovered that the Midshipmen had desecrated this venerated Annapolitan idol: they had included upon its ancient list of victories false claims of a Naval victory in 2020 and 2021, when no games were played. This revelation, however, was not enough to mar the general jubilation taking place on the field. The game was back on our campus, the event once more drew a crowd, traditions were revived, the Johnnies triumphed: in short, all was right with the world once more. Tom Ni hoists (or maybe heists?) the Annapolis Cup 7 �λόγος the Gadfly May 30, 2023 Inside the Mitchell Museum's New Exhibit and Rebranding Lysithia Page Interview with Director (of Possibility) Peter Nesbett and Manager (of Artistic Inquiry) Jenny Cawood [Editor’s note: These are their actual job titles according to the St. John’s College website.] LP: What’s the story behind the show, “The Open Museum”? PN: There was a museum director in Sweden, a guy named Pontus Hultén, who took a concept that Umberto Eco developed called The Open Work. He published a book by the same name in 1962, and he took that thinking and applied it to museums. So what does that mean? Museums have typically been spaces that are intentionally designed to protect and conserve their cultural property and artifacts. At some point in their histories, they became contemplative places. Hultén was pushing against that. This was the early-mid 60s. Society was opening up and he was really interested in the museum becoming more participatory and democratic. He did a show called “SHE—a cathedral,” which became a landmark. It centered on a massive sculpture by French artist Niki de Saint-Phalle. She’s deceased now, but she worked on these large-scale ceramic mosaic figures, and built a giant mosaic figure in the space through which visitors entered the exhibition by going through the vagina. It was an example of what he called “The Open Museum” —the museum as a space of production and process, so the artists were actually making and constructing these things 8 Peter Nesbett pictured in front of the Mitchell Art Museum in the space, which became a sort of immersive environment for the visitor. For us, reviving Hultén’s idea of the Open Museum is about opening back up to the broadest community possible with the idea that the space is for them. The most extreme way of doing that, it seems to me, is to actually allow them to define what the space becomes in a very literal way, allowing them to mark the walls. So it becomes this “community-unfolding” that is also an accumulation of different sensibilities and interests. I’m really interested in the social dynamic that unfolds—what reverence people hold for other peoples’ contributions or not, or the dialogues between peoples’ contributions. Will there be some sort of “call and response”? Will there be people altering each others’ work? Will these things coexist, intertwine, or morph together? Given that St. John’s is so grounded in conversation and text, what does it look like to individualize your voice? That’s the first question that’s raised when you start to communicate by drawing on a wall. And then, those questions that are relevant to all the books and texts we encounter over the years—how do we have conversations with others that are absent? You’ll be going in to make a mark in response to somebody that was there a week earlier, and not present when you’re making your reply, but it’s a public conversation that’s taking place over time. And then back to what I was just saying about how people relate to each other through mark-making—what are your responsibilities to the community that’s being formed? JC: Also important to note, we’re going through with a rebranding of our identity, which will go hand-inhand with the concept of “The Open Museum.” We’re making it feel closer to our identity with the change from �λόγος the ‘gallery’ to ‘museum.’ People are not coming into a commercial space. They’re coming into a space where they can interact with art, and with curiosity being at the forefront. the Gadfly Going forward, I would say, one of the tools we’re going to use in both making decisions and thinking about how they connect to the life of the College is through a question bank. We’re building it. We met last week with PN: In 2012, the then-named what we’re calling the ‘Committee in Mitchell Art Gallery received national Question’— accreditation as an art museum. We’re one of only five visual art LP: [Chuckles]. I love that. museums in the state of Maryland to have accreditation. We’re a relatively PN: —and the core of the idea is small institution, only 2,000 square to identify the persistent questions feet. So, to have that accreditation is that arise from readings, but also phenomenal, and we’re very proud of questions beyond them as well. We it. By claiming ‘museum’ in our title, don’t want to take the questions and we’re claiming that. illustrate them through the creation of exhibitions. It’s more to be fully LP: When did you decide to make cognizant of conversations taking these changes for the image of place on campus and make decisions the Mitchell Museum, and how within that frame of reference. I don’t long was the vision for the change think the connections are going to be “percolating”? literal. So, probably no exhibitions on PN: We were founded in ‘89 and the Odyssey. What I really like about the name has been the same ever this is the idea that questions provide since, and the identity as well hasn’t “entryways.” One of the problems changed. People were very open to this with the art world and museum new change, and that might have to do culture is that they try to attract an with the new leadership on campus. I audience based on the reputation that feel that there’s new reinvestment in has accrued to the artist’s name, but the role of the museum. Visual arts if you don’t know who that artist is, aren’t part of the Program. It used to there’s just no way in. It results in a be—in Santa Fe—but not anymore. blockbuster mentality. But if you can Here, I think the relationship between use those questions that so many of the Program and the visual arts has us relate to, then you can pull more prompted lively discussion over the people into the work. years—there are some very strong feelings on both sides. The museum LP: Do you remember any of the has landed in the midst of that questions generated last week? conversation. PN: It’s funny—the group naturally started thinking of questions related LP: I’ve always been curious about to the arts. the process by which the Mitchell Museum plans out future exhibits. JC: One of my favorites: “Is there How does that work? something inherently terrifying PN: I can’t really speak to the past. in created things?” And we cited May 30, 2023 Antigone, The Book of Job, Frankenstein for that. Another one: “Is the crucifixion everlasting, or was it a moment in time?” PN: We were talking about “liveness” in art—whether it’s alive or not. Whether it’s constantly unfolding, constantly in a process of becoming. JC: Right. And with that, someone asked, “Are there men in that horse?” And he cited the Trojan Horse as a piece of art. LP: That sounds like an idiom in the making. JC: [Laughs] Yes, definitely. And the final one I wanted to bring up: “What is the virtue of works that make us feel bad?” Like, why does a tragedy get an Oscar every year? PN: Another favorite of mine: “Can art protect us?” JC: And we were thinking of Achilles’ shield in the Iliad. It was passed down from the gods and Homer spends so much time to describe it. PN: There’s this artist named Cannupa Hanska Luger who was involved in the Dakota Access protests at Standing Rock. He made these sculptures that were used as shields—dozens and dozens of them that they used in the protests. They were literally protecting people. JC: It’s been a very fruitful project. PN: We’re going to continue convening. Almost everyone who was there wants to continue with it. I see 9 �λόγος it as a multi-step project. Some of the questions will need refining, and then we’ll need to sort them, and then we’ll have a growing question bank. JC: The perspectives will change as we invite different people to come in. PN: The other thing is that we’re going to refresh our website, and treat it more like a magazine. We’re going to lead with commissioned essays by professional writers, as well as encouraging students to write for us as well. So, some of these questions might be the lead title of a piece that somebody is commissioned to write about. The core of what we’re going to do will be continuing to hold exhibitions and performances in the gallery and hopefully outside the gallery too. The gallery itself is designed as a rectangle, and what I really love about it is that the corners are porous—it’s like a leaky box. And, in general, museums are trying to be more transparent. We’re constantly thinking of the context in which people are going to be seeing works. JC: For me, too, the architecture itself is like a living thing. It lets light in, it lets breath in. It reflects the ethos of what you’re trying to do when you discuss art—you’re trying to breathe life into things and have life breathed into you by the encounter with beauty. That’s why it’s so special to have a space that is almost like an organ, like a heart—maybe something that has gills. This space breathes. It has so many possibilities. LP: Just one last question. Recently there has been a movement among environmental activists in which 10 the Gadfly they deface works of art with soup and super glue. Was this trend on your mind when you began putting this exhibition together? PN: Nope. Not consciously. We toggle back and forth between regarding things in the outside world and things specific to St. John’s. We had a meeting with some of the people from the library, and one of the staff-members was saying how they employ workstudy people in erasing the marginalia in the books. I was thinking, “Oh, I love marginalia.” But it drives them nuts at the library. So that conversation had an impact on this project [“The Open Museum”]. It seems like there’s this human urge to…to… JC: —Express. And make marks. Just to briefly speak on my inspiration and background—I noticed when I was a Johnnie (this was before I discovered visual arts—that happened after I attended Marchutz and then got my masters in art history and fine arts in France), I detected this urge to respond to the things we read. So, with that in mind, Peter and I have been developing an education program for our workstudy students. Also, we’re no longer calling them “guards.” They’re going to be “hosts.” What’s at the forefront for us is visitor experience. We’re going to work with our freshmen to create a positive environment. Then, we’re going to provide opportunities for sophomores to give tours for our visitors. The juniors will have the opportunity to learn curatorial skills, and we’re hoping that seniors can act as mentors if they choose to stay with us for the whole four years. PN: We’re going to create a visitor experience that is much more May 30, 2023 conversational, much less “talking at you.” JC: Just like at St. John’s, we want to talk about things that matter deeply to people. If visual art is a catalyst for that, great. That’s what we want. I'd say that, after studying art history and painting in France for around four years, I am particularly passionate about bridging the gap between theory and practice, i.e., analytical vs. emotional engagement with art. Too often, this is a divide that keeps people needlessly confused by each other in the arts, and I am happy to be sort of uniquely situated to address this issue with my work. I think, too, that creating an understanding between the thinkers and doers of art will translate into how we, at the Mitchell Art Museum, conceptualize our relationship with our students. In other words, we are here to inspire them, so that they have intellectual and emotional responses to art—and hopefully, really, a wonderful mixture of the two. �λόγος the Gadfly May 30, 2023 Project Polity: Putting the Program in Practice El'ad Nichols-Kaufman On a warm and sunny Sunday, dozens of students milled around on back campus, at the unusually early (for Johnnies) hour of 10 am. There was no scheduled intramural game, nor was there a party gone unusually long: instead, the event drawing the small crowd was a campus clean up and rain garden planting, just one of many such events that Project Polity has organized this year. This particular event was in collaboration with Ms. Benson and the Garden Club, and combined an annual planting of perennials provided by the city with the cleanups that the club has done every weekend. Project Polity can be easily overlooked on this campus: its events are not visible in the same way waltzes or plays are. However, they have been engaged in many events that immediately impact the Polity and its wider community, both in their weekly cleanups and tutoring and in their larger events, such as the canned food drives held each semester or the rain garden planting. The cleanups are a good example of the kind of impact project polity has, said Project Polity archon Luke Briner, “Our clean-ups involve a handful of volunteers spending 45 minutes to an hour picking up litter and debris in places around the campus that would benefit from it most.” Each week, members gather on Saturdays on the quad to go down to the creek and gather garbage that washes up on the shorelines. These cleanups were begun by environmental group Sunrise St. John’s last year, but after that group collapsed, Project Polity picked up the slack, and continued to work on keeping the creek and the wider campus clean. With this, they also continued to work against the apathy that sometimes circulates around student responsibility to keep the creek clean. “I’ve heard…it’s not worth cleaning because it wouldn’t make a difference,” said Erin Allen, a frequent participant in the cleanups. “I know how easy it is to feel that way; cleaning a few yards of shoreline probably isn’t going to help the pollution problem of the Chesapeake Bay at large, and we’re constantly hearing about things out of our reach making the world worse… College Creek is a quirky little body of water that is uniquely our own, and if we don’t care for it, who else will?” This attempt to encourage the Polity to care about take action on issues impacting the world around us and the wider community underpins much of Project Polity. “I always think back to our informal slogan, ‘the program in practice,’ and I think of that as the lodestar of what I want to do, and what I think we should do as an organization and as a college,” said Briner. “We have a program that we talk about having the power to shape our character, and instill virtue, or at least the thought of virtue, in us. To have that, and then to not care about it enough and not put it into practice would be a waste.” Many Johnnies seem to agree, and Project Polity has grown and expanded to new service projects. This past semester, the group added to their roster an Easter food drive, in which students went around to houses around Annapolis and collected canned food to donate to the lighthouse shelter. This complements a similar project done by the group at Halloween. Briner explained that the group is now building back up to where it had been in the past. “In previous years, Project Polity would have multiple large events throughout the year…but for the past year or two, we stopped doing that… for this semester, I wanted to do something, so we wouldn’t just have one event at the beginning of the year, and keep making the kind of impact we want to see.” On the whole, the food drive was very successful, with Project Polity Vice-Archon, Madelyn Minor, reporting that a total of 1,129 lbs of food had been collected. In addition to the food drives, clean ups and tutoring at the Stanton center, Project Polity has joined in collaboration with local nonprofits to start a chapter of the Food Recovery Network, picking up leftover food and taking it to the lighthouse shelter. These new efforts, however, are just the beginning, as Briner hopes to keep working to expand the club. “We just want to keep working on finding ways of engaging the community…I’m glad we have the projects we do, but I’m looking forward to doing more things that promote a better polity and people caring about these issues.” 11 �λόγος the Gadfly May 30, 2023 A New Pheidippides For Our Time An Interview with Amateur Marathon Finishers Logan Arendt and Andrew Selway Helen Wagner Why am I interviewing you? Did you run the whole way? AS: We made a bet with some friends LA: We did four minutes running and that we could run a marathon entirely one minute walking. And we just did untrained. that for five and a half hours. LA: I was in my friend’s room, and I just kind of said, off the cuff, that I could run a marathon without training… and Jake Rowley asked me to put my money where my mouth is. Andrew got roped into it the next day. AS: I thought that I was going to maybe run fourteen miles, and I didn’t even think I could do that, because I’ve never run before—but that was my goal. But Logan was always planning on doing the whole thing. LA: Yeah, because I had like 65 dollars total bet…and I have zero money, you know? AS: He planned on calling his mom to ask for money to pay off the bet. LA: You don’t have to include that in the article. But that was the plan. I was gonna run 26.2 miles, no matter what happened, in six hours. That was the bet. Where did you run? LA: The Navy track. How long is the track? LA: A quarter mile, so we had to run 105 laps in total. 12 of gatorade—until I felt sick—and I ate a bunch of carbs. I called my friend Joshua Tague (he’s a runner), and I told him “I’m gonna try to run a marathon tomorrow,” and he thought Was there a point during the it was hilarious. But then he was really in go mode. He said he would show marathon when you regretted it? up at 1 pm the next day and finish the Both: No. race with us, however much was left. LA: Everyone was saying that we had So he showed up with ten or twelve no chance of doing it, for like, weeks miles left and he just stayed with me leading up to it. And in the days leading the entire time and encouraged me to up to it everyone kept coming up to me keep going. and asking about the marathon and Did you have any anti-cramping saying there was no chance we would techniques? do it, and I was actually convinced AS: I ate a bunch of bananas right that if I was gonna finish in under six hours, it was going to be actual hell on before. earth and unbelievably impressive and difficult—kind of like a Hail Mary LA: He ate bananas because—and I or something. And it did suck, but it quote—”monkeys never cramp.” wasn’t the most difficult thing I’ve ever done in my life. AS: I know it’s weird, but this baseball player said monkeys never cramp…so I What is the most difficult thing just ate a lot of bananas, and I didn’t cramp! you’ve ever done in your life? LA: I don’t know. I wrote my entire freshman essay in 24 hours. How would you describe your mindset going into the race? Do you achieve feats like this AS: Going into it, I thought it would suck so much. We were walking often? LA: I don’t know if I do these things together and talking about how no frequently, but when I told my parents one believes in us but we have to try that I did the marathon, they weren’t our hardest…so part of it was that surprised. They thought it was a very no one believed in us and I wanted to come back like a champion. But Logan thing to do. around the seventeenth or eighteenth mile I wanted to quit—I was actually How did you prepare? AS: The night before, I drank a bunch determined to quit. I was so tired that �λόγος the Gadfly I was running with my eyes closed. But LA: [under bated breath] That’s true. I kept going because I didn’t want to watch from the sidelines while Logan Did you have any witnesses? finished the race. AS: Yeah—When we were running, lots of people came to see us and bring What motivated you to keep us snacks. running? LA: I just wanted to be able to tell LA: For the last mile and half, a bunch everyone that I ran a marathon of people showed up and ran it with without training. Because the reason us. That was definitely a moment I’ll people made this bet with me was remember for some time. that they don’t think it’s possible. But immediately after I made the bet, AS: Even people I’m not even tight I googled “can you run a marathon with, like, people I’ve only talked to without training” [laughs]…and it three times, they came and brought us didn’t really say no…but every article granola and apples. Oh, that reminds said that it’s a bad idea—and that it’s me—we were about ten miles in, extremely prideful to think you can and Logan had some old bread in his do it. So, proving the internet and backpack— all my friends wrong was a pretty big motivation. LA: I had some bread from the dining hall from the night before. AS: It actually never clicked in my mind that a marathon was that big of a AS: …so Logan had some crusty bread deal…I genuinely never realized that— in his backpack— LA: Well it’s not that big of a deal. LA: On the record, the bread was not [aside] You don’t need to include that crusty. It was from the night before. we think it’s a big deal. AS: On the record, it was stale and crusty. AS: I don’t really run in my life. I’ve walked a lot, though. Over the summer LA: Andrew, stop; she’s recording this. I was walking insane amounts, like 30,000 steps. So I thought, well, maybe So Logan had some bread of if I jog a little bit… ambiguous quality in his backpack. LA: Not everyone thought it was AS: Yeah, he had some crusty bread, impossible. Some people actually cost and after the tenth mile, I ate it, and me a lot of money that I could have it was one of the most delicious and made in bets because they were telling beautiful things I’ve ever eaten in my everyone that they thought I could do life. it. AS: No one said that about me, though. LA: It was angelic. May 30, 2023 losing so many nutrients, I took one bite of bread and my knees almost buckled. LA: For the next couple miles we were only talking about how good that bread was. AS: We were like medieval peasants who, like…stumbled across some wheat… LA: Off the record, we did liken ourselves to medieval peasants. [Editor’s note: Nothing’s off the record at the Gadfly] What were the physical repercussions of running that far? LA: I did have trouble changing the angle of my knees. AS: Bending them? LA: Yes. AS: To give a scope of the actual agony we felt, Logan kept saying his knees hurt—but I kept saying, “I’m weak.” I just felt weak—frail and weak. After about the seventeenth mile my soul was falling apart. LA: Now I just have to hobble everywhere. AS: Yeah. Everyone on campus is laughing at us. We’re supposed to be champions but everyone is laughing at us. LA: I feel like an old man. AS: ‘Cause I was so hungry, and after AS: But for the first hour I had a 13 �λόγος the Gadfly runner’s high—I felt the air on my twenty dollars… skin and I thought “wow, the Naval academy is beautiful…” It was really a LA: Put that on the record. sense of elation— AS: As long as it’s enough to get pizza LA: For the first hour. afterwards. AS: After that I was just staring at the ground seeing the same thing over and over again, just the white line on each side, for the next four and a half hours, just thinking about how that line continued…not thinking about anything else. LA: I think that if I could ever be convinced to run a marathon again, it would not be on a quarter-mile long track. It was a little maddening. One more question: how has the St. John’s program prepared you for this accomplishment? Herodotus claims that, during the LA: That’s a good question. Battle of Marathon, Pheidippides ran from Athens to Sparta and AS: Wow. back, which is about 150 miles each way. After your experience, LA: Lemme think. do you have any insight about the validity of such a claim? AS: I don’t think anyone could run AS: …has it? that far. [silence] LA: Maybe if he drank a lot of LA: I mean honestly just, just reading gatorade. all these…great books. It’s easy to forget that normal humans wrote them, you Now that you’ve accomplished a marathon without training, what’s know, and that normal people like us can do great things, too. next? AS: Ironman. If you give me twenty Wow. Anything to add, Andrew? bucks I’ll run an Ironman. If anyone out there wants to bet me ten or AS: Nope. 14 May 30, 2023 �λόγος the Gadfly May 30, 2023 Successful marathon runners Logan Arendt (left) and Andrew Selway (shirtless) 15 �συμπόσιον the Gadfly May 30, 2023 Lessons from As You Like It Dolan Polglaze I did not want to play Orlando at first. I thought he was another of Shakespeare’s simple comedic lovers. I knew him as the boy who indiscriminately carved love poems on trees, and who was hopelessly in love with a woman much wittier than himself. Admittedly, most of these reservations about Orlando originated in the fact that I had played Orlando once before when I was thirteen years old. It was the second Shakespeare production I had ever acted in with my local youth theater troupe. At thirteen, I had very little life experience to justify or understand Orlando’s disposition. For one thing, I had never been in love, so Orlando’s feelings about Rosalind did not make much sense to me. Secondly, I think I was scared of playing Orlando—a fear that only now I have become cognizant of. This second time playing Orlando, however, I realized that such a fear existed in me back then at thirteen and continues, even now, to inhabit my body and mind. What was I afraid of ? I was afraid of playing a man who cannot help but be utterly candid with the world. Orlando is vulnerable and honest in a way that Rosalind is not, not because he chooses to be so, but because he is earnest in his pain and earnest in his love. Being earnest in pain was and is something I am comfortable with, but earnest in true matters of the heart —in matters of love—I find much more difficult. Back in my early teenage years, Shakespeare was the axis around which I learned to understand and express emotion. I loved playing characters like Macbeth, Hamlet, or even Richard III not because I found them admirable, but because I felt I could inhabit the kind of vulnerability necessary to play a tragic character. Tears would well up in my eyes when I stood to deliver “Is this a dagger which I see before me…?” And I felt myself one with the intentions and pain of the falling and fallen Macbeth. But when it came to playing characters like Orlando, I struggled inwardly. Orlando cannot hide behind the mask of insanity, madness, or murderousness. Orlando is simply there: open, loving, honest. When rehearsals first began for KWP’s production of As You Like It, I felt myself slipping into the safety of the masked performer. My words would stop in my throat, even before they left my mouth, and I felt my speech failing 16 to connect with the other actors on stage. I was worried because I felt the same fear returning that I had experienced at thirteen. But I’m older now: I know now what it means to be in love and to crave honesty from the world. I felt that now I at least had the experience to substantiate my becoming Orlando. But it was still a struggle. In rehearsals, I especially struggled with the scene where Orlando runs to put his love poetry on the trees in the forest of Arden. I could not stop my mind from thinking the lines, and I could not allow them to come from my heart. There was some kind of blockage, for I felt that I could not allow Orlando’s pure feeling for Rosalind to be the intention of the scene. Our director and my friend, Birdi Mueller, sensed my struggle. We had several talks about what it means for an actor to play the mask: to act from the mind rather than the heart. I am deeply grateful for her guidance throughout our rehearsal process because she helped me realize something essential about acting and being: the words do not have to sound any specific way—there is no form or mold of Orlando asking to be filled. Orlando is the man I birth in every moment on stage through my creative action. In this way, there is no expectation for who Orlando or any other character in the play ought to be. Acting is the process of trusting that your creative act, in every moment on stage, is enough—as long as you are vulnerable. I think Orlando taught me this lesson more than anything else. When he runs on stage to hang his poetry, he says, “These trees shall be my books, and in their bark my thoughts I’ll character.” I think this is a huge moment for Orlando because he finally sees himself as worthy of expressing his thoughts and feelings. There is no shame in Orlando in this moment, for he has trust in his own heart and the creations that honestly come from it. I think all of us who were in the play encountered moments of serious reckoning with our ability to be vulnerable on stage. Birdi was constantly there, from the foundation upwards, to make sure that all of us were always aware of where our hearts and bodies were onstage. Words fail to express the gratitude I feel for our creation of As You Like It, and for my fellow actors. I hope it is just for me to thank— on behalf of all who worked on the show—everyone who came out, sat in the darkness of the auditorium, and trusted us with this play. Thank you. �συμπόσιον the Gadfly An Ode to Viking Portables I n a previous Gadfly column I bemoaned the scourge of badly-designed books which nest in great numbers in our campus library, with their shameless misappropriation of classic art and bizarre typographical blunders1; having already presented plenty of negative examples in that piece, I intend now to turn the polity’s attention to a certain little-appreciated series of classic paperbacks which, to me, ought to be held up as the gold standard of modern book design. The Viking Portable Library2 was a series of paperbacks published during the latter half of the 20th century (primarily, it seems, during the ‘80s) which endeavored to showcase the major works of great authors in sleek, uncumbersome volumes. Now, I use the perfect-tense verb were, which in a sense is inaccurate; the Viking Portables appear to still be in print at time of writing, with more or less the same contents as the ones which I intend to discuss here. But these modern editions suffer from an aesthetic blandness which, though less egregious than that of the Penguin Classics, makes me keep them at a distance. Their covers are typically all text, occasionally with a reproduction of an engraving of the author (tastefully adjusted to match with the volume’s color, unlike the as-is approach which the Penguin Classics take), and while this is certainly inoffensive as far as book covers go it doesn’t catch the eye enough to motivate anyone to collect them, despite their being marketed as a full set. But for a brief, shining moment in the ‘80s, the Viking Portables achieved perfection with a series of covers which took the novel, if more expensive and time-consuming approach of using bespoke photographs not in the public domain, rather than already-extant images. I was first introduced to this series while seeking out a copy of Don Quixote for use in my Junior Seminar. This search led to my purchasing of The Portable Cervantes, and since then I have ravenously sought these Portables out at every used bookstore–both physical and virtual—I can find. The thing May 30, 2023 RANGER KASDORF which strikes one most immediately is the photographs used for their covers, which either depict a place relevant to the author or obliquely point toward the contents of the author’s major works. The cover for The Portable Cervantes, for example, is a stark, sparse scene of a field at dusk, with a windmill on the horizon, while The Portable Mark Twain sports a jagged and striking image of a white picket fence. Best of all, besides their actual content, observe the size of these photos: they are massive, and unrestrained, not cut off by a field of black with a title and a name. The block of text giving the volume’s title, along with the portrait of the author, is made part of the larger photograph, dropped on top of it, not isolated from it as with the Penguin Classics earlier discussed. These photos aren’t just for the front cover, either; they wrap around the entire book, from front to spine to back, lending a striking beauty to each of these volumes that is well above the industry standard for paperbacks. 1. A friend of mine recently brought to my attention that her Dover Thrift edition of Pride and Prejudice misspells the author’s name on its back cover as “Jane Auslen”. 2. Published by Penguin, so at least we know someone there has a knack for design. 17 �συμπόσιον the Gadfly May 30, 2023 Notably, the photographs used are almost always bereft of people; the only exception I’ve yet found is The Portable D.H. Lawrence, in which a man with his face obscured can be seen walking on a rooftop in the foreground. Overwhelmingly, the focus is on nature (the flock of birds seen on The Portable James Joyce, the crescent moon on The Portable World Bible3), architecture (the quaint Victorian street on The Portable Oscar Wilde, the New York lamppost on The Portable Saul Bellow), and, occasionally, already extant artworks (the gargoyle on The Portable Rabelais, the fresco of God on The Portable Dante). The aim seems to be to depict the things which inspired the poetic minds of these authors, and, by presenting these inspirations in full, vibrant colors which permeate each book’s entire exterior4, to impress upon us the enduring relevance of their subjects. Melville may be gone, but the sea which inspired him continues to inspire now; Twain may be gone, but there is still humor and mischief to be found in things as innocuous as picket fences; the authors of the Quran, the Rig-Veda, the Dhammapada—they may be long gone, but the moon which passed over their heads and made them yearn for the divine is still here, as awe-inspiring now as it was then. Lest anyone accuse me of shallowness—of being more interested in the aesthetics of reading than in reading itself—let me make it clear that the Viking Portables maintain their high quality even once you get past their covers. Across them, there is an evident and strong desire to give as broad a picture of the author, not just as an artist but as a person, as is possible within the pages of a "portable" volume. The Portable Mark Twain contains all the fiction that you’d expect from a Twain anthology, but its final hundred pages are dedicated to Twain’s letters, including a short and quite profane one sent to “The Gas Company”. The Portable Melville contains only brief cuttings from Moby-Dick, and opts to include some of his less-celebrated works, his letters, and even his own personal notes (including, tantalizingly, his thoughts on Don Quixote). The Portable D.H. Lawrence doesn’t include a word of Lady Chatterley’s Lover, as if to implicitly suggest that the work’s value is already so widely-known that it would be senseless to waste any pages reaffirming it; the collection instead spends the bulk of its pag3. A collection of excerpts from a wide swath of major religious texts, the aim being to give an account of theology from across the world rather than of just the ones known in the West. 4. Note, meanwhile, that the author portraits which appear on each cover are minuscule compared to the photos, and are always in black and white, as though to suggest it is more important that we see what inspired these authors–and, at the same time, the art which they inspired–than that we see the authors themselves. 18 �συμπόσιον the Gadfly es on Lawrence’s novellas, poems, and travelogs, all accompanied by notes from the editor adamantly defending their choices. Even The Portable Cervantes, which indeed consists almost entirely of Don Quixote, crams two of the author’s other novels and his farewell to life, Foot In Stirrup, into its 700-some pages. Not a single selection feels perfunctory; all in these volumes is placed with plain intent. Things which might have been left obscure to all but the most devoted of scholars are placed in open, readable view for the public, and the result is a series which earns its greatness not only through the already-great works contained within, but from its greatness even amongst other anthologies. I think that what attracts me most to these editions over other, similar anthologies is the sheer creativity on display: many of the cover photos used were taken by the late pho- May 30, 2023 tographer Joseph Marvullo5, and while some were taken for unrelated purposes and then used by Penguin for this series—like “Midnight”, which appears on the cover of The Portable World Bible—most, such as the aforementioned windmill picture and the image of Thomas Jefferson’s home used on The Portable Thomas Jefferson, appear to have been taken expressly so that they could be used on these volumes. Through playful suggestion and strategic use of symbols, these covers manage to evoke their contents much better than any seated portrait of the author. This, combined with the careful attention paid to the selections in each volume, gives the sense that this series was created by people with immense affection for the authors whom they anthologize. Oh, and in case this seals the deal for you: yes, they’ve still got the cute little penguin on them. 5. In preparation for writing this piece I attempted to learn more about Marvullo, and found that though he does have a small but passionate following online, including a Facebook page which regularly posts his work, he hasn’t gained the level of fame and renown which his photographs clearly merit. Somewhat ironically, the first Google search result for “Joseph Marvullo” is a picture of a photography model of the same name. It seems, then, that these Viking Portables were the most exposure he ever got. 19 �συμπόσιον the Gadfly May 30, 2023 A Freshman Seminar Rose Zhang T he door closed. And there I was, sitting on the Johnnie chair, confined in this room with these twenty-three people for the following two hours. I skimmed around the table: silence. The smiles disappeared the moment the door closed; everyone’s faces looked as grave as if they were in the presence of Socrates, who was about to take the poison. My tutors exchanged eye contact and the one further from the door began. The question was crisp and short, but not the silence that fell afterward. Something came into my mind instantly during the silence. Yet the words halted at the tip of my tongue, refusing to leave my lips. I wavered. Why is it taking so long for people to say something? Then what I have to say must be wrong. I held myself back and leaned back on my chair, spinning my pen underneath the desk. Maybe, I should just say it. So I straightened my back and leaned forward towards the table slightly, not too much, lest it’s conspicuous that I wanted to express something. Just before I opened my mouth, someone else ejected a statement. As he finished his sentence, I couldn’t help myself but feel disappointed. It was irrelevant to the opening question, in fact, completely off the mark. I felt compelled to say something in an attempt to forestall the discussion from derailing furthermore. I looked around the seminar room; it had fallen into silence once again. The silence lasted for merely twenty seconds, but it felt as if two minutes. Ah, everyone else also realizes he said something off the mark. I assumed. It gave me a sense of relief. Right after my assumption, the guy sitting next to me opened his mouth. “Yeah, I completely agree…” Perhaps, I am the one who missed the mark completely instead and misunderstood the question instead of them. I quickly scribbled the thought I had down in my notebook and leaned back. Resting my feet on the table’s railing, I pleaded that someone would say something that 20 either sparks my interest, my inner intelligence that seemed to be nowhere, or profoundness I’ve yet to discover. As I leaned my chin on my hand and looked away from the tutor who just finished his sentence, I realized the guy sitting across the table from me had been staring at his book intensely for the past ten minutes; I wondered what he had to say. I would call him out, but I haven’t spoken since the seminar started, so I subtly stared at him in hope that I may dragoon him into speaking. But after fifteen seconds of staring at him, I resigned, he was still looking down at his book, he was probably not feeling well today. My vision slid smoothly across the room like a rolling camera. In other words, I tried not to shift my vision too abruptly to avoid making eye contact with someone unnecessarily. As I went across the room, my attention stopped on the girl who hasn’t spoken since last month. I do hope she talks today. That paradoxical feeling and greed wanting to hear more from the quiet people yet reluctant and terrified to share what I have has started to breed a monster called guilt within me. Just then, my core member introduced an insightful inquiry, yet someone who followed up his question did not even follow up his question, they went off, utterly leaving the question he asked unanswered. A sense of indignation rose inside me, towards my own inability to speak up and follow up his insight for fear of judgment and towards the ignorance of the people who diverged the discussion and ignored his insight. Alas, the seminar proceeded without a break and my mind staggered to keep up with this race that forced me to move on. Suddenly, something the tutor asked sparked my interest, but people kept talking and talking. I waited for the right time to speak, but no one gave me a single space to step in. Was it that I needed to make space for myself instead of waiting? This time, another student brought up an interesting point, and I wanted to point to a passage that might help. �συμπόσιον the Gadfly Might. Not directly helpful. I opened up the book to the page, and it was ready in front of me, I just needed to speak up. And at that moment, my tutor said, “There’s a passage that might help.” My heart sank with despair and leaped with exuberance. I was flattered that I was about to quote the same passage as my tutor did, but disappointed I missed my chance to talk and possibly shine in the seminar. Finally, I had a question. Again, it wasn’t directly relevant to the current discussion of our seminar like the passage I wanted to quote earlier, so I waited. And waited. And waited. Different topics skimped across the table, and agreements and disagreements clashed with one another like bumper cars. The guy who enjoys talking in dichotomy went on his long four-minute speech again, and I lowered my head lest someone sees me rolling my eyes. The girl fond of tying connections between the seminar readings and the lab readings articulated another brilliant point. The discussion went on, like a tree branching out endlessly, perhaps at times pointlessly. It has proceeded in an antipodean direction from our opening question. The perturbation grew as the time ticked by and the question I had began to burn inside of me as if it ate me up little by little, nibbling my organs from the inside out. I couldn’t wait any longer; the discussion was going around in a circle anyways. I leaned forward and opened my mouth, someone immediately cut me off. In my dismay, I leaned back on my chair. Was it not obvious enough that I wanted to speak? Turns out it was to the guy sitting next to me. He gave me a sly smile and asked loudly, motioning his hand to me, “Did you have something to say?” I asked the question, with textual support. But the class fell into silence. Utter dead silence. After one or two short remarks, the conversation went back to the topic before my question. Ignored. Again. Why am I even surprised? The poor reciprocity of the classroom, the tension and chaos beneath the tranquil surface when we all flipped through the pages for textual evidence was like a storm underneath the ocean that is unseen from the sky. I pulled up my sleeves a little to look at the time: 10:02. Just then, the girl who sat next to the tutor asked a question, followed by a sigh from the guy who sat next to me. Yes, that one person who asks a question when it’s past ten. I skimmed around the room. And obviously, no one wanted to answer her question. I felt bad. But I dare not to entice the rage of my peers. People either looked down May 30, 2023 at their book or their feet or scribbled something on their notebooks in an attempt to avoid making any eye contact with her. Meanwhile, she looked around the table like a meerkat, hoping someone would absolve her perplexity. A person spoke. And then the discussion became heated up and ignited the pugnacious instinct within the avid teenagers who think they own the world. Regardless of my passion, it was already past ten for me to take part in it. A rambunctious chatter went past the corridor and followed by the room falling into silence. My core member who sat next to me tapped his leg with the pen in his hand impatiently, he already had his book and notebook closed and held in his other hand, ready to burst out of the room once the tutor announces the end of the seminar. “That’s for it for today.” The tutor’s serene yet stern voice pierced through the silence. Smiles returned on students’ faces, chatter arose, and the sound of book closing and the chairs creaking filled the room. It felt like chaos, but a different type of chaos from the one during the seminar. I closed my book and notes and gathered my pens. Smiling, I bid goodnight to my tutors while dying a little inside. Swiftly, I went down the other side of the stairs of McDowell so that I may minimize socializing to slip back to my dorm unnoticed. On my way upstairs I paused before the window of the staircase; through the window I could see the lit-up planetarium, the field, the night sky, and the stars. Did I have a good seminar? I do not know. The line between good and bad seminars gradually blurred throughout the semester. But for that moment, it didn’t matter much, just that I survived tonight’s seminar. And I’ll survive the next seminar too. 21 �πόλις the Gadfly May 30, 2023 Who Forms Kunai? By LOUIS ROSENBERG Full disclosure: I’m not an athlete—I have not yet participated in an intramural or Kunai game, nor do I plan to start attending. From the outside looking in, I wouldn’t have expected myself to have a stake in anything remotely relating to Kunai. But I find that I do; the debates around the purpose of the group hit at my heart in a way that demands personal investment. Indeed, I’ve considered writing an article in this vein since the fall of last year, though it was only the recent articles about Kunai that emboldened me to do so. FUN.” Two weeks later, however, the demographics Kunai was intended for shifted. Opening with “HellllooooOoo ladies and theydies!!!!!” as the salutation, it stated that “Kunai is a space for women and nonbinary people of the college to learn and play sports!!” My problem with these early communications is, I would hope, evident: not being cisgender is not the same as being nonbinary. And this was the origin of my complaints. Then, when I looked on the St. John’s College website, I found that Kunai was—and, at the time I’m writing this article, still is—merely described on the “St. John’s Traditions” page as “the women’s sports The earliest email regarding Kunai that I could unearth league in Annapolis.” While I’m not sure on whom the in my inbox arrived in early September 2021. Addressed onus for correcting this falls, it firmly solidified my distaste. to the Polity, it opens by explaining the group’s purpose: Though there is obviously overlap between all three of those “Kunai is a sports group that is open to all women and non- descriptions, there are also important differences; each cisgender members of SJC. We play SPORTS and have definition fundamentally refers to a different set of people. "Garden Archway and Iglehart Hall" c. 1910 22 �πόλις the Gadfly May 30, 2023 Now, to the credit of whoever is running Kunai this year, they have been more consistent with their messaging. The first emails of the year stipulated once again that it is open to women and non-cisgender members of the polity, and nothing since has contradicted that. (Most emails now, later in the year, have been addressed simply to “KUNAI Polity.”) Still, even that verbiage bothers me. I don’t really want to be included in a group by sole purpose of my history of transition—it feels othering. It is tied to the same problem I encounter often in LGBT+ specific groups: I find it difficult to connect to people based solely on a single shared identity—especially when that is an identity that I don’t hold particularly dear to me. My experience with transness is that of being trapped on a knife’s edge between invisibility and excessive visibility. I don’t want to have my history so broadly aired (yet another reason I considered not submitting this piece for publication), but at the same time I am often neglected, as in the conflicting Kunai emails from last academic year. Yes, I am not cisgender. But I am still a man. Although I understand that my path to manhood has been different than that of most other cis guys, I resent when others bring up that distinction on the behalf of me and other trans men. And while I recognize that I write this from a place of some privilege—as someone who transitioned as a child, I am to some degree removed from the struggles of the beginning stages of transition that might draw another trans man to an environment such as Kunai—I also write this from the place of pain that those chronic distinctions elicit within me. I do not seek to use this piece as an argument for some specific change, because I do not know how I could provide an easy solution. With debates over wording, it ultimately comes down to whose comfort we are prioritizing, and if many people are drawing benefit from this current determination of who forms Kunai, I could not argue in good faith that it should change. Of course, given the nature of the question itself, it’s incredibly difficult to know exactly who is benefitting from Kunai, and from what aspects. Detail of "The Month of June" by Claude III Audran, c. 1726 entails some degree of sensitivity to others’ judgements of said identity. And when definitions of gender itself can be so nebulous, there is also necessarily some wariness when it comes to critiquing turns of phrase that others have chosen. Is it not better to err on the side of inclusivity? I suppose, but I would also argue that there remains some kind of issue as long as one is erring at all. I know that navigating discussions of gender can be difficult for many, including myself. Fighting to have your identity recognized—as trans people so often must—inherently 23 �πόλις the Gadfly May 30, 2023 Song of the Clovers Tuyết-Nhi Nghiêm Desperate to escape and hungry to learn, curious and brazen, I came to college and in the kingdom of ancient books I made the great mistake that all philosophers do: I begged the world to make sense. And so I sought Truth in texts immortal, Telling myself that these authors were wiser than we— Until I arrived here, kneeling on burning asphalt, Weaving weeds into the crown of a king. Wondering: What kind of life could the ancients have lived, That they would learn what we cannot from our own? The wild mane of the earth whispered: We were there. They were there. You are here. Soon, you will not be. All that they had, is still yours— You have only paved the road ever further from what you need. The golden hearth that those who opened their hearts have lit for you you abandon to stand knocking on the gates of fortresses cold. Like a silly dog you run far from the ones who need you most, chasing after what you cannot have until it is too late, and you are lost. You will hear your heart break and in the midst of the Silent Howl, the words of Epictetus: be not disturbed; think of a clay pot. Indeed, he and the clay pot shared in their nature the great fate of ending. Yet I ask of you this: Did a clay pot ever carry me on its shoulders? Knit its fingers together to shadow a bird on the wall for a bedtime story? Any fool who can see their child or wife as a clay pot does not know, could not know, the truth of human nature, you want to say. 24 �πόλις the Gadfly May 30, 2023 Ask yourself this instead: Do you truly believe that Epictetus never knew loss? That he did not know love, and the dangers that come with it? Even Socrates knew the glory of lying on the grass, surrounded by friends; even Aristotle could not neglect that none would choose to live without it. Learn then, that the cruel reward of a life full of love is infinite loss; the work that remains is only to return what you relished, and carry on. Only you will not learn it now, you couldn't if you wanted to, the philosophers have tried but cannot save you with what they learned. You can read all you want, talk all you want, write all you want; the Silent Howl is the only teacher you will at last understand. When you emerge from the other side of the black rivers of loss you will know, with searing clarity, the price of holding clay against bones. You will wish you never had to learn this lesson, inevitable as it was, and yet you know that its weight will tighten your every embrace. You will see that you had to leave, that you had no choice, that all this damage was born out of a duty to yourself. You will at last learn to ask the right questions, and that doing so will teach you more than any answer can. Why the towering trees? Why the lowly weeds? Why the wilting flowers? Why the hare, who must be hunted, and the fox, who must taste blood? Because, the texts can only ever guide you deeper into the mysteries. Because, this is the only way the Truth can enter your stubborn heart. 25 �πόλις the Gadfly May 30, 2023 A Grievance of Gilliam By WILL MARCHMAN Recently, the Gilliam kitchen was so filthy—reeking of fish, rotten milk, eggs, vaguely greenish-gray leftover slop in the fridge and other unimaginable horrors that coated the walls of the fridge, the drain of the sink and the bag of the trashcan —that it caused 3 students to vomit. This was the result of months of minor decisions and mistakes. Perhaps, one day, someone placed their leftovers in the fridge. Absorbed with their schoolwork reading about Kant’s thoughts on ethics, and filled up by the ever delicious dining hall food, it gradually slipped their mind that there were still leftovers, until eventually the memory altogether disappeared. But the leftovers didn’t: they kept sitting there, stinking more and more each day. Or, perhaps, someone made delicious cookies. They made much batter, and while most went to the cookies, much also remained stuck to the bowls and spoons they dumped in the sink and the rest fell all over the counter. Neither the dishes nor the counter were cleaned, of course, as it’s only a bit of mess; they’ll get it next time (they didn’t). If you ask a St. John’s student to define virtue, they may say “knowledge,” or give well-thought out reasoning for any other answer, but as Aristotle says in the Ethics, “we are not investigating the nature of virtue for the sake of knowing what it is, but in order that we may become good, without which result our investigation would be of no use” (1103b30). If the denizens of Gilliam can’t so much as not dump rotten milk in the trashbag or leave moldy food in the fridge, why should anyone care what they have to say about virtue? I exhort my fellow future Gilliam residents to not follow the bad habits of the current residents. Clean the kitchen (and while we’re on it, clean your pubic hair out of the shower! Why should adults need to be told this?!)! 26 �πόλις the Gadfly May 30, 2023 "The Kitchen" by James McNeill Whistler, 1858 27 �πόλις the Gadfly May 30, 2023 To Seniors, from a Man Who Knows Dear Seniors, You will soon depart these halls into the real world and you, amongst all the panicked need for a job and a place to live, are certainly thinking to yourself: how do I keep doing this forever? You look at the library, the seminars, the smoking area, thinking about all that we share here (sometimes decent discussion, mostly addictions), and realize that you never ever want to leave. Your world is built for chalk and blackboard, for the constant taste of the same oil on the dining hall food, for the random bursts of energy that people get for certain texts (golly, I never would have guessed you, Ms. Schnapplebautum, who have been silent all year, would suddenly speak for the entire seminar on the Constitution). My dearest friends, do not worry, I have a secret just for you: you can keep doing St. John’s College for all eternity. How, how can I enter such a promised land? The simple route (the UChicago to tutor pipeline) is not open to all of us (and maybe you don’t want to play on the national croquet team and come back every year or work at your college job at an Irish Pub into your 40s or become heavily involved in the alumni association or donate all your money to a funding campaign with a 1984-esque slogan (Warring with tradition is peace)). Do not fret, for you need not attach yourself forever to the physical grounds of this institution; you need only accept one thing: all knowledge is SJC knowledge. All math is Euclid, all philosophy is Plato, all politics is Aristotle. You’ve already done all the learning you’ll ever need to do, everything else is superfluous. Go into corporate board meetings ready to refute your colleagues with you Aquinasian logic (actually, Janice from HR, we can’t get rid of snacktime fridays because that would go against God’s beauty); have a Socratic 28 question for every occasion (sorry officer, but before I can answer that, we would need to give a clear definition of what triple homicide even means); treat every presentation as an Apollonius demonstration (so far as the quarterly reports well haha I actually had some questions on this one so that’s great). And don’t just limit yourself to legal and professional interactions: I’m certain your family never wants to stop hearing about the insanely wrong scientific theories that you’re studying over Thanksgiving dinner (it balances out your cousin Brad’s insistence about facts not caring about feelings). You can do SJC at the grocery store, at daycare, at your lowest point (there’s something conic sectional in the gyration of a stipper’s hips and the swirling of ice in your glass, something parabolic in your downfall). It’s simple, really; St. John only stops when you let him. Remember my brethren, as you go out into the wide wide ( Jesus there are more than 500 people?) wide world, you weren’t here to free your mind; you were here to acquire the strangest and most scholastic set of biases known to man (and mostly men). Hasn’t it been one of the most wonderful experiences you could ever have? —B.S. P.S. And if you’re one of the people whose senior boyfriend/girlfriend/partner/friend-with-benefits-who-isdefinitely-not-using-you-to-get-over-their-ex is graduating: you can pay tribute to their memory by picking up a new one in classic Johnnie fashion (bum a cig off them then ask an almost abrassively personal philosophical question). —B.S.er P.P.S. A request has been delivered to me from editors on high that I be more sincere. You’re smart. Do an esoteric reading of my sarcasm. —B.S.est �πόλις the Gadfly May 30, 2023 29 �πόλις the Gadfly Tobacco Smoking Chants Ezra Melchor Tobacco smoke enchants Long-fingered licking, writhing– Caressed well, smooth strands Stroke, don’t tempt. We are only friends. “I am not a capnolagniac” I hear myself say. Even if I was there are other reasons to enjoy a pipe. 30 May 30, 2023 �πόλις the Gadfly May 30, 2023 Up in Smoke By MOLLY SPROUT As one could guess from the title of this article, I am here to speak about smoking. And before the scoffing starts let me preface this by saying that I am a smoker myself. An incredibly heavy smoker actually. (A half to a full pack per day, Marlboro Golds, in case you were wondering.) But this article is not pro-smoking. Smoking at St. John’s is a staple, as I am sure everyone is aware. But it is not simply the mere act of smoking that is so satisfying and key to the whole phenomena. It is smoking in full view of the public, with friends, creating bonds, sharing stories. This social aspect is what makes the “I only smoke when drunk” or “I only smoke after seminar” people so common. There is something incredibly special about smoking a cigarette with a group of friends during a pseudo-intellectual conversation. Obviously removing the ashtrays did nothing to solve this problem, and realistically, it worsened it. Another problem was created out of admin’s “solution” so it’s clear that passivity doesn’t and won’t work. But with admin clearly trying to phase out smoking on campus, and public safety menacing one’s free will to smoke a cigarette, reinstating the ashtrays is most likely off the table. So where do we go from here? Absolute warfare against the cigarette litterers. What most effectively prevents littering? Immediate physical danger to yourself and others. We need consequences. I propose that we pour gasoline over the quad so that if someone decides to toss away a cigarette butt on the ground everything will go up in flames. You, me, everything. Nothing would end the problem of littering quicker than just one incident of someone burning the campus down. But, then, what makes this such a problem? What is inhibited or worsened by others choosing to smoke? Because I’m certainly not about to defend the “secondhand smoke” believers. No, I contest that the real problem here is littering. Walking onto the quad should be a lovely experience. It is a place to see friends, enemies, old men in hats, and the occasional baby. But, that is effectively ruined due to the blight of tossed cigarette butts. As we are all well aware, the ground on campus—especially on the quad—is often absolutely littered with them. I step out to the quad for my daily appearance and I am up to my KNEES in people’s cancer-stick trash. It has become apparent through this problem that people no longer find it to be an obligation to throw their cigarette butts into the trash cans, which are well-apportioned on the quad especially. And with that, we must come up with a solution. "The Smoking Fire" by Giovanni Battista Piranesi, c. 1761 31 �πόλις the Gadfly May 30, 2023 SEX AND THE CITY By BEN MAIER, Ph.D The Summer of Love is upon us. Are you ready, student at St. John’s College? I admit it's very difficult to prepare for a Hot Johnnie Summer or a Hot Long-DistanceMonogamous Relationship Summer. Both possess their own unique challenges which the Great Books haven’t prepared us for. Luckily, I am a “love doctor” of sorts and have extensive experience practicing in this area. In this article, I will provide some cures for the love-sick polity during this season of romance. Rule #1: Be Attractive Now this tip doesn’t necessarily mean “be hot.” Beauty is in the eye of the beholder and it flows through every kind of body, personality, and form. Just because you don’t have gold doesn’t mean your copper is any less valuable. Whether you’re in a relationship or not, you need to leverage your assets to achieve the best romantic outcome. The best way to do this is to give your best attributes to someone who has none. Do you have a warm and loving personality? Find someone emotionally distant. Do you have commitment issues? Find a nice syrupy partner who will stick to you no matter what. Are you having trouble with your long distance relationship? Just find someone closer. To put it simply, find your opposite and you will always attract! Rule #3: Get Realistic (or How I Learned to Stop Worrying and Love Tinder) Statistically, there is at least one perfect person for you out of nearly 8 billion people on earth. However, you are statistically very unlikely to ever meet this person. This is especially true if you can confine yourself to a population size as small as St. John’s College. Therefore you need to start thinking bigger if you even want a chance of finding an adequate match let alone “the One.” As a professional, I recommend downloading an arsenal of dating apps in order to maximize your potential romantic matches. After all, nothing beats a cozy Friday night of endlessly swiping through Tinder, asking “what’s your favorite color?” to twenty different people (and that’s just if you’re lucky). Now I know that dating apps are not for everyone. If you’re looking for a more organic way to find a match, I recommend pulling up to every possible social scene in the DMV area: Anne Arundel Community College classes, Navy football games, dive bars in DC, religious services for religions you don’t believe in, Towson fraternity parties, illegal street races in Baltimore, etc. Do not be afraid to throw yourself against the barn and see if you’ll stick! Now, these options may not always be available if you do not have a car. Romantic success requires sacrifice and getting a car loan may be necessary before your time at Rule #2: Meet the Right Person This next rule doesn’t apply to existing relationships… St. John’s ends. If this is too burdensome, you can always unless you’re in the market for another. Now imagine this: just start going door to door. it is a hot summer day and you run into a cute stranger at your local cafe (they’re even reading your favorite book). Nothing is impossible in the world of romance. Trust me, You summon the courage to talk to this person: first, you I’m a doctor. start talking about the book (let’s say Don Quixote), then you start to discuss virtue, the golden age, and how to find Yours Truly, beauty in a world that doesn’t seem to care. You begin to feel Dr. Benjamin Maier a real connection with this person…can this conversation P.h.D in Romance and Sports Medicine please last forever? Now keep dreaming, Don Quixote, because this situation would NEVER happen in real life. 32 �πόλις the Gadfly May 30, 2023 Renewal Luke Briner As Phœbus in his day-defining train Succeeds Diana’s melancholy wane And by the dance of each encircling hour Illumines every bloom and bending bower And consecrates all nature pure and new With fair Aurora’s sweet-perfuméd dew, So may my spirit, sunk in ceaseless night, Bear witness someday to that early Light Which once I saw with yet-undarkened eyes And long again to see before me rise, That I may by a resurrected sense Return to my primeval innocence, And, basking in its new-exalted shine, Renew in me that which was once Divine. 33 �πόλις the Gadfly May 30, 2023 The Rise of AI: The Doom of Liberal Arts Students (According to Some Techno-Skeptics) [Or: A Thought from a Simulatedly-Worried Custodian] [Dear fellow cave dwellers, There has been much talk about (read: my roommate won’t shut up about) a new system, a new technology: ChatGPT (gasps of horror from the crowd please). I decided to do what we all fear to do: engage with modernity. I have asked this little demon in a box to produce an article based on my previous writings for our beloved Gadfly. Here is what it delivered (with commentary in brackets (I promise is not just sarcasm used as a coping mechanism to make fun of AI for writing an article that’s probably better than the one I wrote)):] whether Alexa prefers Bach or Beethoven [Truly a Johnnie connection: flexing knowing Being and Time and having taken sophomore music when the relation between the two is tenuous at best]. Gone are the days of wrestling with the great texts of Western civilization. Why read Homer when we can have an AI recite the Iliad with perfect pronunciation and dramatic flair? Who needs to pore over Kant's "Critique of Pure Reason" when AI can effortlessly churn out critiques that will put us to shame [some of us might be into that]? We may as well swap our parchment and quill for a laptop and a charger, because our days as the custodians of intellectual Dear fellow Johnnies and Janies, As we gather in the hallowed halls of St. John's College, inquiry are numbered [we truly are custodians if we have to where the liberal arts reign supreme [quote: every other clean up this shit]. Friday night lecture], it is only fitting that we address a matter of utmost urgency: the impending doom of our The technocrats will argue that AI will enhance our academic existence [wordy, do better next time]. Brace yourselves, pursuits, liberating us from mundane tasks and freeing up dear friends, for artificial intelligence (AI) is on the rise, our time for deeper contemplation. But let's be real, my and rumor has it that it will soon replace each and every fellow St. John's enthusiasts. What fun is a symposium one of us. without the passionate debates, the misinterpretations, and the occasional misquotations [This is why I’m no fun Picture this [I too remember trying to write a freshman in class]? Who needs a deep understanding of metaphysics essay]: a world where AI-driven machines outperform when we can rely on AI to regurgitate complex theories in us in philosophical dialogues, outwrite us in essays, and neatly summarized bullet points? [Doesn’t complete the outanalyze us in seminar discussions. A world where sequence of 3 questions, clearly did not study the Rhetoric.] Euclid's geometry is executed flawlessly by AI algorithms, rendering our protractors and compasses mere relics of the AI will undoubtedly excel in logical reasoning, but can past. Oh, the horror! [Oh, relics of the past are kind of the it capture the ineffable beauty of a Kantian sublime? point.] [Transition whiplash, neck still recovering.] Can it revel in the absurdity of a Dadaist artwork or get lost in the Forget the Socratic method, folks [Damn it, the machine labyrinthine depths of a James Joyce novel? We humanists, almost got my style on this line]. Soon, it will be the Siri with our inherent irrationality, are uniquely equipped to method. The Oracle of Delphi will be replaced by an AI appreciate the quirks and idiosyncrasies of human creativity. oracle with a British accent, and instead of wrestling with AI may be smart, but it lacks that certain je ne sais quoi that Heidegger's "Being and Time," we'll be reduced to debating makes us, well, human. [This is where ChatGPT goes totally off the rails in simulating the good ol’ B.S.: it’s programmed 34 �πόλις the Gadfly May 30, 2023 to give you happy endings and make you feel like it’s not going to replace you, I promise! I’ll say the doomer thing that it won’t: we’re all screwed. Might as well enjoy the weather before our nuclear winter of the soul.] So, my dear comrades, let us cling to our books, our parchment [Why did it latch on so much to this outdated writing utensils joke?], and our spirited discussions. Let us revel in the messiness of our humanity, even as AI marches on with its calculated precision. Remember, the liberal arts are not just about knowledge; they are about the human experience, the struggle to understand our place in the cosmos [Something which AI could never ever simulate except this one time in this article where it is simulating my understanding of the universe]. And when the day comes that AI knocks on our classroom doors, seeking admission to the hallowed halls of St. John's, let us greet it with open arms [admin is asking if this counts for the diversity quota]. For in the clash of silicon and soul, the heart will prevail, and the Gadfly shall continue to buzz with its satire, wit, and unabashed love for the quirky, flawed, and ever-surprising [now it completes the three points! Twice! Also: don’t get overexcited. We here at the Gadfly are quite abashed in our love of:] human intellect. "Intelligence was Mine! I Became the Buddha" by Odilon Redon, 1896 Yours sarcastically, B.S. (But not the AI version, I promise) [Yours truly, B.S. (The AI version, I promise)] 35 �πόλις the Gadfly May 30, 2023 Translation of St. Thérèse of Lisieux’s “Melody of St. Cecilia” Luke Briner I contemplate in joy, O most beloved Saint, The God-illumined path remaining after you; Still now I think I hear your dulcet music faint; Your melody empyreal to me rings true. Hear now the plea of my soul in its sin-stained dearth: Upon your virgin heart allow me to repose, That sacred lily which shone forth upon the earth With Phœbic brilliance that none could long oppose. O chastest Latian Dove, throughout your earthly life You sought no bridegroom but the sole-begotten Son; He chose your soul for Union with Him as His wife, About her sensing the perfume of virtues won. Yet then a mortal in th’effulgence of his youth Did breathe in that perfume, O white, Elysial flower! To pluck you in your tenderness so pure and couth Hence gave Valerian all of his heart and power. Forthwith he orchestrated lavish nuptial meals, His palace ringing all throughout with sumptuous song; But your unblemished heart continued its appeals, Their holy echoes rising to the Saintly throng! How did you persevere, from Fatherland so split And seeing next to you this mortal suitor frail? Without doubt this bereavéd life you longed to quit And in Eternal Unity with Christ prevail. But no—I hear your lyre’s Seraphic cords resound, Voice of your Love with accent so Ambrosial; Unto the Lord you sang with that most holy sound: “Of Purity, O Jesus dear, keep my heart full!” Incredible abandon! Melody divine! By that ætheric song do you reveal the Love That fears not and forgets itself as it reclines, Like a sweet child, on the Heart of its God above. 36 In th’azure vault appeared the Star of Vestal Light Who came forth to illumine with her timid fire The Truth, unveiléd to us by the lustrous night, Of that pure Love which spouses Heavenly acquire. And yet Valerian dreamed of less perfect Joy: Your love, my Saint, is all to which he would attend; His union to you he did heartily enjoy, E’en as you taught him that with Death Life need not end. “My friend,” you said to him, “there’s always close to me An Angel Godsent who safeguards my Purity; And even as I fall asleep he does not flee, But blankets me in Heaven-plumed security. At night I see his countenance Supernal shine With brightness sweeter than the rosy smile of Dawn; It seems then to reflect the radiance Divine Of that Face which all poor souls long to gaze upon.” “Show me,” exclaimed Valerian, “this Dæmon strange In order that I may know if your oath is true; For otherwise you must not doubt my love shall change Henceforth to awful rage and hatred toward you.” O Dove hid in the hollow of the stone from sight! You did not fear at all the Hunter’s crafty art; The Face of Jesus showed you its euphoric Light; The Holy Gospel rested firm upon your heart. To him you spoke in swift reply with sweet air: “My holy guardian will grant you your desire; You will behold him soon, and he will then declare That to win God you must cast this life to the fire. But ere you do, to Baptism you must submit, So that it may incense your soul with holy White; The true God must henceforth Himself inhabit it; �πόλις the Gadfly His Spirit must be your heart’s Life and guiding Light. Th’Incarnate Word, Whom God and woman did transmit, Allows his Blood, in His Love for you, to be shed; You must now at the Banquet of Life go and sit In order to have Christ, our Heaven-issued Bread. Then shall the Seraph be inclined to call you kin, And you’ll view in your heart his Lord’s exalted Seat; He’ll make you quit these earthly shores awash with Sin And see his own home, Being of Eternal heat.” “Within my heart I feel new passion start to swell,” Exclaimed the nobleman, to fresh excitement flown. “I wish for the true God inside my soul to dwell; Cecilia, my love at last will earn your own!” And then, draped in the vestments of true Innocence, The Angel unto him his visage deigned to show; He gazed enraptured at his mighty radiance And saw the beauty of his forehead’s gentle glow. That Seraph brilliant held out a fresh bouquet, A congregation of white lily and red rose; In the Elysian fields these bloom beneath the rays Of that prolific Star from whose Love All arose. May 30, 2023 “O spouses Heaven-bound, these flow’rs of martyrdom That crown your brows!” so spoke the Angel of the Lord; “No voice could ever sing, no lyre could ever strum The Glory which now comes to you as God’s reward! I sink into my Sire and contemplate His charms, But Martyr I can’t be, no matter how I try: By persecuting fire or ruthless mortal arms, Despite my ardent will, I cannot ever die… Of Purity the Angel has their ample share, And their august state God immutably assures; But to your nature He one special boon has spared: You can at once be wracked with suffering and pure! You see the holy symbol of Virginity In these sweet lilies which to you the Savior bring; You’ll be with halo crowned by His own high decree, And an exalted song will you forever sing. Your chaste companionship will many souls upraise, Who shall henceforth all husbands but the Lord reject; You will see them ascend in an ecstatic blaze Unto the Throne, in the abode of the Elect.” Cecilia, please lend me your sweet melody; There are so many souls that I long to convert! I wish, like you, to give my life with spirit free And offer up to God all of my mortal hurt. Allow me just a taste of that true Fatherland, Abandon and good fruit which all the faithful earn; I hope that someday you will take me by the hand And let me fly with you, here never to return! 37 �πόλις the Gadfly May 30, 2023 Opiliones (Harvestmen) Picture Eumaeus, but with six more legs! By LOUIS ROSENBERG “Daddy longlegs.” It’s a terrible name, honestly, for not only does it come off as vaguely euphemistic, but it also is basically meaningless. Depending on who says it, they may be referring to cellar spiders (family Pholcidae), harvestmen (order Opiliones), or even crane flies, which are quite far from either set of arachnids that the term would call to mind for most Americans. (The crane flies usage appears to be most popular among the British.) This article is about animals in the order Opiliones, which are often referred to as “harvestmen” (if not the dreaded “daddy longlegs” or even “granddaddy longlegs” in select parts of the United States) but are also known as “harvest spiders” or — my personal favorite — “shepherd spiders,” as they supposedly resemble shepherds standing on stilts to observe their flocks. The order name itself comes from the Latin word for shepherd. I won’t go more specific than the order for their taxonomy, due the broad similarities across and general lack of available information about different species within the order. The bodies of harvestmen are divided into two segments, but the gap between the segments is not very distinct, so to the casual observer they’ll appear to have a unified body. They molt several times, but usually complete their lifespan within a single season, without an overwintering period. As adults, most species will mate to produce offspring, but females in some species can reproduce through parthenogenesis. Mating occurs through direct intercourse rather than through presentation of a sperm web like spiders do. While harvestmen are typically found alone, they sometimes form large aggregations, thought to reduce water loss (for they desiccate easily), defend against predators, and assist in mating. Contrarily to urban legend, harvestmen are not the most venomous animals in the world — they aren’t venomous at all. Indeed, they tear apart their prey instead of injecting it with venom and drinking it up like spiders do. Consuming both live and dead prey, they make for excellent pest control and are harmless to humans. Be a good human and do your Now, harvestmen are arachnids, but not spiders; though best to be harmless to these little guys in return. commonly mistaken for spiders, they are actually more closely related to scorpions. Their most notable feature is their long, slender legs, from which their bodies dangle suspended when they are in a resting position. Each leg can detach to help them avoid predation, but once removed they do not regrow. There are scent glands located between Sources the first and second leg pairs, with the secretions being used • “Broadsides from the Other Orders: A Book of Bugs” by Sue Hubbell as a defense mechanism when faced with hungry predators. • https://www.burkemuseum.org/collections-and-research/biolThere may be additional uses for the secretions, though — ogy/arachnology-and-entomology/spider-myths/myth-daddythe chemical compound differs by species, and if it may longlegs-kind-spider serve as a fungicide or even a pheromone for some species is • https://ohioline.osu.edu/factsheet/ent-68 still being studied. The second leg serves as a sensory organ • https://bugguide.net/node/view/2405 as well, for harvestmen are practically blind, only able to • https://knowablemagazine.org/article/living-world/2020/theungentle-joy-spider-sex distinguish between intensity of light. 38 �πόλις the Gadfly May 30, 2023 "Le bucheron" by Charles Nègre, c. 1857 39 �THE STUDENT NEWSPAPER OF ST. JOHN’S COLLEGE Founded in 1980, the Gadfly is the student newsmagazine distributed to over 600 students, faculty, staff, and alumni of the Annapolis campus. Opinions expressed within are the responsibility of the author(s). The Gadfly reserves the right to accept, reject, and edit submissions in any way necessary to publish a professional, informative, and thought provoking newsmagazine. Submissions sent to the Gadfly should either be in Google Docs or JPEG format. For more information, contact the editor via email at djnathan@sjc.edu 6 0 COLLEGE AVENUE ANNAPOLIS, MARYLAND 21401 Images without a listed source are from the St. John's College Digital Archives. St. John's College owns the rights to these photographs. 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 <em>The Gadfly</em> Description An account of the resource Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> 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 thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 40 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Gadfly, Vol. XLIV, Issue 10 [Updated version] Description An account of the resource Volume XLIV, Issue 10 of The Gadfly. Published May 30, 2023. Creator An entity primarily responsible for making the resource Nathan, Daniel (Editor-in-Chief) Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2023-05-30 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 College students' writings--Periodicals College student newspapers and periodicals St. John's College--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Gadfly Vol XLIV Issue 10 UPDATED Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/05af47580d2ce400efdeff27860d9256.pdf 978ee467d0264302f4d275b462fdea23 PDF Text Text St. John’s College Vol. XLIV, Issue 3 the Gadfly Annapolis, Maryland Oct 13, 2022 �CONTENTS From the Editor’s Desk: Dear Polity, Logos Updates From the Newsroom Phishing Attack One Shot Night Building St. John's How to Oktoberfest Finds from the Archives Symposium A Reflection on Athletics Sunrise on the Severn Like St. John's Like Seminar Freedom in Paradise Lost 3 4 5 6 8 10 Pick your Poison Representing Student Interest What St. John's Makes Me Do Johnnie Men's Fashion Horoscopes Polity Communications 18 20 21 22 26 28 Polis 12 14 15 16 Here lies another busy issue of the Gadfly. Do with it what you will but please bear these pleas in mind: (1) The Symposium section is especially important and delightful this time around, pay mind to it and take inspiration from its sucess to form your own submissions for the next symposium topic (which has to do with the nature of our acadmic program), (2) Take the imperative at the end of page 3 seriously and you will be rewarded (there is a philosopher on the page), and (3) Don’t forget to write in with any questions, thoughts, communications, or submissions that you might have. The best way to reach us is by email: either at sjca.gadfly@gmail. com or cekoch@sjc.edu. Submissions for the next issue will be due a bit before Halloween, let's say the 24th. Spooky submissions are appropriate. Hope you enjoy the issue! Sincerely, Craig Koch THE STRUCTURE Logos typically holds news reports and narratives of immediate relevance to the Polity. The purpose here is to develop a shared reservoir of information relating to campus life and the community. The Managing Editor for Logos is El'ad Nichols-Kaufman. His email is eanicholskaufman@sjc.edu Symposium offers the opportunity for our readers to thoughtfully consider contrasting opinions regarding a particular topic. The Managing Editor for Symposium is Luke Briner. His email is lbriner@sjc.edu Polis serves as a platform for elevating voices in our community. Here we find letters to the editor, columns, cartoons, and submitted pieces. The Managing Editor for Polis is Daniel Nathan. His email is djnathan@sjc.edu THE COVER Photo of Delegate Council President Tom Ni, taken by Liz Dowdy 2 the Gadfly / λόγος / Sept 22, 2022 THE STAFF Audrey Fox Craig Koch Daniel Nathan El'ad Nichols-Kaufman Helen Wagner Isa Kiedrowski Jenna Lee Liz Dowdy Luke Briner Meliha Anthony Bridget Mace Paolo Medelius Helen Felbek SUBMISSIONS Paolo Medelius Joe Bennet Kai Gyorki Madame T Jordan Kammeyer Leah Lasell Amos Elwell Tamar Pinsky Naina Wagh �{student life} Updates From the Newsroom by El'ad Nichols-Kaufman '25 Farewell to Arcadia Arcadia. The name is simultaneously very specific: a rugged region in the Peloponnese, home of wild Pan, and also incredibly broad: it is the mythical no-place of the countryside, an everlasting pastoral golden age of shepherds, nymphs and satyrs. Both senses of the name, with their respective toughness and tenderness fit Cadie, our beloved campus dog who passed away last summer. At a ceremony remembering Arcadia, Chris Krueger, our former athletic director and caretaker of Arcadia, talked about these qualities in her. “She was tough, tough on people,” he recalled. “She demanded attention and exercise.” But she was also extremely tender, always noticing when people were down and giving them the attention they needed. Taylor Waters, Director of Student Services, and longtime companion of Arcadia, described her as “very emotionally aware. She would lean up against your foot, if you were feeling upset.” The ceremony, which was moved indoors because of the threat of rain, was well attended, with students overflowing the Assistant Dean’s office into Mellon’s halls. After remarks by Krueger, and a short concert of Arcadia’s own singing, the assembled Johnnies sang Sicut Cervus as a final farewell to the six million dollar dog who meant so much to our campus. “Cadie helped crack us out of the ways we get trapped as Johnnies, where we get too stagnant,” explained Krueger. “She taught us to pay attention to something dynamic, moving and alive.” Health and Wellness Center Officially Opened Students meet dogs, learn new things (how shocking!) at the Health and Wellness Fair. The quad was unusually busy for a Wednesday at lunch. Some students flocked to tables set out with journals, stickers, tiles and markers, cookies, Public Safety paraphernalia and various health and wellness materials, while others lavished attention on visiting therapy dogs or practiced yoga. This event, which included information from community partner, St. John’s Health and Wellness Center and Public Safety, was part of a wider effort to reach out to students and make community wellness more visible for Johnnies. “We’re trying to make the campus a little more aware of what resources are available,” explained Danielle Lico, Executive Director of Campus Health and Wellness. “We’re trying to get people to engage in taking a break from the day in and day out of being on campus and having the opportunity to decompress a little bit. Having that opportunity for students to get more health education is really what we’re aiming for.” Along with outreach to students, the event also featured the official opening of the Health Center’s new home, in the lower level of Randall. “We wanted to do something to signify we moved,” said Lico. “It’s such a great improvement over what we had previously.” Ms. Demlitner gave a short speech thanking the health center staff for their work, and then proceeded to cut the ribbon over the stairs down to Randall’s “Garden Level” with the appropriately oversized scissors. The health center’s new space, which will allow for an additional exam room, more space for mental health support, including a room for larger group meetings and a mindfulness room, and extra offices has been in use since the beginning of the year. Johnnies are all welcome (and encouraged) to drop by, ask about what services are offered, and get to know what kind of physical and mental supports are available for student health on campus. See page 27 for accompanying photos. the Gadfly / λόγος / Sept 22, 2022 3 �{campus Security} Start of the Year Phishing Attack A Lesson on Cyber Security by Paolo Medelius '26 On August 21st, the day before many students would step onto campus for the first time, a phishing attack hit the SJC community. The attack, which targeted all SJC users, consisted of fraudulent emails sent from SJC email accounts to users in the SJC Microsoft Global Address List, the database in Microsoft Outlook that allows members of an organization to find emails of other members in the same organization, in this case those with an @sjc.edu email. The initial, most harmful attack consisted of two emails sent from a former student’s account. The first email told students they had two Microsoft 365 email accounts at higher education institutions and needed to verify the correct one, and the other offered false part-time job opportunities. In both cases, there were links to separate sites asking students to input sensitive information including their SJC emails and passwords. From this attack, around 35 SJC students compromised some of their sensitive information. During the first attack, the IT department became aware of the issue. Its first actions were to delete the phishing emails from the inboxes of SJC emails, disable the accounts sending the emails, limit the number of recipients a sender could email at a time, require the affected students to change their passwords, and notify the SJC community of the ongoing attack. While the attack continued with more fraudulent emails being sent out from different SJC accounts, no one else fell victim. The IT department later required all SJC users with an @sjc.edu email to change their passwords. Further, it investigated the SJC network and 4 found that no data was taken from the college’s system, and no malware or other malicious software was present. The only information taken was the information the victims provided. Following this attack, the IT department plans to make some system changes to protect cybersecurity in the SJC community. The limit the IT department imposed on the recipients a sender could email at a time was an important measure to reduce the efficacy of cyberattacks. A limit has stayed in place, but the exact limit is changing, and extended emailing permissions may be granted to privileged accounts. The IT department is also working to empower individual users. The IT department will likely require students to implement multi-factor authentication on their accounts in the future. It also plans to increase its communication with the SJC community and provide information on different cyber-attacks, training users to be able to identify and protect themselves from different attacks. This effort to empower individual users reflects an important aspect of cyber security that was utilized to stop the phishing attack. While the systems the IT department has in place are important for protecting against cyber-attacks, the phishing attack was only effectively stopped when students were made aware of it so that they could avoid it, and the IT department was actively monitoring for fraudulent emails and deleting them. Managing the risk is often the best way to protect against cyber-attacks, and users serve a significant role in doing this effectively. Frank Anastasio, Chief Information Officer of the the Gadfly / λόγος / Sept 22, 2022 Information Technology Services at St. John’s College Annapolis, emphasized that “An important piece of risk management is making sure that people who can be affected by the risk understand what the risk is. That’s no different with whether we’re talking about a cyber security risk or the risk of a fire in a dorm room.” In the case of fraudulent emails, there are some specific actions users should take to protect themselves. The first step should be to slow down and take the time to identify some red flags. A high sense of urgency and spoofed links or email addresses (links and email addresses which resemble verified ones but differ slightly in their spelling) are common indicators of fraudulent emails. Links and email addresses can be cross-referenced with ones verified in a separate internet search or from another valid source. Further, if the sender of an email claims to be a certain person, but the content of the email suggests that it was not actually from that person, that person should be contacted separately through a verified contact to confirm whether he was the sender. The college will never ask for an account and password and/or other sensitive data via email. If a user encounters a fraudulent email in their @sjc.edu account, there is an option on the email to mark it as phishing. This helps prevent other users from becoming victims of the attack. T ips from IT! · Keep up-to-date antivirus software installed on devices. · Update all software so that their individual security measures are up to date. · Create complex passwords, use different passwords for different accounts, and make sure to use a password manager software to store passwords. �{Campus Tradition} One Shot Night A Night with The Board Game Club by Joe Bennet '23 It’s Friday night, September 9th, just after the close of our all-college seminar on Chekhov's The House with the Mezzanine. On any other Friday night at this time, a regular meeting of SJC Board Game Club would just be getting underway in the coffee shop in the basement of McDowell, right under the feet of those stragglers in the Great Hall who had stayed lurking late into question period following a lecture. But tonight the club had planned a special assembly. In those spaces usually filled with Bananagramers, Azul-ists, Seven Wonders-ers, Captain Sonar-izers, Mars Terraformists, and board and card gamers of a dozen other monikers, a new species of gamer cavorted in their place: the Table Top Role Playing Gamer. The Board Game Club, in their magnanimity and charity, had elected to host once again their annual One Shot Night. For those unacquainted with one shots and TTRPG’s in general, a brief synopsis will follow: a role playing game (as the name might suggest) requires the adoption of an alternate persona by each participant. They design these characters in the constraints of a specific game system, and these player-characters then engage to problem solve, navigate hostile environments, andcraft a narrative. Generally a session is run by a “game master” who describes the setting these characters find themselves in and facilitates their interaction within it.The game master sets a scene, plays out the roles of all the other characters of the world, and listens for how each other participant hopes to respond. Often, this is as simple as wanting to walk across a crowded room or spend some money in a store. In resolving more complicated wishes, cases with a significant chance of failure, the game master might demand a die roll and set a threshold for success. This roll might be modified by a character’s inherent abilities (e.g. a thief is likely more capable with lock-picking tools than a battle ax) or circumstantial bonus (it’s easier to sneak around at night, easier to shoot accurately in daylight). After determining success or failure, the game master describes the consequences of the attempt and the players respond to the new development in turn. Generally a game master has a large, overarching story they work through with their players over the course of weeks or months of play sessions, called a campaign. These campaigns pick up each session where the last left off and are contributing to a single massive narrative. For those seeking an experience more akin to a short story than a sprawling epic, an alternative format exists: the one shot. In a one shot, a game master crafts a narrative that can be worked through in a single night of play rather than demanding the commitment of a full campaign. At One Shot Night, just such a collection of games were played. As people arrived, each game master gave a brief synopsis of the sorts of experiences players could expect in advance, players selected the table they were most interested in, and, over the course of a few hours, strange stories bloomed. In one corner a group of adventurers explored an ancient, ruined temple, finding themselves fighting bandits, cultists, and strange creatures in an old school dungeons and dragons game. Meanwhile, across the room, a session of Bluebeard’s Bride was being run. This gothic horror game saw each player take on the role of a distinct piece of The Bride’s shattered psyche as she struggles with the terrible revelations of her husband’s horrifying crimes and with the continued expectations of being a monster’s wife. I decided to sit down and try a system I had never heard of before: Paranoia. In this comedy sci-fi game each player took on the role of a “Troubleshooter”, an agent of the omnipresent, seemingly omniscient, supercomputer which ruled our reality, and upon sitting down I was handed the wildest character sheet I have ever seen. Everyone present, at each of the tables, got to contribute their unique impulse to contriving entirely new lines of story. Not even the game masters knew where their players would steer the worlds they had crafted, how they would react to the threads of intrigue presented. Something novel and totally unpredictable was derived from the coming together of each of these little pods of players, and for the most part it will be lost again as we find ourselves more and more distant from that night. The experience will become memory, and the memory will grow stale and erode. Regardless of how meticulous my (corporately mandated) note taking is, most of the night is already gone from me. But on any given night such cultivation of tale could happen again. Something different can bloom, just as new and beautiful and exciting as the last. So I recommend seeking out your own experience of this; get some friends together, force one person to be a game master and another in the group to bring snacks. It’s free, it’s legal, it’s goofy and nerdy and it’s one more small way of bonding to make it through the night. the Gadfly / λόγος / Sept 22, 2022 5 �{campus history} Building St. John's Buildings Past, Present and Future by Elad Nichols-Kaufman '25 St. John’s campus has changed drastically over the years. New buildings have risen, old ones have been renovated and repurposed, and offices, dorms and classrooms have shifted across the campus. This year, returning Johnnies may have noticed a fairly substantial shift in office arrangements, as well as continuing renovations on campus. The health center has moved to the lower level of Randall, many student services have been concentrated in the Hodson house, and career services have moved to Mellon. Danielle Lico, Executive Director of Campus Health and Wellness, explained that the Health Center began these shifts in response to the increased need for mental health services and a lack of space for basic healthcare. “What became particularly evident, especially as we were returning back to campus from Covid, was the need for more and broader mental health service… We needed the space to be able to deliver those services.” The health center had been using the second floor of Harrison, which was built as an apartment, to provide some additional space, but it was not ADA accessible. Lico explained, “We had two nurse practitioners who were sharing an office space, and one exam room that was doubling as a vaccine space and a testing space… As we were coming back, we saw that the options were to decrease the services we offer or find a space that could accommodate our needs.” Once this problem was identified, the administration began searching for space to move the health center. Randall’s lower level already had sinks 6 and available, accessible space, so it seemed like the natural space to use, precipitating the move of other offices previously in Randall. “From there, it was all a domino effect.” said Ally Gontang-Highfield, the College Treasurer, “Once we decided that we wanted to move services, the most important thing was to get as many services ADA accessible as possible. The first thing was moving the Health and Wellness Center… From there, we decided to move as many student services together as possible. Student accounts, IT, and financial aid, all those things we tried to consolidate in the Hodson house, so students would have a one stop shop for all services.” That, however, meant offices in the hodson house, like career development, also had to move, ending up in Mellon, where they could be more visible to students on a day to day basis. Accessibility Issues: These renovations, however, only begin to address longstanding student complaints about accessibility. Many of the historic buildings on campus cannot be made accessible without damaging their historic character, and other changes to buildings that can be renovated may be too expensive for the college. Some buildings have undergone renovations that make them partially accessible in the past few years, such as the first floor of Pinkney and the elevator connecting the first and second floor of McDowell. However, even though these are technically accessible, they require difficult and circuitous paths to reach, and often have difficult terrain on the paths towards them. “We are the Gadfly / λόγος / Sept 22, 2022 looking to improve all the buildings,” said Gontang-Highfield. “It’s really a resource issue. We’re looking at the library… We’re looking, if and when we get the money to renovate Campbell, to install an elevator.” Campbell Hall, which except the basement is currently completely inaccessible, had accessible bathrooms installed, as required by code. The building has an elevator shaft, but never had an elevator installed, and thus would require major renovations to install an operational elevator and make the building accessible. Bigger Changes in the works: Larger upgrades to buildings, specifically dorms, are currently being planned. Campbell is first on the list, but financial and planning obstacles still remain. “It was our hope to try and tackle that next year,” stated Gontang-Highfield, “But it’s definitely a resource question.” At the Board of Visitors and Governors meeting this summer, members discussed trying to find funding sources as well as the difficulties posed by closing the building for the entire year, requiring an equal number of housing slots on a campus that’s already short on housing. “We’re sorely aware of the problem of housing in town,” explained President Nora Demleitner. “The question for us is how do we create more residential space?” Demleitner said that she hopes to build another residence facility, but that there are even greater financial obstacles to that. Building costs have gone up drastically over the past few years, and it is not certain if current streams of revenue �and fundraising can provide the necessary funds. Last year, the Pritzker Foundation pledged to match $1 for every $2 donated to the college for up to $25 million, resulting in a total possible revenue of $75 million, to be split across both campuses for physical campus improvements. In Santa Fe, the money is planned for renovations to the Peterson student center and sustainability improvements, like moving entirely to solar infrastructure by 2023. In Annapolis, the money will go to more transformative projects, primarily for dorms. “It’s 37.5 million dollars for our campus,” explained Demleitner, “and that sounds like incredible money, but unfortunately it’s not enough. So even with the Pritzker money, we’re going to need to continue fundraising.” Campus Future: These projects all play a role in the broad campus master plan currently in the works, which hopes to guarantee more stability for the campus. “We want to stop changing spaces from dorms to offices to dorms,” said Demleitner. “That’s expensive.” This plan will connect to other values of the college, like a smaller environmental impact. “We’re looking for architects who will help us do it in a sustainable manner,” explained Lico. “How can we reduce our impact on the environment and improve our use of resources?” Demleitner concurred, “We want to do the right thing.” Demlitner also noted that for the future of the college, student input will be vital. “We encourage everyone to share both concerns and things that work well. Sometimes we assume certain things should be changed, even though some of you might say, ‘don't touch that!’ I have no idea how you are using space at midnight, or six a.m. I’d love to get feedback on these things, because you are the ones who use them.” Front View of McDowell Hall with Cupola, circa 1930-60 the Gadfly / λόγος / Sept 22, 2022 7 �{campus life} How to Oktoberfest A Lesson in Festival Article by Helen Felbek '25 After a two-year forced hibernation due to the Covid-19 pandemic, the Oktoberfest in Munich started on September 17, the same day Reality and the Waltz committee hosted St. John’s annual Oktoberfest. When this tradition started at St. John’s is not easily deduced. But based on some older editions of the Gadfly, the party was already a staple in 2004. Back then, however, it was run by Reality only (and apparently, a whole pig was roasted). Since it seems rather unlikely for Oktoberfest to disappear as a standard part of the college’s social calendar, I thought it might be suitable for attendees to at least be educated on the history of Oktoberfest and the customs surrounding it. The first Oktoberfest was held in 1810 as a wedding commemoration between the Bavarian Crown Prince Ludwig and Princess Therese of SaxonyHildburghausen. The festivities began on October 12, 1810, and ended on October 17 with a horse race. The event is still held in the same location, Therese Green (Theresienwiese). The exact reasons why Oktoberfest was repeated in the following year are unknown. However, I assume the event was probably enjoyable enough that even people from around the world – Bavarians in Munich, just like college students in Annapolis – have always looked for an opportunity to be merry (and drink). These days the folk festival lasts up to 18 days! Why Oktoberfest starts in September is rather profane: the weather is just nicer in September… Since the new alcohol policy has taken effect, the event's focus has shifted from drinking as much beer 8 as possible to having a good time and proving one’s endurance and dance skills at the polka competition. Since it is widely known that the taste and quality of American beer are nowhere close to the beer traditionally served at the real Oktoberfest, I deem this new development an improvement for students’ taste buds. Still, Students over 21 did not forgo beer completely. For four dollars, Johnnies could choose one of five different beers. Columbine and Pantalone by Kandler Considering that one “Maß” (i.e., one liter or 34 liquid ounces) of beer cost 13.80 Euros (i.e., 13.83 USD) at this year’s fest in Munich, the four-dollar Johnnie alternative seems much more agreeable. During the day, flower crown making and hair braiding was offered for people to spice up their evening wear, especially since most the Gadfly / λόγος / Sept 22, 2022 attendees were not owners of actual traditional garments (such as Dirndl or Lederhosen). Alongside the two aforesaid activities, non-alcoholic apple cider, doughnuts, apple fritters, and authentic German pretzel buns were offered. At around seven pm, and in fashion with quite the Johnnie delay, the polka competition started. After forty quite sweaty, but also very entertaining minutes, two freshmen (Ms. Ransohoff and Mr. McKenna) won flowers and eternal glory. At nine pm, the waltz officially started. Johnnies, following their fashionable trend, tended to arrive late while the midshipmen arrived too early. After some initial problems with the music, the waltz went smoothly. I was, however, encountering many students puzzling over the waltz being held in September and not October. Regardless of its origins, Oktoberfest has been a great commercial success: 6.3 million people visit Oktoberfest annually and spend 1.110 Mio Euro. They cause 1,615 police operations and drink 7.3 million liters of beer. As far as I know, our Oktoberfest luckily did not cause public safety interventions of any kind. Apart from 1813 (war with Napoleon), 1854 (the cholera epidemic that killed 7,370, including the king's mother Therese whose wedding started the tradition), 1866 (Prussian-Austrian wars), 1873 (cholera), 1914-1918, 1923 (hyperinflation), 1939-1945 (World War II), 2020 and 2021 (Covid), the Oktoberfest in Munich has been held every year since its inception in 1810. Even though St. John’s Oktoberfest might not come close to this impressive record, rest assured, it will – according to tradition – return next year. �{campus events} Oktoberfest Photos! photos by Liz Dowdy '23 the Gadfly / λόγος / Sept 22, 2022 9 �Finds from the Archives St. John's Coffee Shop circa 1950 A lively bunch of students communing in the coffee shop to eat, drink, smoke, and discuss. Isolated students carrying out their own studies, or grabbing their goods and then running off to their own business, are not spotted here. Does this version of the coffee shop strike you as superior to the coffee shop of today? Would you like something like it to return? Are you happy with the shop as it stands?—Write in and tell us! Student's Playing Baseball on Back Campus , McDowell Hall and Smokestack in the Background circa 1941 There is a contingent among the student body who believe that we ought to play baseball at some point in the year. Whenever the conversation is brought up, one problem is always encountered: where? In this photo, we see one possible answer. Some may still worry for the windows of Randall, Campbell, and Mellon, but the lads of the photo are not even wearing gloves. They are all of one mind and under one command: the command to play ball. 10 the Gadfly / λόγος / Sept 22, 2022 �The Exterior of Chase-Stone House under Construction 1963 Chase Stone under construction. I wonder if anybody has been taking pictures of Mellon? T his week's Finds are once again sourced from the submissons of senior Sachin Stanislaus. Everyone give it up for Sachin! If you would like to be applauded like Sachin, consider submitting your own finds to us at sjca.gadfly@gmail.com. Friday Night Lectures Freshman Plutarch’s Swarm, Joe Macfarland, 2017, Christopher. B. Nelson Lecture Plato's Theory of Ideas, Eva Brann, 1979 Aporia on the woman question in Plato's Republic, Mary Townsend, 2019 Sophomore Vergil's Aeneid and Augustine's Confessions: Reading, Writing, Being Human, Sarah Ruden, 2020 Junior Hiding behind Geometry: Analysis and Synthesis in Descartes and Spinoza, Joshua Parens, 2021 Leibniz's Monadology and the philosophical foundations of nonlocality in quantum mechanics, James Beall, 2015 Senior Gender, Intersectionality, and Marx’s Value Theorys, Sarah Vitale, 2021 Discernment of the good : on Michelangelo and Kierkegaard, Anthony Eagan, 2018 The telos of Kierkegaard's Fear and Trembling, Richard McCombs, 2016 the Gadfly / λόγος / Sept 22, 2022 11 �A Reflection on Athletics at St. John's College Leah Lasell In 2006 after the birth of our first child, Madeleine, Mr. Lasell and I decided that we should attend our first Guardians basketball game with her. Madeleine was sleeping in her baby carrier and since she was so young, we assumed she would just sleep right through the game. But those buzzers are loud, so she woke up and wanted to be held. At some point in the middle of the game, Mr. Lasell was already on the court, and the captains asked if I could go in. I needed to hand Madeleine off to someone to watch. I looked down the bench, there were four or five students there, and then there was one more student, Mr. G. Imagine the student on campus that would be most awkward holding a baby, then make them sweaty, smelly, and slippery from a vigorous half of Guardians basketball. Now imagine handing them your six-week-old. That is what I did. He stammered. He tried to give the baby back. The baby tilted. I ran onto the court before Mr. G’s protests were louder than Madeleine’s. Like the children in the Republic, she needed to be held not just by Grandmas, but by Guardians. Why did I hand Madeleine to Mr. G? I don’t know. (And believe me, I asked myself that on the way home!) But in that moment, it felt right. We were all out there pushing our limits in the physical world, trying to do things with our bodies that we didn’t quite know how to do: pan thumos, ou techne! (The motto works equally well for parenting, by the way.) Intramurals at St. John’s give many students the opportunity to find out how alien our bodies can feel and slowly make them feel less alien as we learn new skills. Usually, we do this by throwing a basketball, kicking a soccer ball, or tossing a frisbee, but sometimes it might be holding a tutor’s crying newborn. By doing this we learn how to situate our own bodies in space and with respect to others, we learn how to get open for a pass, dodge an elbow, juke a defender, shoulder someone off a ball, take a hit, assert one’s physical position, cradle a ball and occasionally a baby. We also learn how objects move in the world, how balls spin, how objects fly, how objects fall to the ground, and how the traction on the ground affects one’s speed. In 12 the Gadfly / συμπόσιον / Sept 22, 2022 Galileo’s Two Chief World Systems he has his interlocutors call up countless experiences with moving objects. Galileo’s experiments are based on recollected experiences of a lifetime of playing: hoops, bocce, soccer, spinning, throwing, and catching balls. One of the few biographical facts that we now know about Galileo as a child is that for his 9th birthday, he received a soccer ball. Evidently, he put it to good use. Thanks to Title 9, I grew up in an era where there were ample opportunities for female bodied athletes. My highschool and college had as many opportunities for me as it did for males. Recently, I had a conversation with a Johnnie from Korea and asked him what it was like in Korea. His sense is that girls don’t have nearly the same opportunities in Korea as they do here. I’d love to hear from other international students, what was it like where you grew up? Did your high school support everyone’s athletic interests? Unfortunately, as an adult, the opportunities for femalebodied athletes to play are much smaller than they are for males. At the local gym, there is pick-up, but there are no women. Occasionally, I’ve been able to join a co-ed league. Even if there are rules about how many women are on the court or field, if the game is on the line, the women will rarely see the ball. When women do see the ball, the older men and better athletes who have learned how to play recreational co-ed will modify their play for the women, giving them a bit of space to do a move to get their jump shots off; the young guys with less experience, the ones who are trying to prove themselves, will slide tackle a woman in the open field or slam the ball down into her face as they block her jump shot. I appreciate both, though the former leaves me a bit chagrined and the latter a bit angry. Over the last ten years or so, I’ve had the opportunity to play at St. John’s in the Intramural league. I do okay at basketball and handball, at least in the B quarters. Here a former varsity basketball player who once trained to be a professional women’s baseball player, can keep up with men and even occasionally outshine a player who hasn’t done a lot of sports before. On the soccer field, the story is a bit �more disappointing. I’m simply not fast enough and don’t kick hard enough to go head-to-head with the players who dominate Intramural soccer. If I am dribbling the ball in the open field, a young man will catch up with me and steal the ball. This is a (near) certainty. On the soccer field, I accept that while I am a good athlete and I have worked hard at developing my soccer skills, I am also a female bodied person with some of the differentiation in ability that goes with that. I have enjoyed almost every minute of playing in adult co-ed leagues and Intramurals, but they are not the level-playing field that Title 9 cultivated and now protects for female bodied persons. Kunai soccer gives me an additional opportunity to be the athlete that I worked hard to become. Here I have a chance to keep control of the ball, to do a cool move and fake someone out, to step into a challenge, and maybe, just maybe, get a chance to score. It has been a blast to come out and play over the last few weeks with the community of young women, womxn, and non-cis men. I still get beat, but at Kunai I am beat because I am facing a better athlete and not because of my sex. Madeleine is now 15. She now has three siblings each of whom have spent hours on the sidelines of St. John’s athletic events. Madeleine and Penelope have both played Intramurals and Kunai and enjoy coming out when they can. Oscar and Hugo are still too young, but they like talking about thawing permafrost, Pokemon, and electrical experiments with anyone who is willing to listen on the sidelines. Both of our daughters are athletes. Our sons are too, if you count chess and Rubik’s cube solving. But all of them, if they choose to come to St. John’s, will have an opportunity to play sports. I love that about our school. All Photos are from the Digital Archives, see the back cover for more information. the Gadfly / συμπόσιον / Sept 22, 2022 13 �Sunrise on The Severn: A Partial Picture of Rowing Jordan Kammeyer It’s 5:55am. The long, straight sidewalk to the boathouse is illuminated by the glowing heads of the St. John’s street lamps. The light just reaches the swathes of fog on the soccer field, and I can see dark figures cutting across the damp grass. There are a few brisk walkers along the path in front of me. I, too, move quickly, both to get warm and to shake off sleep, the memory of my cozy bed still fresh in my mind. Reaching the boathouse, I descend the splintery wooden stairs and enter the brightly lit room with boats and oars lining the walls and ceiling. The worn wooden floor is already covered with people stretching. If the walk in the cold air didn’t wake me up, this place of early morning energy certainly does. I go up to the whiteboard, move the magnetic popsicle stick with my name on it from “not here” to “here,” and begin stretching with the team. The number of us depends on the day: sometimes there are as few as ten or twenty and sometimes there are close to fifty of us. The latter is more often the case at this early date, when the horde of eager novices hasn’t yet been whittled down by the hardships of rowing. Their hands are not yet blistered, the dock is not yet frost-covered, and the novelty of the task and the hour still motivates them to wake up when all of campus except a lone Public Safety officer is asleep. The moon is gleaming low and bright in the dark sky when we get out onto the water. It lightens as we take a warmup lap on the Creek, the little twig of water connecting to a branch of the Severn River that our boathouse shares with the Navy. A heron flies by, and a glance into the water reveals several delicate and ghostly white jellyfish. Our coxswain, cramped in the hollow at the stern, is the only person who can see forward as the rest of us move ourselves backwards. We make it under the bridge through the just wide enough opening, oars almost scraping against the columns. As we pass through, the clack of the oars hitting the water echoes against the concrete surface above and around us. After passing the stately Navy boathouse with its fake swans on their dock and going under two more bridges, we finally reach the River. Our long row starts here, and on a good day, we make it past the Route 50 bridge with ample 14 the Gadfly / συμπόσιον / Sept 22, 2022 time to return. By now, the sunrise is in full force. The sky is lit with a pink warmth that makes the evening’s golden hour seem gaudy in comparison. The water is an expanse of black undulations like hammered metal in motion, each indent dipping and lifting and flowing, each soft peak touched by the color of the sky. Our strokes work with the water, the oars submitting to the natural flow of forward-and-back as we skim along the surface with grace and speed. The shell makes a narrow, shallow cut in the water that leaves a neat wake, leaving a barely discernible trail moments after. Maybe all of this is waxing poetic, but the activity of rowing begs this sort of attention and appreciation for your own actions and surroundings. This little description barely scratches the surface of the experience of crew, but the beauty of the sport and the early morning practices is something that too few Johnnies get to experience. Of course, it’s also not beautiful in certain respects—unless you happen to find raw blisters and sore tailbones beautiful. Despite the physical and mental challenge of pursuing the perfect stroke, the experience of using pure bodily power to guide a vessel across water is a unique display of elegance—well-worth getting out of bed at an ungodly hour. Sunrise on the Severn by Tim Mewmaw �Like St. John's, Like Seminar Amos Elwell I invite you to join me in considering the intramural or plays comparatively poorly? This is answered most game as a physical seminar. easily when we consider neither Seminar, the mental seminars nor intramurals to be one, might be described demonstrations of individual as two hours where all proficiency. The best seminar is Johnnies sit around a table not one in which one individual and discuss a text that makes major breakthroughs that (hopefully) everyone has are significant only to them; read. It might more aptly rather, I say, it is the one where be described, though, as the group progresses furthest a communal synthesis of (and there are many debatable individual readings. This ways of measuring this progress). individualized framing is The best intramural game, then, produced because of our is not when one individual scores different worldviews and every point or has the best game experiences—reading any of their career—I would go as book, each person in the far as to characterize this as the room is going to view it worst possible way of gauging in light of the things they intramural success. Instead, I have experienced, which suggest we view intramurals vary drastically among from the team’s perspective: participants. Thus, the how much progress is a captain challenge of the seminar, inciting in their teammates? from my perspective, is How much growth is coming to, as a team, consider from the most novice player? many interpretations in How excited are people to be the struggle for communal around one another, to be on understanding. This a team together? How many understanding is not people got to touch the ball homogenous, nor should or meaningfully contribute it be. Circumstantially, the to this game? We only set seminar must agree about, ourselves up for frustration Discus Thrower, John J.A. Murphy say, a framework, but it is not and disappointment when we the case that everyone in the room must understand the text consider the intramural game as a stage set for individual in the same way as one another. What is more important domination or display of skill. is understanding, then politely agreeing or disagreeing If seminar or intramural games are routinely with, other’s interpretations made in light of their unique disappointing or frustrating for you, I suggest approaching experiences. your next game or seminar with the following statements Intramurals, the physical seminar (or so I propose), in mind. The exercise of the seminar classroom is to see has much the same challenge. While in seminars we might how communally a group can further their individual and encounter folks with an extensive knowledge of the book’s collective understandings. The exercise of the intramural subject matter, in intramurals we find folks who have game is to see how interactively, considerately, inclusively a played and excelled at a certain sport throughout their group can play. Give it a try. life. What, then, am I to do as someone who knows little, the Gadfly / συμπόσιον / Sept 22, 2022 15 �A Reflection on Freedom in Paradise Lost Luke Briner Is there greater freedom in obedience or disobedience in Milton’s Paradise Lost? What needs to be laid down before anything else as we attempt to answer this question is the fact that Milton’s God has endowed every one of his creatures with perfect and unalienable freedom of will: “[f ]reely they stood who stood,” he explains to his Son, “and fell who fell” (III.102). It’s this freedom of the will that gives rise to the very dichotomy between obedience and rebellion, as well as their moral significance, since it’s only by the existence of a genuine ability to will one thing rather than another that agency could be ascribed to the actor. Moreover, God goes on to explain that, even if he has foreknowledge of the future, it “had no influence” (III.118) on the fault of those that have rebelled, and so necessarily implies the same holds for those who persevere in obedience; commitment to either decision is entirely up to the individual, and therefore the consequences of either decision themselves belong solely to the individual. We can now examine the natures and circumstances of both obedience and rebellion throughout the epic. Obedience consists simply in the active alignment of one’s own will to the will of God; and this is the condition of the angels in Heaven, and of Adam and Eve before their Fall. Since all things proceed from the creative power of God, and since God has a particular intent for each of his creations individually and in kind, this conformity to his will is in practice simply conforming to the nature that he created us with and intends us to keep. Disobedience, conversely, consists in the active contrariety of one’s will to the will of God, occurring whenever a desire or passion for something other than God becomes stronger than the will to follow it. This pursuit of another object other than God’s will is the basis of rebellion, and consists specifically in jealousy of God’s Son in Satan’s case (V.654-662) and in the desire for pleasure, praise, and knowledge in Eve’s case (IX). Now the consequence of obedience is vast and unending happiness, while the consequence of disobedience is a 16 the Gadfly / συμπόσιον / Sept 22, 2022 life filled with suffering and despair. The angels obedient in Heaven are said to experience Beatific joy simply by experiencing God as he resides and acts in his “pure Empyrean” (III.57) within a transcendently lovely Heaven (see I.684, III.61-62), thus showing that Milton’s God must be seen as the Supreme Good. Likewise, Eden was originally created as an incomparably beautiful “Heaven on Earth” (IV.208), and Adam and Eve themselves in their newlycreated state were a “[b]lest pair” (IV.774), taking idyllic joy simply in worshiping and serving their blessed Creator. Hell and the post-Fall Earth, conversely, are nothing more than degenerations from these primordial conditions brought about as the inevitable punishments for disobedience. The suffering experienced there, however, while on some level ordained by God himself, is just as if not more profoundly seen to come from the sense of regret and shame which naturally arose from that disobedience, as is seen in Satan’s agonizing self-doubt and remorse at having ever rebelled in the first place (IV.18-113, IV.846-849, IX.455-493, etc.), and Adam’s lament at having freely chosen to so flagrantly contradict God’s command for him (X.720-860). From this alone, it’s not difficult to see the faultiness of the logic behind disobedience against God. Since Milton represents his God as the Supreme Good, the pursuit of any end other than or in contradiction to the nature or will of God would be nonsensical and self-harming. Such a pursuit would be so nonsensical and self-harming, in fact, that it would denote a real sort of unfreedom on the part of the actor. Since, as Plotinus observes, “[e]ffort is free once it is toward a fully recognized good,” while “servitude lies in being powerless to move towards one’s good, being debarred from the preferred path in a menial obedience” (Enneads, VI.8.4), the lessening of one’s own participation in the Supreme Good must be understood as a very real kind of subjection. But this is exactly the situation that Satan and the rebellious Adam and Eve find themselves in, and so they reveal themselves in their disobedience not to be heroic revolutionaries or noble knowledge-seekers, but ignorant children who have tragically thwarted their own �ultimate happiness by the pursuit of inferior goods at the expense of the absolutely superior. We also don’t need to trouble ourselves here with the question of whether free will really exists when all our actions are dictated by the pursuit of the Good in this way; again, we are assured by God that he “formed them [his creations] free, and free they must remain,/Till they enthrall themselves” (III.124-125), but, since God is the supreme Good, we’re still safe to think of an action which would deprive them of that Good as unfree in precisely that sense of self-enthrallment as a result of a rash, ignorant, but wholly self-willed decision. For the same reason, we must understand obedience to God, either in the case of the loyal angels or Adam and Eve before their Fall, as a realization of freedom, in that choosing to follow his supremely good will is precisely the means by which their most perfect happiness is attained. Since, again, God has made all his creatures wholly free to make whatever decisions they will, the decision of those creatures to persevere in obedience to him who intended such indescribable goodness, beauty, and love for them, is quite as free as any other decision that they could make. In fact, we should actually see those who persist in a perfect state of obedience as being freer than otherwise, since obedience to the will of the Supreme denotes a clarity of vision and will on the part of the obedient one, and, in attaining beatific communion with that Supreme by precisely that means, they achieve their end more perfectly than in any other case. It follows necessarily from all of this that the idea of disobedience being in any way “more free” than obedience is textually and philosophically incoherent. Not only does obedience to God in no way contradict freedom, but, on the contrary, the two concepts are fundamentally intertwined and complimentary: freedom is the necessary prerequisite for obedience, and obedience is itself the means by which we achieve the supreme Freedom of communion with the Supreme Good. Therefore, those that have persevered in their obedience to God are not only as free as the rebels, but actually far freer, since it’s through their obedience that they preserve their union with the all-transcendent Perfection, and, in doing so, earn a Beatitude that “no eye has seen, nor ear heard” (1 Cor. 2.9). Conversely, the disobedient have become miserably unfree, even when rebelling in the name of “freedom,” since they have in doing so deprived themselves of their own Good by the senseless pursuit of inferior idols. This, we might venture, is exactly what Milton wants to communicate to us: on one hand, the profound connection between freedom and obedience, and, on the other, the ruinous consequences of the misunderstanding and misuse of freedom in the pursuit of inferior ends or in the sophomoric, idiotic rejection of obedience itself. Let us, then, conclude as Adam finally does, that “to obey is best” (XII.561). The Rebuke of Adam and Eve the Gadfly / συμπόσιον / Sept 22, 2022 17 �{Campus Pollution} Pick your Poison Helen Felbek As a previous writer in the Gadfly has posited: “At St. having to walk through a cloud of cigarette fumes. John’s, nicotine usage—cigarettes, more to the point—is On a personal level, I am sure I would find a way to an oft undertaken habit. A lifestyle to some. A cultural get around the smoke and breathe freely, but I can’t help flashpoint to others. School spirit to many.” While I but notice that it seems close to impossible to have a personally cannot fathom what reasons would compel conversation on this topic, which is puzzling to me since the students to put their health at risk (it is probably not about polity prides itself on applying the seminar-style discussion wanting to fit the stereotypical “sensitive philosophy student” to non-program topics. Non-smokers who complain about trope), I do have to admit that I am biased in the sense that the negative externalities of consumption or even dare I have never smoked in to question the general my life and probably will culture surrounding never take it up. So, it smoking on campus are may come unsurprisingly easily portrayed as uneasy to the reader that this killjoys who are in league opinion piece is clearly with the administration. anti-smoking. But it is Maybe the reason for anti-smoking for probably this inability to have an different reasons than you open-ended conversation are expecting to read. about smoking culture We are all adults here, has something to do with in a country that is the the fact that some polity epitome of liberty – or so members are addicted to it claims – thus, it should nicotine. Perhaps it is also obviously be up to each connected to the hubris individual to conduct that some young people some sort of “cost-benefit seem to have when it analysis” for themselves comes to their own bodies: and decide to take up “Oh, this substance is the habit of smoking potentially harmful and or not. It is also each addictive? No worries, person’s individual choice I’ve got it under control. to decide on how they I could stop if I wanted want to indulge in their to!” Just because we are habit. Well, the school’s privileged to enjoy a smoking policy is limiting liberal arts education does the options – at least not mean we are above the to a certain extent – by trap of failing to examine Smoking Peasant by Ernst Ludwig Kirchner “banning” smokers from the our own weaknesses or lapses quad and forcing them to less inviting spots on campus, in judgment that we so readily condemn in others. It is such as the “fern lounge” or whatever it is called these days. basically the same problem that we encounter when it comes But people still decide to ignore the admin’s rules and to an unhealthy diet or lack of sport. I definitely fall into smoke on the quad and around campus anyways, and while the trap from time to time, especially when tempted by the the rebellious teenager in me understands the urge to show sugary vegan chocolate chip cookies offered in the dining an authority figure that their threats (of fines, suspension hall. I could also imagine that if the administration makes from the residence halls, and suspension from campus) are smokers feel like persona non grata, it is understandable why not taken seriously, the fresh-air fanatic remains annoyed at the fronts on either side are entrenched and no dialogue 18 the Gadfly / πόλις / Sept 22, 2022 �seems possible. With the risk of sounding like a full-blown relativist, it is also, frankly speaking, quite hard to stay factbased and “rational” when it comes to questions of tastes and preferences. A question beyond tastes and preferences, though, is the environment. Tobacco plants are mostly grown in monocultures and require massive use of water, largescale deforestation, and the over-use of pesticides, which usually also tend to lead to contamination of the air and water systems. In addition, a single cigarette contains many harmful or even poisonous substances like tar and nicotine. One littered cigarette has the potential to pollute up to 50 liters (13.2 gallons) of groundwater.This is the rough equivalent of flushing the toilet 8.25 times! When confused for food, the butts pose a risk to wildlife (or in the case of our campus, the bunny rabbits and concerningly tame squirrels). But what about e-cigarettes/e-vapes? They have been advertised as a cleaner alternative to traditional cigarettes and often do not even contain nicotine. But that does not mean that they are less harmful to the body and the environment. All e-cigarettes or vapes have a battery that is needed to vaporize the liquid. These batteries are usually lithium-ion batteries, meaning they contain rare earth lithium. The same one that is needed for smartphones or electric cars. Even if you do not care about the precarious working conditions and breaches of environmental laws under which lithium is mined, you should at least consider what it means to throw away an e-cigarette. Most e-cigarette batteries contain up to 0.15 grams of lithium. In comparison, an average cell phone battery contains 2-3 grams of lithium. This means that the lithium used in 1320 disposable e-cigarettes is equal to one cell phone battery. This is alarming since lithium is becoming increasingly rare and is crucial to fuel the “green economy.” Most single-use e-cigarettes have a battery that could technically be charged but is just designed without a charging outlet. Additionally, e-cigarettes are most often disposed of in nature or in domestic waste, which, while more convenient than proper recycling facilities, means that the lithium contained in the batteries cannot be salvaged and reused. In the UK alone, two disposable e-cigarettes are being thrown away per second. This equals approximately 10 tons of lithium ending up in landfills. This would be enough to make circa 1200 electric car batteries. Another aspect of Johnnie's smoking culture that must be reckoned with is the fact that much time at St. John's is spent leisurely in discussion, often around a table on the quad or enjoying the sunshine around town. Situations like these are where many Johnnie smokers got started and to this day light up. So, how are the dangers of nicotine consumption and the Great Books program related? Well first, why do we read the so-called Great Books? This is most likely a question that every single student in the 85-year-old history of the “New Program” has asked themselves (maybe even while smoking). Ultimately, the answer to this question is unique to each person, but I am going to suggest to you the conclusion that I have reached: I believe that the program is supposed to have an effect on the “soul” of the students and therefore have a lasting impact on their behavior, their life, and their future. This, of course, does not mean that the program automatically makes everyone a “good person” (What does “good” even mean?!). Far from it. It should, however, mean that everyone has a willingness to examine and reevaluate their stances and engage in open-ended conversations on all sorts of topics – including topics that hit closer to home. This might be initially uncomfortable but is in my opinion absolutely necessary. I know that smoking is not a problem unique to this campus and that the ignoring and breaking of rules surrounding smoking could probably be applied to many other things such as underage drinking or cannabis consumption. The great books and this very expensive liberal arts education seem, however, obsolete if we are unable to synthesize what we do in class with what we do outside of class. I think it would very much be in the spirit of the program, as well as the college, if we could return to having a conversation about controversial topics such as recreational design and what kind of culture should be conserved and celebrated at the college – and for what reasons. I get people who haven’t chosen St. John’s just because of the Great Books program but also because of its size, social makeup, location, traditions, history, clubs, tutor system, parties, and maybe even its student's affinities for drugs, alcohol, and nicotine. But I don’t think that critically examining dangerous traditions is going to send any of us packing to any other Great Books program like those at UChicago, Columbia, or Hillsdale. In terms of protecting the environment, it would be great if we could bring back ashtrays on campus. But in case this is too much of a PR disaster for the college, I (and the bunny rabbits) would be delighted if smokers could be more mindful when it comes to cigarette waste and might consider carrying a portable ashtray (Buy it on Amazon, if you must…). And those few e-cigarette smokers, perhaps consider getting refillable and rechargeable ones. The best thing for the environment (apart from quitting) would be the following: reduce your consumption. Don’t switch to equally harmful alternatives. And don’t defend your harmful addictions with the simple claim that smoking belongs to the college, because the true core of the program is the texts and the discussion-based learning, not the cigarettes. the Gadfly / πόλις / Sept 22, 2022 19 �by El'ad Nichols-Kaufman '25 Representing Student Interest {On the DC’s Role in Campus Community?} The campus is once again embroiled in vigorous polity. The complaints about smoking are an easy example: discourse on what is in the student interest, and what no one has the right to give others lung cancer, and the idea the college administration, and the students, should do that the administration is somehow taking away freedom about it. These arguments are not new, touching subjects by prohibiting smoking on much of campus is ridiculous. both superficial, like the alcohol and smoking policy, and Complaints on the alcohol policy seem similar: like it or serious, like accessibility, inclusion and environmental not, the drinking age in this country is 21, and the idea that the administration’s compliance impact. They have lost none of their with this law, and thus not allowing vigor in the past few years, reaching free alcohol at parties or requiring every corner of campus, from IDs at New Years, is destroying boisterous complaints in the dining college culture is strange. Is our hall to decorous discussion in SCI polity so dependent that we cannot forums, from tutor discussions to function as a community of learners administration conferences, and without free alcohol? Likewise, the even to the much reviled Delegate idea that Mellon’s renovations or Council. school sponsored extracurriculars In the last issue, Junior Delegate are bad for campus culture seems to Daniel Nathan published an follow the same thread of thought. article claiming that the Delegate This thought, which lies at the core Council, or DC, has been entirely of Mr. Nathan’s essay, seems to stem deaf to student discourse about from the idea that any action of the administrative changes over the past administration creates a culture not few years. The administration has directly arising from the students, overstepped itself, he argues, and and thus destroys the “vibrancy of its “presence threatens to drown the discourse, along with the depths out the freedom” of the campus. If of meaning we find in each other the DC listened to student interest, they would stop the process Politics in an Oyster House, 1851; Fanoli after Woodville and within the texts.” This is patently untrue. The in which so-called “organic, authentic culture is scrubbed and digitized,” and take administration’s actions all contribute to campus culture, “responsibility to regain” some kind of “freedom.” This whether intentionally or not. If the administration allows argument seems to be based on two assumptions that seem smoking on the quad, they are encouraging one kind of rather problematic: one, that the current St. John’s culture culture, while if they prohibit it, they are building another. is somehow inferior to what it has been in the past because Neither is more authentic, with more of a claim to “true of the administration's actions, and second, that the current student interests.” These issues, while certainly contributing Delegate Council has somehow been complicit in this. Not to how our community sees itself, are not an imposition only are these assumptions problematic, but they also seem of values from above, but rather an example of how the to overlook the real issues facing this campus, which the administration prompts, responds and reacts to ongoing student discourse, and how our community sees itself in DC and administration have failed to act on sufficiently. I have only been at St. John’s for a little over one full year, light of these decisions. The DC has been very engaged with these issues in the and so I suppose I am one of “those that came after” and thus cannot properly understand St. John’s, but I find many past few years. I remember budget hearings derailed for up of the protestations against the “slights to the intangible” to an hour over arguments about what the administration that the administration has supposedly been using to squash really means with the new alcohol policies, or what we can student freedom silly, and frankly, to be distractions to do about their limitations on parties or open mics, and issues that more directly affect our lives as members of the even some discussion of free donuts. Our members are 20 the Gadfly / πόλις / Sept 22, 2022 �{Student Opinion} students, who have the same concerns as any other students, and participate in the same discussions and arguments. The problem with the way the DC operates is not the lack of discussion on issues that students care about, but rather the lack of meaningful action on the issues that actually impact the polity most. A good example of this is the problems with accessibility on campus. Most of the buildings on campus are not ADA accessible, and those that are have other practical obstacles to mobility. I’ve often heard students complaining about these problems, and the lack of administrative action on them. In a recent interview with members of the administration, I heard that there are many conversations on the topic, but not much immediate, concrete action planned due to a lack of funds and an ignorance of what practical steps can be taken. This is a place where the DC can truly take responsibility. I hope to lead an effort to reach out to people with mobility issues, identify the specific difficulties with each building, and reach out to the administration with specific and detailed requests for practical, actionable changes, rather than vague declarations on the loss of campus culture. This kind of practical action is necessary if the DC wants to make itself more than the glorified budget committee it is currently known as. The DC has taken actions on the things that really matter to students, both small and large, before, like President Tom Ni’s effort to keep gender neutral bathrooms in Mellon, and needs to do more of this to truly take up a positive role in campus discourse. There are so many issues facing the campus, from the aforementioned accessibility issues to those of inclusion and equity, to changes made to the program, or the lack of housing on campus, which could be addressed with a more action minded, and community aware, Delegate Council. This is the kind of real change we need to see on the DC, which only needs a bit more commitment from its members to be realized. What St. John's Makes Me Do by Naina Wagh '24 St John’s is making me such a brilliant sophist! Not only can I lie to others, but even to myself to serve my end. I’m not sure what that end is. I came to desire to seek truth, but now I seek the appearance of seeking truth. I think if my desire remained honest, I wouldn’t mind seeming foolish to others, as long as I held the belief that I was succeeding in finding something true. But that desire has been altered, partly because every new text I read, I use to understand myself and partly because I am surrounded by people who have that same desire for truth. As much as we claim that St. John’s is a bubble—marching to the beat of its own drum—it is merely a reflection of the “real world” the college sets itself apart from. Hypocrisy festers in the ideals of “no competition” and self-containment. I find myself in a competition to be noticed by my tutors and peers. There are no grades or exams to quantify my worth, but the very public displays of engagement with the texts still require me to compete. When I make a clever remark I will think, “I am better than you—expressing my thoughts is sufficient, because to be humble is to be wise.” I enjoy the silent agreement of my peers and tutors. I spend hours trying to understand that Euclid proposition, rejoicing in the pleasure that thinking brings to me. I distinguish myself from anyone else who doesn’t enjoy Euclid as much as I do. In glorifying the Program as the means to seek truth, I realize that I have learnt not to fully disagree with the authors I dislike. Aristotle. Aquinas. I suppose it is good that I have developed that sense of looking at a text objectively. When I read over and over again how women are inferior, I put my womanhood aside to fully “understand” what is being said. I engage with or simply don’t respond to bigoted opinions in order to seem objective. I explore whether emotions are more superior to rationality while setting my emotions aside. I suppress my rage and sometimes even forget that it is there. I cannot wholeheartedly invest myself in any one aspect of St. John’s—mathematics, study of language, theology, etc. I only learn enough to slowly develop a personal language with which I comprehend myself and categorize my small world into universals and specifics. I like to think that with each year I am changing for the better, learning better to seek truth—but that one kid I found annoying during Freshman year, I still find annoying in Junior year. I attribute growth only to myself. I am a liar. You are a hypocrite. Maybe we are both ugly. Maybe all this truth seeking is self-flattering. After all, “I seek truth” is a pretty bold claim, especially when making it to oneself. The Devil's Darling by Thomas Rowlandson the Gadfly / πόλις / Sept 22, 2022 21 �{the chiton} Breaking Down the Archetypes of Johnnie Men’s Fashion (and their implications) Kai Gyorki I am a firm believer that what you wear tends to be a pretty good indicator of who you are. As we get dressed for seminar we beg the question, ‘am I the kind of person who will wear a Lil Peep national tour t-shirt from 2017 in front of Mr. Schulman?’ The answer alone can say a good deal about us. Naturally, as I looked around the quad I saw that mens fashion at St. Johns tended to fall into camps. Not as simple as preppy, or jocks, no far more nuanced than that, and at the same time maybe less nuanced as well. I spent the past week breaking down the major archetypes of Johnnie men’s fashion, and categorizing what it may mean about the person wearing it. The Dark Academia Johnnie A preferred uniform of Johnnie men, they call it dark academia, I call it over priced vintage slacks with their dad's old sweater. Throw some loafers on and he is ready to go and paint the town a muted gray! This brand of Johnnie can be seen drinking black coffee, smoking pipe tobacco, and explaining Proust to a somewhat terrified freshman girl on the quad. The High School Uniform Johnnie I’m not sure if they decided that their Catholic boys' school uniform is the height of fashion, or if they just never thought about it in the first place, but one thing I do know is that rain or shine, Monday morning or Friday night, this Johnnie will be wearing a polo shirt and a choice between khaki shorts or pants. Do their boat shoes give them super speed? That can be the only explanation for why they always beat you to class. They know Latin, they finished half the year's seminar readings over the summer. Unfortunately they will probably use that as an excuse to talk over you in class. They can be found almost nowhere except the dining hall, library, and in an argument next to the coffee station after seminar. 22 the Gadfly / πόλις / Sept 22, 2022 �The School Swag Johnnie This Johnnie is constantly adorned in school merch. Drinking water? It's out of a school water bottle. Looking for their keys? On a school key chain. Is it starting to get chilly? Don’t worry, he will offer you his SJC quarter zip. If he’s an RA he’s a good one, he always comes to soccer games, and he will genuinely care about winning. He’s a bit weirded out by Madea, and does not understand the appeal of poetry. He probably would have enjoyed state school more, but somebody has to have school spirit. This Johnnie can be found drinking out of one of those fancy water bottles, and going for a run. The Suddenly Shirtless Johnnie Why does this Johnnie exist? I do not have the answer to that. But he does, and I am not a fan. This Johnnie is a bone chilling addition to the quad on Friday night at 11:45 pm. He can be found standing alone staring out at the field or if he’s getting crazy, wrestling someone on the ground. the Gadfly / πόλις / Sept 22, 2022 23 �The Ugh Johnnie Maybe worse than any other Archetype listed, this Johnnie is one to be wary of. He can be identified by his many layers, wide legged pants, the mismatched jewelry that he clearly does not take off in between outfits, and occasionally, cracked nail polish that he absolutely asked a girl to do for him as a move of seduction. If you see him at a party, RUN. He will undoubtedly try to get you to listen to Alex G with him. He may seem like just any guy heading to mini, but there is something in his core that is rotten and scary. Whatever you do, don't listen to his sound cloud, that’s how he gets you. He can be found walking to the smoking area, drinking before his 1pm class, and being incredibly emotionally unintelligent. The Suit to Class Johnnie This Johnnie’s day to day wear includes a blazer. This archetype goes further than the precedence of high school uniform Johnnie, there is something sinister here. He won’t just interrupt you in seminar, he is here to destroy your ego in class, his goal is to be a constant reminder of your inferiority. His actual affect however, is usually a reaction of mild annoyance. He knows all the dances at the waltz, he quotes readings we will not study for another year. He can be found making a woman tear her hair out in frustration, talking to tutors while they try to get to their cars, and I have to assume taking their suits to be dry cleaned. 24 the Gadfly / πόλις / Sept 22, 2022 �Tamar Pinsky the Gadfly / πόλις / Sept 22, 2022 25 �{stargazing} THIS MONTH IN HOROSCOPES—SEPT 2022 ARIES Madame T (March 21 - April 19) pooky season is upon us, Aries. Time to pick a Halloween costume. What will you be? There are endless options… Will it be scantily clad Socrates or a raunchy Elizabeth Bennet? Each layer of polyester brings with it a new personality. The one you have on right now is working well, but for Halloween you can really let loose. All those years ago you left a trail of viscera out of Nebraska, but your new face as a young philosophy major in Annapolis has thrown everyone off your trail. Where once a full grown, grizzled man with a body count of 19 stood, now stands a 20 year old lad who has much to learn about the nature of things. Isn’t it funny? This Halloween you can be an escaped lunatic dressed as a Johnnie dressed as a gaping minion. S TAURUS (April 20 - May 20) leanse yourself. Drink the College Creek water. Become pure. C GEMINI LEO ( July 23 - Aug 22) eware the creek this season, Leo, lest you encounter nautical peril… The water is vast and cold. There has never been something so uncaring as to whether you live or die. The inky blackness is full of worms and small fish (maybe even jellyfish?) Eventually you will also be full of worms (again, maybe even jellyfish). This acknowledgement of your watery grave does not change the outcome, Leo. The water calls to you, an ancient beast sings her songs to you, luring you in. You’ve managed to fight it for this long, but she’s growing stronger- more persuasive. She tells you such awful things, she’s lived through mass extinction and she’ll do so again. You are the only one who is aware of the countdown, Leo. She won’t tell anyone else. Maybe it’s because she’s afraid, maybe it’s because she likes to watch your panic. Let's stay away from the creek for a while. ​B (May 21 - June 20) You’re very lonely, Gemini. You feel very isolated in your old age, the weather makes your joints ache. Your body feels hollow and brittle. You sit outside and watch for storms in your solitude. The newscasters and tornado warnings can’t predict what's coming, not like you can. Maybe that’s why you always end up feeling alone. This curse disguised as a blessing drives people away. If you didn’t have to be cursed with the ability to predict the weather maybe you’d have a family. Your wife would come back, you could even play with your son again. Damn that wizard and his monkey's paw dealings… Maybe join some clubs, it’s a great way to meet new people. CANCER ( June 21 - July 22) omespun holidays ahead, Cancer! Your loved ones might be overwhelmed by your seasonal needs but fear not- a cocoon is just what you need to keep them close and comfy- and you’re just the crafty crab to do it! As we all know, your innate ability to shoot streams of silk from a secret hole that all Cancers are born with will help you make a perfect, snuggly swathe for your besties this fall. It is a cheap, heartfelt gift that everyone is sure to love as the temperature drops! Your gift will let you wrap up your friends and family in a manner that will keep them very cozy, and close to you, forever. And ever. And ever. H 26 the Gadfly / πόλις / Sept 22, 2022 VIRGO (Aug 23 - Sept 22) ou’ve been waiting for Fall, Virgo. Finally, time for sweaters. Finally you are safe in your shell, covered from the ever critical eyes of your peers in a veneer of cashmere and denim. Pick some apples, post pictures of leaves, no one can judge your mandatory fun time when you’re wearing your silly little boots. Everyone loves that you enjoy things on a schedule. Everyone loves that you try to force them onto this same arbitrary schedule. All the warmth that everyone around you deprives you of can be easily replicated by a $6 coffee drink. ​Y LIBRA (Sept 23 - Oct 22) appy Birthday, Libra. Finally, you get to be the center of attention, and you don't even need to publicly air your relationship drama. Isn’t it great to be celebrated? At least at a surface level, you’re just now starting to realize maybe you don’t like the attention… Maybe having everyone think about you all the time isn’t a good thing… The walls have eyes here, Libra. You are so seen. You always have been. There are no secrets in a 300 year old building, the pipes groan under the weight of your sins. H �SCORPIO (Oct 23 - Nov 21) hus ends your Hot Girl Summer, Scorpio. That’s ok, though. You’re versatile, you’re adaptable and hot and full of good things. Finally, time for Witchy Woman Winter. You’ll peak here, after all, goth is trendy now. We won’t mention that you bullied all the alternative kids in your high school, that’s behind you. Besides, you helped them build character. Right now your Amazon™ fishnets overlaid with a Shein top embossed with the logo of famous goth band ‘AC/DC’ is the talk of the town. T SAGITTARIUS (Nov 22 - Dec 21) he stars tell me you’ll be meeting your dream woman soon, Sag! She’s a strong feminine energy (maybe a water sign?) Based on the positioning of Venus, this will be a great romance, full of wonder and adoration. Mars’ position relative to Saturn dictates that she’ll be at least 7 feet tall, with great leathery wings spanning about 9” across. Her cloven hooves alert small mammals to her presence, and though they may try to run, they’ll never be faster than her. Her empty goat-like eyes are as hypnotic as her teeth are dull, but don’t be fooled, she has a hell of a bite. Many have met their end at her unhinged, dangling jaw, even more have barely escaped to tell the tale. Be open to meeting new people this month, Sag, you don’t know when you’ll finally meet the Pine Baroness of your dreams. T CAPRICORN (Dec 22 - Jan 19) he memories will fade soon, Capricorn. It won’t always hurt, just for now. Eventually it will only sting. When you’re reminded of it in the hum of a car going past your window, or the color green. There is a relief in knowing that wounds scar over with time. Just don’t think too hard about the people who put them there. Thinking too hard is what got you here. These bars now hold you like she once did. Your patron smells this month are buckwheat and gasoline. They remind you of her, too. Everything seems to… At least she can walk free, even if it means you’re due to ascend to the throne of wood and wire. The brine drips into your eyes and down your face before being absorbed by the fabric over your face. They’ll flip the switch soon. An audience grows around you. Finally, maybe in the clutch of the electricity pumping through you, you’ll be able to forget it. T AQUARIUS ( Jan 20 - Feb 18) s we settle into the new semester, you’re starting to notice something is a bit off with your living situation. Sure, your roommate is nice enough, you two are friendly, but something about that boy they keep bringing around just rubs you the wrong way. Maybe it's the way that they lurk outside your dorm till one of you lets him in, maybe it's his strong disdain for Italian food (I mean who doesn’t like garlic bread?!?) It could be something about how he treats your roommate… They always tell you they had the most romantic date, moonlit walks, picnics by the water, and archives of old poems he's memorized. Who memorizes poems nowadays? Your roommate always gets back at odd hours, right before sunrise (despite you telling them MANY TIMES that you have a 9am, and the precious bit of sleep you get is not to be interrupted). And let's not ignore the hickeys your roommate is always flaunting. Something about that guy just really sucks. A PISCES (Feb 19 - March 20) he accident was years ago, Pisces. We’re all hoping someday you’ll move on. Please move on, we can’t continue with you in this state. We promise we won’t forget you. We’ll see you in sunsets and in butterflies and in rainbows or whatever the hell else Wikipedia says the dearly departed appear to us as. Wikipedia didn’t mention anything about this. There’s a reason you’re always cold to the touch, Pisces. The trail of ectoplasm that drips from your heels is becoming a real hazard. You appear to us only in mirrors and bodies of shallow water, it’s getting more and more difficult to communicate. This is our last effort, the horoscope column of the school newspaper is our last resort before we have to start talking to priests.. You should really try talking through your unfinished business with a friend or therapist. T the Gadfly / πόλις / Sept 22, 2022 27 �Polity Communications Delegate Council Clarification Gadfly Corrections The DC would like to clarify the reference to 'the missing $30,000 of allocated club funds' in the last Gadfly issue in Mr. Briggs' article on the reform party. DC had approved the full $80k in expenditures for Fall 2021. However, we only acquired the receipts for about $50k of the $80k in expenses. Nonetheless, according to the signed checks and bank statements, we could account for $80k. However, about $30k did NOT have physical receipts to back them up. But, because we had the checks, we know who got paid and reimbursed, so there was a trail. Most importantly, we can guarantee that most of the money was spent by the clubs in the interest of the students. Grace Songeun (Delegate Council Treasurer) '24 A Correction of the Editor's Ignorance Hey Craig, who did the finds from the archive thing? It says they don't know why that tree is called the Liberty tree and to write them if you know, but there's no name. It's because it was the Annapolis Liberty Tree lol. Like the Liberty Tree in Boston. The Maryland Chapter of the Sons of Liberty met there before and during the revolution. I have more info if need be. Sarah Thyer '25 PS. I (Craig Koch) normally write the captions for Finds, and I was happy to find out all I did about the liberty tree from Ms. Perkins and Ms. Thyer. The usual address to contact for anything related to the Gadfly is sjca.gadfly@gmail.com, though you may also always write me with any questions, corrections, or concerns (cekoch@sjc.edu). The emails of the managing editors may also be found below the table of contents on page 1 if you would like to contact them. 28 the Gadfly / πόλις / Sept 22, 2022 There was an error in the last issue of the Gadfly. The photos on pages 5, 18, and 19 were the work of Meliha Antony rather than Liz Dowdy, who was properly credited for the cover and the photos on page 7. This was corrected in the pdf that was sent out, but unfortunatley the error stands in the print edition. As you'll see below, there was also an error in dating one of the photos in Finds. My apologies for the mistakes. Craig Koch '23 From an Alum Here’s why it was called the Liberty Tree: https://www.washingtonpost.com/wp-srv/pmextra/ oct99/25/pmliberty25.html. Graduations were held under the tree so it had extra significance for St. John’s students. Regarding the bookstore, that picture is from the 70s, not the 50s. My classmate, Mary-Hannah Jones, is seated on the couch. She started with the class of 1977 but graduated in 1978. It was wonderful to see our class picture featured in the Gadfly. A bunch of us were on campus this past weekend for our 45th reunion, and we haven’t changed a bit. Julie Perkins '77 �Danielle Lico, Norma Demleitner, and Joe Macfarland celebrate the opening of the health center, photo by Meliha Anthony '25 The beloved Arcadia, photographed by Ruby Miller '23 the Gadfly / πόλις / Sept 22, 2022 29 �THE STUDENT NEWSPAPER OF ST. JOHN’S COLLEGE Founded in 1980, the Gadfly is the student newsmagazine distributed to over 600 students, faculty, staff, and alumni of the Annapolis campus. Opinions expressed within are the responsibility of the author(s). The Gadfly reserves the right to accept, reject, and edit submissions in any way necessary to publish a professional, informative, and thought provoking newsmagazine. The Poet Virgil in a Basket by Lucas van Leyden P hoto details (From top left to the bottom right): Students Barrel Rolling on Back Campus during the First Real Olympics, 1951; Evan G. Canter, Eugene E. Wise III, Thomas E. Wischer, and Students Playing a Game of Tug of War during Reality, 1982; Barbara Oosterhout, Sarah Covington (Crooke), and Students Playing a Game of Tug of War on Back Campus during the First Real Olympics, 1951; A [St. John's College] Women's Basketball Game with the United States Naval Academy, n.d. 30 the Gadfly / Sept 22, 2022 Submissions sent to the Gadfly should either be in Google Docs or JPEG format. The deadline for submissions is the Friday prior to publication. For more information, contact us via email at sjca .g adfly@gmail.com 6 0 COLLEGE AVENUE ANNAPOLIS, MARYLAND 21401 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The Gadfly</em> Description An account of the resource Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> 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 thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 30 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Gadfly, Vol. XLIV, Issue 3 Description An account of the resource Volume XLIV, Issue 2 of The Gadfly. Published October 13, 2022. Creator An entity primarily responsible for making the resource Koch, Craig (Editor-in-Chief) 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 2022-10-13 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 College students' writings--Periodicals College student newspapers and periodicals St. John's College--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Gadfly Vol XLIV Issue 3 Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/15a964652357ea4ed1688e815fb032eb.pdf ab8b00721328206278e2cf8abb6e99c2 PDF Text Text St. John’s College Vol. XLIV, Issue 2 the Gadfly Annapolis, Maryland Sept 22, 2022 �CONTENTS From the Editor’s Desk: Dear Polity, Logos Interview with Rachel Fleming All College Seminar The Reform Party The Achilles Rager Finds From the Archives Symposium Thinking Straight Pride in Coriolanus St. John's Heritage Polis Delegate Council and Its Discontents September Horoscopes Film Review Seminar Fashion Polity Communications 3 5 6 7 8 10 12 16 18 20 22 24 27 THE STRUCTURE Logos typically holds news reports and narratives of immediate relevance to the Polity. The purpose here is to develop a shared reservoir of information relating to campus life and the community. The Managing Editor for Logos is El'ad Nichols-Kaufman. His email is eanicholskaufman@sjc.edu Symposium offers the opportunity for our readers to thoughtfully consider contrasting opinions regarding a particular topic. The Managing Editor for Symposium is Luke Briner. His email is lbriner@sjc.edu Polis serves as a platform for elevating voices in our community. Here we find letters to the editor, columns, cartoons, and submitted pieces. The Managing Editor for Polis is Daniel Nathan. His email is djnathan@sjc.edu THE COVER Photo of Christopher Turney, taken by Liz Dowdy 2 the Gadfly / λόγος / Sept 22, 2022 In this issue you’ll find an interview with the new athletic director Ms. Fleming, a report on the SCI’s first all-college seminar (which I hope you all attended), a mysterious message from the “reform party,” a fascinating and helpful “reflection on the notion of straightness” by Mr. Gu, a consideration of Shakespeare's Coriolanus, a reflection on Homer and family history, a movie review of The Man Who Killed Don Quixote, a horoscope (if this offends your sensibilities, as it partially does mine, I encourage you to attend the observatory whenever it is open next and to write in about what the stars seem to be saying to you), the long awaited seminar fashion article, and a colorful reflection on the nature and purpose of the Delegate council by the newly elected Daniel Nathan. There are also two original comics, one by Cassie Desmond and the other by Tamar Pinsky. It’s quite the packed issue, and I’m happy to share it with all of you. Don’t forget to write in with any questions, thoughts, communications, or submissions that you might have. The best way to reach us is by email: either at sjca.gadfly@gmail.com or at my own email (cekoch@sjc.edu). Submissions for the next issue should be in no later than the 1st of October, though earlier is much better. Sincerely, Craig Koch THE STAFF Audrey Fox Cooper Ussery Craig Koch Daniel Nathan El'ad Nichols-Kaufman Helen Wagner Isa Kiedrowski Jenna Lee Liz Dowdy Luke Briner Meliha Anthony SUBMISSIONS Caleb Briggs Cassie Desmond Gabriel Hess Jack Webb Madame T Ranger Kasdorf Sachin Stanislaus Sarah Lieberman Tamar Pinsky �{student life} Interview with Rachel Fleming Rachel Fleming is the new Athletics Coordinator at St. John's Annapolis campus by El'ad Nichols-Kaufman '25 How does it feel to come into this kind of administrative role, being the athletic coordinator, after having graduated from Saint John's? What does coming back to campus feel like? In my first few days coming back and starting to see the students on campus, even though their faces were unfamiliar, they still had the familiarity of Johnnies, and it really felt like being back at home. Every corner I would turn around, there would be something that would make me feel a lot of joy. I think one thing that's really made me have that perspective, is that during the pandemic, I took a hard reassessment of what I wanted to do, in terms of career. The pandemic really made me think about who I wanted to be surrounded by, and what I wanted most for myself and my family. What it came down to was community, and I can't think of any better community than this one. What's been going on in your first few weeks? What have you been working on during the transition into this role? Well, there's a lot of time spent setting up my computer. I’m assessing inventory; things that we have, what is still the same? I think making connections with the students, with young alumni is really important, as well as with our volunteer coaches, coaches that are important to our teams. [I’ve been] working on those relationships and keeping them strong and healthy. I was reaching out to a lot of them and making sure that they knew who I was and that whatever they needed, I could help them with. Then there's a lot of administrative stuff: setting up gym assistance and the management of the different sports leagues. There's more that goes into that than you would really expect. For students like me who might only see you being a referee at soccer games, could you explain what a day at your work looks like now? It's interesting because I think [my work] kind of relates to the many different bosses that I have. On the one hand, I have my administrative hat: I'm trying to liaison for the administration and make sure that we're able to adhere to guidelines that they have and understand exactly what the makeup and relationship is between, say, the athletic budget and overall administration. There's also meetings where I’m working with advancement or donors and things like that to build programs, and then there's communications for all those marketing things that we put out, as well as admissions. There are a lot of different little things, but the thing that I'm most happy about is that every half an hour to 45 minutes some student will step into this office. They just plop themselves down on the couch and be like, “So, how's it going?” We always just have a very lovely conversation and I might ask them about class, they might tell me about Hegel, or they might talk about their Don Quijote seminar. To me it's just so satisfying that I get those little interruptions through my day. That's one of the reasons I think why it’s just so nice to be back here, I think the students are the best part. the What are your ideas for the athletic program? What kind of traditions are you planning to preserve and build? Do you have any plans you’re working on? The one thing that I will strongly adhere to is the intramural program. The intramural program runs itself. It is a well-oiled machine at this point, and I have been just so impressed by the captains’ diligence, by their leadership and knowledge of the student body and what it takes to come out to a game and understanding what it's like to be a freshman coming to the campus. That's not just coming out to a sport, it's becoming part of the community. So that's one thing that I want to maintain. I'd say I aspire to increase our participation. I would love to see more women and non-cisgender students come out to play sports for the intermurals with co-ed teams. I want to see more participation in terms of them being the ones on the field at the end of that game when it's close and tied. I want to see more of the spirit of the Coed league. And that’s just for intramurals, because I have to take a step back and remember that I'm not just the intramural person, I’m the athletic coordinator, and I'm the head of the athletic department, so I can't just be thinking about that one program. I have to think about the whole picture. One of the ways that I really want to bring that into focus is that I want to increase Kunai participation. It. Kunai has the unique ability to bring out players, people who don't mind goofing off a little bit, but also don't mind kind of leaving it all in the field as well, even if it might feel like a silly Gadfly / λόγος / Sept 22, 2022 3 �thing to do. It has this ability to allow the people who play to be competitive and also have a really good time. I really enjoyed the first practice that we had. One of the changes that I made was that I asked my sister, Ms. Lasell, to come join us because she has a lot of soccer experience. So, our first practice/scrimmage was focused on learning the skills for 20 minutes or so, and then we scrimmaged. I think it's that ability that kunai has to slow things down a little bit, and not throw people into a game immediately. Kunai has this ability to say hey, we can stop and we can take a different path for learning. I think it's really nice that the captains that are in charge of Kunai right now are really thinking about the people that are coming out that maybe are a little nervous to come to Intermurals, or they want a space where they can kind of be goofy easily, or they are just really wanting at the end of the day to walk off that field and feel really good about what just happened. I think that's one of the things that I really would love to encourage and make sure it grows and becomes more fruitful, and that we get more freshmen out in that environment because it's its own community. The other thing that I'm overseeing is our historical sports that we compete in. Crew and sailing, croquet and fencing, those are also part of my oversight. I want to hone in on those as the sports that have us go places. It's not just about competing, it's about the process over the entire semester of the season of preparing yourself for that race. I want to revisit that as a person because it's been a while since I've been in that environment and remember why those things are so good to have, especially as part of the Saint John’s program. That's something that I would never want to take away from a student, and I want to make sure that everyone understands that they have 4 the the opportunity to do that. Listening to the students is really important for me, having been a student itself. Really thinking about how to help individuals in terms of their reasons for maybe being shy to come up sports or being shy to come to the gym and trying to reach more people in that way. My next question is a little bit of a cliched one, but I like asking anyway because I think it's one of the things that I find most interesting about our athletic program is that there is this sense that it is strongly enmeshed with the academic program. I would like to ask what you think the nature of that connection is and why it's so important for Saint Johns to have the kind of driving athletic program it does? People talk about the classroom as a collaborative environment where you're creating ideas and you're building on this idea and you're coming to this intangible thing that you've sort of collected upon, and the athletic program is absolutely reflective of that. Both in its structural integrity and that we as a community and you as students have built something so cohesive. Through agreement, disagreement through collaboration and conversation have come to this point. We know what we want as students and as leaders we can provide it for the incoming freshmen. One thing that I always think about when I think about athletics is why St. John’s students make such awesome athletes is that they're willing to take a risk. They're willing to come out to a game or try a new sport even though they don't have prior experience. They're willing to make mistakes because in the classroom they've already done that. They have that experience of putting themselves out there, putting an idea out there, going Gadfly / λόγος / Sept 22, 2022 up to the board and demonstrating a proposition, even though they're not quite sure of the ending or how it really works. That vulnerability makes a wonderful athlete. That's why we have such a great participation rate in our athletic program. So really, I think it's the St. John's academic program that actually makes the athletic program so great. What would you like to share with Johnnies about yourself, and about your vision for the athletic program as you start in this position? I would say one final thing about myself. I spent six years as a stay-athome parent full time. That’s the hardest job, and you really see just how much work goes into having a child grow from a baby to a child to an adult. When I see the freshmen arrive at campus I realize just how much work their parents put into them getting there, how much work that they probably put into getting there, and to make their parents proud. But what I really want to see is them trying to make themselves proud, and St. John’s with a great place to start. You don't have to do specific things that people are asking you to do. You can really just ask yourself: what do I like to do, what am I interested in? What really speaks to me in the program? You might surprise yourself. The other thing that I've thought about alot as a person going through life and having life’s challenges happen is that it's really important you realize you're going to make mistakes. The best word of advice I got when I was applying for this job was from Leo Pickens, who was the athletic director when I was a student and he said, “I made every mistake in book.” That, to me, was probably the best thing a mentor could have said, as someone who had such a long span of leadership at school. It really allowed �me to think, “hey, OK, it's OK to do that.” I think that's something I've really brought to this job because I know that I will also make a lot of mistakes. I'm going to try my hardest not to, but it doesn't always result in the best outcome. I think it's important, when you see someone come out on the athletic field or at the gym and they're trying to make a shot and they miss over and over again, to congratulate them on trying, on being able to let themselves do that, allowing that vulnerability and coming out and not being afraid of missing half their shots, missing all their shots, but just trying. Just sort of that ability to take chances, to give it a go, it's something I really, really want to get across to the students. Especially now, after this pandemic has happened. There’s a sort of feeling, If I do something wrong, is everything going to blow up? What's going to happen? I just want students to know it’s OK. It's OK to try things. {student life} SCI hosts first All College Seminar of the year An opportunity to learn like none other by El'ad Nichols-Kaufman '25 A beloved St. John’s tradition has returned to Annapolis this fall. On Friday, September 9, the Student Committee on Instruction, or SCI, hosted their first All College Seminar of the year, on Chekov’s “House with a Mezzanine.” This unique St. John’s event, which fills in for a Friday night lecture a few times every semester, is a unique opportunity for students of all classes, tutors, and members of the administration to gather together to discuss a great work. Ella Harel, one of the archons of the SCI, explained that after a pause on the seminars in 2020 and 2021, the return of the tradition feels significant. “In my freshman year, all the college seminars were really formative, because it was so helpful for me to have the example of the upperclassmen. I also think it’s such a beautiful display of community, everybody comes together, irrespective of what class they’re in, or if they’re faculty. It’s such a nice gesture of communal learning.” Several freshmen attending the seminar also had a chance to learn from upperclassmen and tutors. “It was super informative, and a good reference. It was fun to see how people who’ve been at St. John’s longer really talk with each other,” said Sidney Solomon. “There was a lot more silence.” Sasha Peterson agreed. “People thought a lot more about what they were going to say, so there wasn’t much repetition, and we made a lot of progress in understanding." Although the most important element to these forums is polity participation, the choice of the text matters too. Harel explained that “usually the members of the SCI will all throw something out. I suggested a poem, and another person suggested a Chekov poem, and then we just have a conversation. All the works that are suggested are always super interesting. There’s also considerations about the formatting of the all college seminar. We only have an hour and fifteen minutes, and we also want to keep the reading on the shorter side, since people have so much homework to do. I think what we look for is a shorter source that is packed with things to discuss.” Chris Turney, a member of the SCI, summarized the importance of the seminars succinctly. “You get to talk to underclassmen and tutors alike. It gives you a sense of the greater community outside the “daily grind,” so to speak. There’s something big here, and great.” The SCI celebrates a successful All College Seminar the Gadfly / λόγος / Sept 22, 2022 5 �{student life} A new party aims for change The face of change at St. John's College by Caleb Briggs '25 Mr. Joshua Bozorth (A25), the official ‘face of Reform’ O n September 2nd, the polity held its annual Delegate Council elections for sophomores and upperclassmen. Our elections have long been non-partisan affairs that boil down to little more than voting for those candidates with the best name recognition. This, however, may be on its way out as a new intra-campus political party, the Reform Party, has taken root in the sophomore class. On September 2nd, in an uncontested election, the Reform Party won 50 percent of the seats for Sophomore Delegates. Mssrs. Alexander Paden and El’ad Nichols-Kaufman both won handily in Friday's election. Mss. Helen Felbek and Rylee Bain won the other two seats. Felbek signaled her support for the Party’s platform, while Bain declined to comment. Outgoing Delegate Mr. Jackson Green is also known to support the Reform Party. But what is the platform that the 6 the Reform Party runs on? “Reform” is the resounding answer given by Chairman Peter Quinn of the Reform Party. When pressed, he did elaborate slightly by saying, “reform and change.” When asked “why this ambiguity?”, Quinn insists it is nuanced and that it fits in with the Reform Party’s desire to be the party of change. Further prodding for concrete details revealed that the Reform Party aims to change the Delegate Council's structure by redistributing powers among the officers of the D.C. to streamline the bureaucracy. Paden also expressed the wish to “implement a note of [Reform] Party members [on the ballot] so people can vote down the ballot in future elections.” Fellow Reform member Nichols-Kaufman suggested a “party song” for the coming campaigns and rallies. Anger also seems to be a reason for the party's success. “Aren’t you angry? Gadfly / λόγος / Sept 22, 2022 Don’t you want change? Vote Reform!” was the campaign call of Paden before his victory on Friday. Indeed, both he and Nichols-Kaufman have expressed frustration with the D.C.’s slow legislative pace and the ongoing mystery of the missing $30,000 in allocated club funds. Whether their calls for change will be heeded remains to be seen. While the party has done well among sophomores, they have only garnered 13 percent of the seats on the D.C. Thus, the passage of their agenda will rely on their success in caucusing. The party’s success leaves many wondering about numbers. As evidenced by Quinn’s statement, it appears there is no record of the number of members within the party: “Membership is a fickle thing. Our ranks grow hourly. What matters is that our people turn out to vote.” When asked further if he had actual numbers, he declined to elaborate. The future of the Reform Party remains murky as it is hard to pin down exact levels of support, and if they have much of a plan outside of their calls for “reform and change.” Perhaps the Reform Party is a new face of the non-partisanship that has long been a staple of our political system at St. John’s. Everyone wants change for the better and without those pesky details regarding how to enact it, the Reform Party looks very attractive. �{campus events} The Achilles Rager photos by Liz Dowdy '23 the Gadfly / λόγος / Sept 22, 2022 7 �Finds from the Archives Liberty Tree -1999 A tall tree outside the Barr-Buchanan center that used to occupy a large area of front campus. It was sadly torn down in 1999 by Hurricane Floyd. I have been unable to find why it was called the liberty tree (though it is consistently referred to as such)—if you happen to know, please write in. Student Seated on Couch Reading "Newsweek" in the College Bookstore A look into the bookstore as it stood in the 1950’s. Leather chairs, a comfortable couch, modernist coffee tables and what feels like twice as much space. I hear that the chess club has been petitioning for the chess board to return. 8 the Gadfly / λόγος / Sept 22, 2022 �Portrait of the St. John's College Class of 1977 1977 The 70’s were far out, but they need not be far away. In this image we see the class of '77 pose together. How is the graduating class of this year? How is it different? Can you spot anyone in the photo who reminds you of a current student? T his week's Finds are brought to you by senior Sachin Stanislaus. Everyone give it up for Sachin! Speaking of giving up things you found, does anyone know if they found the life-size cardboard cutouts that went missing from Randall? Let us know! Friday Night Lectures Sophomore God and Ostrich's: Queer Birds in the Book of Job, Ron Haflidson, 2020, Annapolis Junior The Problem of Absolute Knowing, Abraham Greenstine, 2015, Annapolis Freshman The Virtue of Recollection in Plato's Meno, Peter Kalkavage, 2015, St. Michael's College Senior The (Plato's) Cave, and the cave beneath the cave, in Hegel's Phenomenology of spirit, Jonathon Hand, 2014, Annapolis Reading Plato's Meno Online, William Braithwaite, 2020, Graduate Institute Summer Lecture Series The Pursuit of Happiness: Four French Thinkers on Our Restless Quest for Contentment, Benjamin Storey, 2019 the Gadfly / λόγος / Sept 22, 2022 9 �Thinking Straight A Reflection on the Notion of Straightness and Postulate 4 in Euclid's Elements Lijun Gu M any of us are surprised and unsettled when we see in Lobachevsky’s geometry that two straight lines can asymptotically approach each other while remaining parallel. It seems to violate two fundamental notions that we have taken for granted: straightness and parallelism. Lobachevsky has demonstrated that the latter is closely intertwined with a postulate. The question now is: what about the former? Can the notion of straightness stand on itself, or does it also depend on a postulate? These questions are the subject of this short essay. Let us start with the concept of perpendicularity and ask the following question: when two straight lines meet and make adjacent angles, what are the possibilities in terms of the angle amount? Three possibilities, among others, readily present themselves. 1. two equal adjacent angles 2. two unequal adjacent angles that add up to two right angles 3. two adjacent angles, equal or not, that do not appear to add up to two right angles from a certain privileged view will make either two right angles or angles equal to two right angles.” Now the question is: what about Possibility (3)? At the first glance, the very formulation itself seems strange, for, did we not just cite Proposition 13, which states that when two straight lines meet, they will form angles that are either two right angles, or equal to two right angles? Wouldn’t this conclusion automatically rule out Possibility (3)? Yet, this possibility is precisely what Postulate 4, which states that “All right angles are equal,” is hinting at. Since a postulate is a request, one is free to either accept or reject it. If we choose the latter, then we are left with the possibility that not all right angles are equal, some may be greater or smaller than others, even though they are all right. We will illustrate the implications of this rejection with the following figure: Of these, Possibility (1) appears as a definition, namely Def. 10, which states: “When(ever) a straight line set up on a straight line makes the adjacent angles equal to one another, each of the equal angles is right, and the straight line standing on the other is called a perpendicular to that on which it stands.” Possibility (2) is demonstrated in I:13, which states: “If a straight line set up on a straight line make angles, it 10 the Gadfly / συμπόσιον / Sept 22, 2022 In the above figure, all lines are straight lines as defined in Definition 4. Then, according to Proposition 13, the angles at B add up to two right angles, and so too do the angles at C. However, if we reject Postulate 4, then we’ll be left with the possibility that the “two right angle” amount �at C could be unequal to the “two right angle” amount at B. Therefore, to a person at B (the privileged view), even though the angles at C are called right angles, they might be greater than the right angles at his location, namely those at B. The same holds true for a person at C if we make his view the privileged one. To him, even though the two angles at B are called right angles, they might appear to be smaller than the two right angles at his location, namely those at C. Hence, we can see that without Postulate 4, we might end up with a situation where even though the intersection of straight lines makes adjacent angles equal to two right angles, these right angles might appear from a privileged view to be unequal to other right angles produced by the same process. The apparent absurdity of Possibility (3), therefore, disappears. Now we introduce Proposition 14, which states: If with any straight line, and at a point on it, two straight lines not lying on the same side make the sum of the adjacent angles equal to two right angles, then the two straight lines are in a straight line with one another. If we use the same figure, this proposition can be summarized as the following: if line segments BC and CE make angles equal to two right angles with CD at C, then BC and CE will be in the same straight line. Similarly, if FB and BC form angles that are equal to two right angles with AB at B, then FB and BC will also be in the same straight line. To put it differently, the straight line FE won’t bend at B or C. This is the converse of Proposition 13 and it connects an angle amount (two right angles) to straightness. Following this proposition, we will now apply the same connection to what is said on the previous page. Since to the person at B, the “two right angles” at C appear to be greater than the two right angles at his location, we can assert, based on the above proposition, that the line at C does not appear to be straight to him. Similarly, to the person at C, the line at B does not appear to be straight to him since the angles there appear to be smaller than two right angles at his own location. The straight line FE will then bend at B or C, depending on which view is privileged. This assertion holds true even though both A and B can each simultaneously claim that the line is perfectly straight at their own respective locations, and rightly so. From this we can draw the following conclusion: The straightness of a straight line cannot be readily considered universal. It is merely a local phenomenon. To put the above in a slightly different way: the universal characteristic of straightness of a straight line is merely the result of a postulate. In other words, that a straight line is straight along the entirety of its length is true only if we accept the postulate that all right angles are equal. This, of course, is a rather surprising conclusion and has far reaching implications. For example, if straightness is a local phenomenon, then how many straight lines can one draw from a given point to a given point? If one can no longer be certain about that, it leaves open the possibility that between two points, multiple straight lines can be drawn. If this is the case, what happens to the "two straight lines with the same extremities cannot enclose a space," which underpins the validity of Proposition 4 of Book I of the Elements? If Postulate 4 plays such an important role in this early part of the Elements, can one still claim that the first 28 propositions of the book belong to the absolute geometry? Even if we leave aside these implications, the strange conclusion itself feels offensive to us. After all, if the lines that form these angles are straight lines, will the straightness of these lines itself not guarantee that all the right angles they form are equal, regardless where they are? To translate this into a more formal formulation, shouldn’t the being of straight lines (the “lying evenly/equally”) and their mutual interactions (the inclinations) be consistent with each other? In other words, shouldn’t a straight line’s “lying equally” lead to its “inclining equally” toward another such line? And since equality is a universal concept and does not vary according to locations, wouldn’t it be reasonable for us to expect that the former equality (equality of the lying) should universally lead to the latter equality (equality of the inclining)? It is this type of reasoning which often makes us feel that we are entitled to the following two statements: that straight lines form right angles universally, and that right angles generate straightness universally. Now, however, the Gadfly / συμπόσιον / Sept 22, 2022 11 �we have come to see that it is not necessarily the case. The “lying equally” does not necessarily lead to the “inclining equally” because without a postulate, the “lie equally” itself becomes a problem. To put it differently, underneath the “lying evenly” lies a postulate. This conclusion seems to be validated by the strange way in which Proposition 14 is formulated. For, Euclid could have simply said “If two lines intersect each other making two adjacent angles equal to two right angles, the two lines will be straight.” However, such an enunciation would grant straightness to the lines universally. It is perhaps telling that Euclid instead chooses a formulation which directs our attention to what happens at a point, namely the location at which the right angles are formed. In his Theory of Parallels, Lobachevski demonstrates in Proposition 17 that a straight line maintains its parallelism at all its points. The implication of this proposition is that the universal characteristic of parallelism can no longer be taken for granted without Postulate 5. His Proposition 16 only shows parallelism at one point, namely point A. Whether the rest of line AH is parallel to DC is not certain. It has to be demonstrated. Our discussions here show that similar things happen to straightness and its own relationship to a postulate. For, just as parallelism loses the certainty of its universal characteristic without Postulate 5, so too does straightness the certainty of its own universal characteristic without Postulate 4. This close connection between parallelism and straightness should not surprise anyone. For, our discussion starts from the being of straight lines and proceeds to their mutual interactions, whereas Lobachevski starts with the interaction among such lines (cutting or non-cutting) and proceeds to their being (they seem like curves). These discussions are the converses of each other. Composition (No. 1), detail Piet Mondrian 12 the Gadfly / συμπόσιον / Sept 22, 2022 �Pride in Coriolanus Luke Briner A mong all of Shakespeare’s tragedies, Coriolanus has consistently been one of his lesser loved. This may be due in no small part to the ethos of its main and titular character, a Roman of distinguished blood and spirit named Caius Marcius. Bestowed with the name Coriolanus after spearheading a bloodily successful battle against the tribe of Volsci at Corioli, he proceeds to embroil himself in a bitter political clash with the Roman people and their tribunes with a brusque imperiousness not seen in Shakespeare’s other great tragic figures. Here we have none of the melancholy, soliloquizing self-invention of Hamlet, the half-mad desperation and heartbreaking self-destruction of Lear, or the metaphysically meditated ambition and amor fati of Macbeth, but only the frank and inflexible conviction of a pedigreed patrician born and bred for the field of battle and filled with disdain for the common people. It’s precisely this character which all of Coriolanus’ enemies, and even some of his friends, cannot help but call “proud” throughout the play, and it’s also this “pride” that serves as the basis and catalyst of its tragedy. What’s the precise nature of this “pride,” and, further, how can we understand the way in which pride might shape the narrative landscape of the play as a whole? We’ll start by examining the ways in which Coriolanus is described as proud throughout the narrative, and then comparing and contrasting these with the actual behavior and speech of Coriolanus himself. We can begin with the opening scene, where we observe a revolutionary rabble of Roman plebs, spurred on by an apparent food shortage, airing their grievances against the patriciate in general and against Coriolanus in particular: Cit. 2. Consider you what services he has done for his country? Cit. 1. Very well; and could be content to give him good report for’t, but that he pays himself with being proud. Cit. 2. Nay, but speak not maliciously. Cit. 1. I say unto you, what he hath done famously he did it to that end: though soft-conscienced men can be content to say it was for his country, he did it to please his mother, and to be partly proud; which he is, even to the altitude of virtue. We can compare this directly with what the tribune Sicinius Brutus remarks to Junius Brutus later in that same scene: Sic. Was ever a man so proud as is this Marcius? Bru. He has no equal. If we take these testimonies of Coriolanus’ character at face value, then we should naturally expect him to be an egotistical glory-seeker in spite of his competencies; and this is certainly the view which the people and especially their two tribunes maintain throughout the narrative. But this idea of Coriolanus being pridxeful in the sense of being vain or glory-seeking can be immediately dispelled by the fact that he explicitly expresses his discomfort and even his disgust at being praised or celebrated, and consistently acts accordingly. When, for instance, he is breathlessly praised by his fellow generals Cominius and Titus Lartius after the battle at Corioli and is actually given the name Coriolanus by them, he bluntly expresses his desire not to be celebrated: Pray now, no more; my mother, Who has a charter to extol her blood, When she does praise me grieves me. I have done As you have done,—that’s what I can; induc’d As you have been—that’s for my country: He that has but effected his good will Hath overta’en mine act. (Act I, Scene 9) Note how this runs directly contrary to what the citizen claimed about him earlier concerning his attitude toward his mother and country. Further, he displays the exact same attitude when acclaimed by the Roman senate after his return from the campaign, immediately getting up to walk away as Cominius is again about to sing his martial praises, the Gadfly / συμπόσιον / Sept 22, 2022 13 �and after remarking that “I had rather have my wounds to heal again/Than hear say how I got them” (Act II, Scene 2). It’s impossible on these grounds to maintain that Coriolanus is in any way driven by a desire to preen his ego with fame or praise, even that of those he genuinely respects, much to the contrary of the “popular” view of him throughout the narrative. It’s precisely this disregard for esteem and disgust with flattery that allows us to understand him as “proud” in a quite different way. Coriolanus comes off as an almost perfect manifestation of Aristotelian pride, or magnanimity, in that he “thinks himself worthy of great things, being worthy of them” (Nicomachean Ethics, 1023b1-3). He only believes himself to be superior to others insofar as he actually is demonstrably superior to others. This is the whole foundation of his conviction that he shouldn’t have to humble himself on the streets to the plebs of Rome in order to obtain the consulship offered to him by the Senate. Being born to and educated by the upper echelon of Roman nobility, and being such a transcendently excellent warrior that not even his bitterest enemies contest the fact, he reasons that he should simply be able to assert, without any rhetorical games whatsoever, his right to the position and obtain it accordingly. There is, strictly speaking, no ambition in this pursuit to him; he simply desires his “own desert” (Act II, Scene 3), and so he only “claims what is in accordance with his merits, while the others [vain or unduly humble people] go to excess or fall short” (Nicomachean Ethics, 1123b12-14). This magnanimous pride, moreover, is exactly the thing which sustains and perpetuates the very excellence which serves as the ground for his greatness throughout the play. We cannot imagine, for instance, that he would have achieved the incredible martial renown he did at Corioli if he was not exactly the kind of person who would, despising the cowardice of the common soldiery, break out into indignant eloquence and charge in against the enemy himself even as his men cower in fear (Act I, Scene 9). Further, his very disregard for the praise of others, and his outright disgust with the praise of those he views as unworthy, contributes to his character rather than takes away from it. He does only what he believes to be proper and right, regardless of the opinions of lesser souls: “honor from casual people and on trifling grounds he will utterly despise, since it is not this that he deserves, and dishonor too, since in his case it cannot be just” (Nicomachean Ethics, 1124a10-13). Is his disdain for the plebs and their tribunes not understandable? These democratic forces throughout the play are far from displaying nobility of character or loftiness of intention; on the contrary, they consistently show 14 the Gadfly / συμπόσιον / Sept 22, 2022 themselves to be vindictive, ignorant, and unreasonable. We’ve already mentioned that the common soldiery, directly contradicting the orders of Coriolanus, abandoned him to die alone within enemy walls. Further, it is they who, inflamed by the incendiary and demonstrably insincere rhetoric of their tribunes, retract the votes legitimately given him by them for consul, and are thereafter whipped into such a frenzy that they call for his death (Act III, Scene 1). But “[w]hat,” we must ask with Coriolanus’ noble friend Menenius, “has he done to Rome that’s worthy death?” (Ibid) His chilly attitude toward the people notwithstanding, he has done absolutely nothing deserving of the slighest corporal punishment, let alone of being cast into destruction from the Tarpeian rock; this is purely the artifice of the tribunes, who are manifestly seen to act out of malice and ambition. The feeble fickleness of these plebs is even more glaringly seen after Coriolanus’ death sentence has been converted to one of banishment, and he has subsequently joined the Volsces in revenge against Rome; it’s easy for us to imagine their look of glassy-eyed vapidity as they, after their unanimous cries for banishment, complain to each other thus: Cit. 1. For mine own part, when I said banish him, I said ‘twas pity. Cit. 2. And so did I. Cit. 3. And so did I; and, to say the truth, so did very many of us. (Act V, Scene 1) In fact, we might in this sense consider the people themselves to be the truly glaring example of vain pride throughout the narrative. It’s they who, agitated by their tribunes, conspire to oust Coriolanus for no other actual reason than his lack of cringing, gushing submissiveness toward them, and in spite of the fact that he is perhaps the ablest person to lead in the entire country. Is this not frivolous, self-sabotaging egotism, that unjustly banishes such a manifestly competent man simply because they aren’t as esteemed by him as they would like? A discerning and modest citizenry, we might venture, would be able to see past Coriolanus’ lack of warmth toward them, and understand that it would still likely be in their best interest to have someone as competent, strong-willed, and immune to flattery as him leading them. Coriolanus’ disdain for the plebs is then not baseless aristocratic bigotry, but an entirely justifiable opinion given his first-hand experiences with them. He disdains them not simply because they are common, but only because they have behaved deplorably toward him; in short, he judges them not so much by their blood but by merit: “your �people,” he remarks to Brutus, “I love them as they weigh.” (Act II, Scene 2). It’s only because they actually do behave as “dissentious rogues” that, changing opinions like the seasons, “call him noble that was now your hate,/Him vile that was your garland” (Act I, Scene 1) that he considers them as such. We must therefore think of Coriolanus as an actually anti-tyrannical figure. For, as Plato observes, tyranny comes about through the dialectical degeneration of democratic sentiment, in that the clamoring of the people for liberty from all authority whatsoever allows for silver-tongued rhetoricians to manipulate their sentiments to their benefit (Republic, 563e-564a). Coriolanus, in showing no regard for the opinions of the people and having no desire even to manipulate them, but doing only what he himself believes is proper and honorable even if doing so is extremely inexpedient, displays a character diametrically opposed to that of the tyrant. He is rather a timocratic soul living in a democratic age, and it is his uncompromising devotion to his timocratic values that leads to the tragedy of his banishment and its bloody consequences; as H. J. Oliver puts it, “[i]n this play…we have the tragedy of a man whose flaw, in conjunction with his virtues and in the very special circumstances of the story, leads to his downfall where a lesser man might have survived.”1 But this fact might cause us to question more deeply whether Coriolanus actually persists in his magnanimous pride, and so in his virtue, in and throughout the tragic events brought about by it for the very reason that it violates the precepts of political expediency. Certainly Coriolanus’ stubbornness and refusal to stoop to the common guile of politicians is the essential component to the very excellence of his character; but the question may be legitimately asked whether, in his very refusal to do what would be necessary for him to attain leadership in Rome, he actually does wrong, and thereby abandons the claim to general virtue necessary to have genuine magnanimity in the first place. Just as we can think of the plebs as being guilty of a truly vain pride in their refusal to accept a clearly superior individual as their leader regardless of his lack of affection for them, perhaps we might also think that Coriolanus is guilty of a deeper sort of pride which, while certainly holding fast to a certain kind of virtue, nevertheless doesn’t grasp the expediential necessity of lowering itself for the ultimate good of society as a whole. If we consider virtue as a mean between extremes (Nicomachean Ethics, II.8-9), then we might wonder whether Coriolanus’ refusal to make distinct his true self and his appearance to the people, and in that sense to actually be more of a Machiavellian figure (see The Prince, ch. XVIII), itself errs to too great of an extreme. Moreover, can we say that his virtuous pride is maintained even after he decides to vengefully lay waste to his own homeland after joining the Volsces? Or is precisely this action necessary in order to preserve his honor? We can see clearly now the way in which pride in each of its forms, the one seeming to shift like Proteus into the other and back again depending on the way we tilt our heads, shapes the entire landscape of the tragedy, and especially the personality which is the catalyst and centerpiece of it. The great complexity contained therein, we can observe, consists not so much in the internal metamorphoses of the soul found in other Shakespearean figures, but rather in the precise nature of a resolute and uncompromising soul, and of the tension that such a soul produces when forced to confront a world whose constitution is fundamentally at odds with its own. It is, however, the incredible ambivalence of this very nature and this very tension that makes Coriolanus such a compelling character to me, and Coriolanus such a compelling play. Coriolanus with Veturia and Volumnia at the Volscian Camp, detail Circle of Agostino Masucci or Philippe de Champaigne notes (1) Shakespeare Quarterly, Winter, 1959, Vol. 10, No. 1 (Winter, 1959), p. 59. the Gadfly / συμπόσιον / Sept 22, 2022 15 �St. John's Heritage: A Message from the Past Helen Wagner I will begin this article with a candid but indisputable statement: you would probably not have lasted very long in the Trojan War. Picture yourself on the ancient battlefield, facing Diomedes in no-man’s-land, his spear poised with its long black shadow ready to usher deathly mist across your eyes. Your fate is upon you. You, like Glaucon in book VI of the Iliad, are suddenly called upon to recite your family heritage, hoping to find something in common with Diomedes and escape your death. But you are not up for the challenge. Thus, I posit, you will meet your end. Could you tell Diomedes the names of your greatgrandfathers, grand-aunts, and first cousins twice-removed, to convince him that you are not enemies but “sworn friends from our fathers’ days till now?” (Fagles, VI.277) Probably not. In fact, it seems to me that most of us twentyfirst-century-dwellers (myself included) are woefully disconnected from the lives of our ancestors. We know of grandparents and cousins— the low-hanging branches of our mental family trees— but beyond that we’re not too sure. This should be remedied, if possible: surely there is a wealth of personal inspiration to be found by exploring our bloodlines. This was the case for me when I did a bit of genealogical digging this summer. In fact, my discoveries might also be of interest to the St. John’s polity: they led me to the very cobblestones of this campus. It all started right before move-in week, when I was staying in an old family home outside of Annapolis. My sister found a book in the attic with the St. John’s seal on the front. It was a transcript of the dedication ceremony of Henry Williams Woodward Hall (Now Barr-Buchanan) on June 18, 1900. What was a hundred-twenty-year-old Johnnie artifact doing in my family’s attic? Curious, I sat in a humid gazebo and read the book cover-to-cover. It was a veritable historical jackpot, including a speech by Thomas Fell, a former College president, and a dedication address by John Wirt Randall, for whom our own dear Randall Hall is named. Randall indulged in a pages-long meditation on the College namesake, referring to John the Apostle as “[most] suggestive… of the relationship between a scholar and a teacher.” “All scholars,” he said, “should take him for an example of thirst for knowledge, docility to instruction, pureness of life and strength and beauty of character.” Interspersed with praises of the College were gems of Johnnie lore (like Lafayette’s famed appearance in the Great Hall), old photos of campus (included below), and even a statement recorded from George Washington on a 1791 visit to the College (then called King William’s School). He proclaimed himself highly satisfied with our Cassie Desmond 16 the Gadfly / συμπόσιον / Sept 22, 2022 �young school, wishing for its “progress to perfection… manifested in the morals and science of the youths who are favored with [its] care.” As I partook blissfully in these intellectual riches, my earlier question rose again in my mind: why was this book in the attic of my Annapolitan ancestors? I’d never heard before of Johnnie family ties. But then I came across a list of ceremony attendees and jumped to see Summerfield Baldwin, a thrice-great grandfather from whom I take my middle name. What was Summerfield doing at St. John’s in 1900? Further digging through genealogies unearthed a revelation: Henry Williams Woodward, for whom Woodward Hall was named, was Summerfield’s great uncle—my own distant ancestor. An 1820 alum, he was “a frequent sojourner under these trees, and a student of this College,” said President Fell in his dedication. Two hundred years before me, a man of my very blood walked these cobbled streets, studied in the classrooms of McDowell, sang in the Great Hall, and I had no idea until now. Like Glaucon with Diomedes, I stood in front of my new school thinking myself worlds apart, but discovered instead that our histories converge, that we have been friends “from our fathers’ days till now.” Reading Homer in conjunction with my discoveries this summer has given me a new appreciation for family history. It feels that, by studying the past, I can get to know these men and women, feel a kind of kinship with them which crosses the centuries without regard for the distance of time. Suddenly, I feel that my life reaches far into the past, back before I was born—that it began years ago with my ancestors and will continue through my descendants. My life is made longer—not shorter—by an awareness of time on either side of me. Perhaps you would feel that way, too, if you looked into your family’s past. I realize, though, that it is a great privilege to have written records of your family. Maybe oral stories have been passed down instead, or maybe your family isn’t related to you by blood. But we do have one ‘family’ in common here: the ancient ranks of the St. John’s polity itself. Our school may be small, but it is old, and our true size is an extension through time rather than space. Great crowds of Johnnies roam the centuries before and behind us. Take a moment to look into the College archives, or even just to contemplate the portraits on the walls of McDowell Hall. A bit of sleuthing could turn those old strangers into familiar faces, friends with whom you share this school. We are used to gathering wisdom from the past— we do it every day here. But how often do we stop to listen to our own past, allowing it, too, to be our muse and teacher? I will leave you with one such message of yore, given to us by President Fell in 1900, as he contemplated the future of our College. He is speaking to you: “[Let us] indulge the pleasing, the delightful hope that from within these walls, the light of science will go forth, and pervade every corner of the land, illuminating the minds of the rising generation, and imparting to posterity those blessings which learning and culture never fail to bestow.” We are his posterity. Let us receive those blessings from the past. Cassie Desmond the Gadfly / συμπόσιον / Sept 22, 2022 17 �The Delegate Council and Its Discontents {What is the "Student Interest"?} Daniel Nathan W e also accept the responsibilities, delegated to us by the College, which include: (a) the representation of undergraduate student interests to the Dean; and the communication of the actions done in pursuit of those interests to the Student Polity,” the preamble to the Constitution of the St. John’s College Delegate Council reads. Seven more responsibilities are named after that— all of them banal, practical, and imitating the stultifying language of Officialdom and Bureaucratese par excellence. Responsibilities taken on by the Delegate Council (DC) include the expected budgetary matters “(c) the management of funds available to the Student Polity,” but also the obscure and ominous “(f ) the creation and management of Polity Law.” (Polity Law anyone? Ever heard of that? I hadn’t.) The constitution’s sixteen dense pages (which will soon undergo review and amending) outline policies on membership, elections, and procedure for the DC. Drafted in 2019–the last innocent year of the Before time— when we were wide-eyed and carefree, simply wading and bobbing around in the lightly crashing surf, worried merely about the rise of fascism in America and the creeping infiltration of Big Tech into our daily private lives, unaware of the shark lurking beneath the surface that lay in wait. We should’ve seen it coming. We should’ve noticed the Jaws theme song. No one anywhere could have foreseen the seismic shift that the world would soon endure. And at St. John’s, those delegates who drafted up the document did not enjoy the hindsight we have now. But the necessary and essential changes made by the college during the height of the pandemic (i.e, zoom classes, mask mandates, weekly testing etc.) would also lead to a fundamental shift in the tone of the administration’s involvement with the student polity. Community organizers hover at waltzes. Admin- 18 the Gadfly / πόλις / Sept 22, 2022 hired bartenders turn a profit shelling price-gouged seltzers. Significant portions of Mellon have been closed for renovations for over a year (part of a $75 million campaign in campus improvement projects, which will no doubt only further disrupt the learning and college experiences of future classes after us.) The smoking policy is both draconian and rarely enforced. The alcohol policy has turned students away from the quad and into their liquored dorm rooms. Sanctioned extracurricular announcements from Rachelle Munsey unrelentingly flood the inboxes of the entire polity (with no way out). Covid safety measures are nearly nonexistent as students still test positive nearly every week. The list goes on and on—imminent danger right alongside inconvenient, incomprehensible minutiae. Many of the changes to the culture of St. John’s are slights to the intangibles—a community facilitator checking IDs at New Years on Wednesday nights does not end the tradition, people still go, but rather, the administration’s presence threatens to drown out the freedom and lack of inhibition of the unabashed drinking song tradition—and critics are not hard to find. Many in the current Senior class, who had a semester and a half under their belts before the pandemic swept the rug out from under them, bemoan the changes. “It did not used to be like this. Before we went online, we were allowed to be college students and pretty much do what we wanted and we were still treated with respect.” one Senior told me. Elias Christian, a recent graduate of the class of 2022, wrote last spring, regarding the administration’s ban on “unofficial” open-mic events at the Boathouse, “I loved the old St. John’s and the freedom of expression it allowed its students and the self-possession and prudence it assumed in them… This new paranoiac Prohibitionist culture being more like philosophy daycare for 18 year olds.” It may be near impossible to put one’s finger on the �New and returning delegates are sworn in photos by Liz Dowdy pulse of the polity’s general sentiments. But these days, if you were able to, you’d find that pulse to be irregular—an arrhythmia growing between those who were here Before and those that came After. As organic, authentic culture is scrubbed and digitized, so too is the vibrancy of the discourse, along with the depths of meaning we find in each other and within texts, and so goes the basis for Johnnies’ inquiring urge. With disillusionment and discontent on the ground, the DC has a responsibility to regain its footing and take “item (a)” to heart: “the representation of undergraduate student interests…and the communication of the actions done in pursuit of those interests to the Student Polity.” But the term “student interest” is slippery. It’s both vague and subjective, an abstract lodestar that is meant to be wholly comprehensive and yet still subject to shifts in public opinion. Student interests cannot be met by simply providing funding to clubs and kowtowing to the administration. Pursuit of the student interest should mean truly advocating not just for those who attend schoolsponsored club meetings but also those whose interests lie in the intangibles—the culture, the discourse, the community, being a college student and doing what you want while still being respected. Knowing what “student interests” really mean—what they really are—seems to be a sore unknown amongst the polity and is therefore understandably lost on the Delegate Council. The term requires something of a conscious consensus amongst students on what sort of things they want from their college experience, what sort of things they oppose, and what they want done about those things. An issue arises, however, when students simply don’t have much of a “student interest” at all. Discourse on campus seems to be lacking when it comes to subjects like these—those of polity-wide importance, for meaningful change, in a non-objectionable direction. Voter turnout this year has been abysmal, hovering around one third for each class’s delegate elections. Worse maybe, is the fact that for three out of four classes, only four students ran, guaranteeing candidates automatic wins just by signing up. One of the problems that adds to the silence is that while discontent is high, disaffection is probably higher. Many don’t know what they’re missing out on, or that they’re missing out on anything at all. What can be done? Well, it should start with our elected representatives, reevaluating what “student interest” really means and finding a consensus regarding what that “student interest” really is. Venues in which members of the student polity can communicate their questions, comments and concerns, their discontent and disaffection, their objections and their interests, to the DC are few and far between. The Delegate Council would do well to establish a recurring forum for this type of discourse between itself and the student polity they represent. From the outside looking in, and as most see it, the Delegate Council seems to exist to fund clubs and not much else, but it can do more than that and it can be more than that. And under President Tom Ni, it should do more to address student interests. And as a recently elected Delegate for the Junior class, I’ll sign on to that—whatever it may look like. the Gadfly / πόλις / Sept 22, 2022 19 �{stargazing} THIS MONTH IN HOROSCOPES—SEPT 2022 Madame T ARIES (March 21 - April 19) elf care is important, Aries. Let someone else take care of you for once, because when you don’t, you work yourself into conniptions and make it everyone else’s problem. You are truly God’s toddler. Just let someone get you a baggie of goldfish and tuck you in. Drink your apple juice and calm down. Sometimes the best thing you can do is let someone placate you. ​S TAURUS (April 20 - May 20) return to Annapolis means one thing to you, Taurus, and that is to drain your bank account. Do not let the sushi devils tempt you, the mercury poisoning is not worth the two minutes of serotonin that from the $18 dragon roll you just scarfed down. It’s crunchy, sweet, and soft body won’t hold you in any way that matters. No amount of imitation crab ever will. Please Taurus, be strong, be strong for mother. ​A GEMINI (May 21 - June 20) on't text him. Don't. LEO ( July 23 - Aug 22) e know you didn’t do the seminar reading, Leo. Don’t even bother acting like you did by picking apart other people's points when you have no idea what's going on. People would like you more if you tried to be quiet. Maybe you would like you more if you just tried to be quiet. Self love is a fickle mistress, and your mask is cracking. ​W VIRGO (Aug 23 - Sept 22) appy Birthday, Virgo! Your perfectly curated personality and stable energy are why people love to hang out with you. Or maybe it’s when that visage melts away. There is no party like a Virgo party because halfway through the night, the top shirt button comes undone and you devolve into a feral animal. To watch you slip into an insanity of your own making is a treat within itself. ​H D CANCER ( June 21 - July 22) ou’re visibly overwhelmed to be back on campus, Cancer. As much as I’d love to yell at you for making the rest of us nervous by proxy, I don’t want to make you cry, so I’ll be nice. Put on a sweater, Cancer. Make sure it’s tight, you need all the security that polyester can provide you with. You are to St. John’s as a small, awful dog being carried in a Micheal Kors bag is to a middle aged white woman. You are loved and supported here, even if it’s by someone really, unbearably annoying. ​Y 20 the Gadfly / πόλις / Sept 22, 2022 LIBRA (Sept 23 - Oct 22) ake a nap today, Libra. Better yet, cut out this column, tape it next to your bed and then take a nap everyday. I promise you won’t miss any drama, as you (the center of all of it) will be off enjoying your long prewinter hibernation. Finally, the rest of us can get some work done as you take some time for yourself. Get a face mask, get a Starbies(™), just leave the rest of us the hell alone. ​T �CAPRICORN SCORPIO (Oct 23 - Nov 21) elcome back to campus, Scorpio. Are you enjoying the freedom? Does shoplifting nail polish from the CVS make you feel cool? We can tell you had a long, hard summer on Daddy’s yacht, because you’re drinking as if you’re a soldier fresh out of the trenches, praying to a long dead god so that maybe one day you can forget those awful sounds. Maybe one day you’ll be clean of the blood spilt, the gunpowder that stains your face. Maybe one day you will feel whole again. Probably not, wanna go to CVS? ​W SAGITTARIUS (Nov 22 - Dec 21) ou’ve been looking for a sign to go a little insane this month, Sag. This is that sign. Buy that awful, gaudy hat. We all know you won’t wear it, but sometimes that is what you need to do. Write a physical letter to that cute girl in your lab class, she will not write back. But this isn’t about her. Whatever awful little thought is eating at you, indulge it. Sure it might ruin everything but won’t it make a funny story? Isn’t the point of life to traumatize yourself for the amusement of others? Actually, maybe try therapy. (Dec 22 - Jan 19) ust because Jesus Christ was a Capricorn doesn’t mean that you’re above the law. Humble yourself this month, Capricorn. The Romans may be closer than you think. Try being more giving this month, it won’t save you from the cross, but people will think you’re less of a jerk. ​J AQUARIUS ( Jan 20 - Feb 18) our creative streak will not go unnoticed, Aquarius. Unfortunately it will be noticed in more of an “Oh my god can you believe what they wore to the waltz?” type of way, rather than a talent scouting scenario. Sometimes less is more, Aquarius. How many statement pieces do you really need for a Target run? I promise you the Uber driver does not care. Maybe that’s a good thing, though. The world is very dull (thanks, Capricorn.) Maybe some color is a good thing. ​Y Y PISCES (Feb 19 - March 20) ow are all those resolutions holding up, Pisces? You promised this would be the year of healthy relationships and no nicotine. I believe that you believe that you’re doing well, but you can’t ‘microdose’ on seeing your awful ex. Sometimes you just need to go whole hog into something, Pisces. You’ve never had issues committing to anything else, might as well capitalize on it. ​H the Gadfly / πόλις / Sept 22, 2022 21 �{film review} The Man Who Killed Don Quixote Ranger Kasdorf “The film had become a legend, and I think financiers don’t want to deal with legends, they want to deal with solid things. There was talk of a curse, the curse of Quixote. It’s absolute nonsense – but it made financiers very nervous.” —Terry Gilliam, interview with BBC Culture. T erry Gilliam, do you know what the "sunk-cost fallacy" is? That cruel little question was the opening line I wrote for this piece back when I was in a much nastier mood. That nastiness was brought about by Gilliam's 2018 film The Man Who Killed Don Quixote, which continues to occupy my thoughts and slash at my mind like a wine-skin five days after seeing the film. For though there is a lot to like about this film, it is also, in many respects, utterly baffling. After a few good nights of sleep and indulgence in other such vices, I’ve mellowed out, and I now recognize it would be unfair to open a review of a film–particularly one which, in spite of its flaws, I quite enjoyed–with a reference to its infamously tortured development history. For all the punchiness and acerbity of that opening line, it’s undeniably a cheap shot, and it’s not as though there’s nothing interesting to discuss about this film besides its 29-year gestation period. Still, it’s hard to resist mentioning it. Terry Gilliam was trying to get Quixote off the ground eleven years before I was born, and he finally succeeded the same year I became old enough to vote. In the late ‘80s, when Gilliam apparently first read Don Quixote, he was a decade past his film debut, the beloved and eternally memetic cult classic Monty Python and the Holy Grail, and was now well into a lucrative career making movies with actual budgets and all-star casts and ambitions beyond making college students laugh. He already had collaborations with Robert de Niro and Robin Williams under his belt, and would go on to work with superstars like Brad Pitt, Bruce Willis, and Johnny Depp. His oeuvre would end up containing a set of films so diverse you’d think each one was made by an entirely different person were it not for his trademark knack for absurdist comedy, which he’d honed during his time in the Flying Circus. And yet, amid all of this acclaim and boundary-pushing and flesh-pressing, Gilliam still had, in the back of his mind, the desire to adapt this dusty, centuries-old novel. I suppose it’s easy to understand what made the book appeal to him, considering that his debut was devoted to lampooning the 22 the Gadfly / πόλις / Sept 22, 2022 Arthurian mythos, but it’s still remarkable just how hard he pushed to bring Don Quixote to the screen. The fact that Gilliam continued to resurrect this project over and over when he had so many other, flashier, more lucrative irons in the fire, and that he still remained unbroken for almost three decades despite the production’s reputation as "cursed"–that can only point to this being a labor of love. And the fact that, against all odds, Gilliam eventually succeeded at consummating his love–that The Man Who Killed Don Quixote exists at all–makes me reconsider my invocation of the gambler’s fallacy three paragraphs ago. S o let’s start again. Let us think no more of how long it has taken our guest to arrive, for now he is here; let us see what sort of company he provides. The premise of The Man Who Killed Don Quixote involves a young filmmaker named Toby (played by Adam Driver at his very most heelish), on location in Spain to film a Don Quixote-themed insurance commercial. We immediately understand Toby’s character from his behavior on set and ridiculous white-suit-white-fedora-white-silk-scarf combo: he is the archetypical fauxteur, full of artistic ambition but too insufferable and incompetent to capitalize on it, prone to big promises but unable to fulfill any of them. There is a wonderful closeup on Toby’s face during a meeting with his production crew and superiors; as we hear the others at the table throwing out their own suggestions for how to improve the commercial, we see Driver’s eyes darting around restlessly, intimating perfectly the character’s inover-his-head anxiety. As Toby tries to leave the meeting, he is urged to stay by his boss (played by Stellan Skarsgard), who buys him a DVD from a street merchant in an attempt to inspire him. That DVD turns out, serendipitously, to be one of Toby’s old student films–an adaptation of Don Quixote, as it happens. After seducing his boss’s wife to gain access to the DVD player in her hotel room, Toby watches this old film, and is immediately struck by the face of the actor he had gotten to play Quixote–a Spanish carpenter named Javier (played by Jonathan Pryce). He decides then and there that finding this man will allow him to breathe life back into his current project and, newly invigorated, gets right back to sleeping with his boss’s wife, until the boss comes back to the hotel room and Toby is forced to sprint down the hallway nude, DVD in hand. �are a joy to watch. At this point we are fully teed up for a fun, off-kilter riff on Don Quixote, perhaps with something to say about the nature of literary adaptation. And, well, we sort of get that first part; much of the rest of the film consists of Javier and Toby wandering around aimlessly, recreating individual episodes from the book. In that regard, the film excels; it’s a sheer delight to watch so many of the novel’s funniest moments play out on the screen. But in the context of the rest of the film, these scenes suffer from a persistent feeling of purposelessness. Adam Driver and Jonathan Pryce The next day, Toby sets out on a motorcycle to find Javier, and discovers that he is being held captive by an old woman in the country as a sideshow act: “The Real Don Quixote.” The method-acting techniques Toby apparently encouraged him to use during filming have resulted in Javier fully believing that he is Don Quixote, and when he mistakes Toby for Sancho Panza, he immediately insists that they set out on an adventure. In his excitement, he starts a fire, prompting Toby to mount his motorcycle in a panic and zip back to the shoot, where he is soon arrested by the local police and tossed into a squad car–along with the merchant who sold him the DVD. En route to the police station, however, the car is stopped by none other than Javier, who, just like the knight he believes himself to be, takes it upon himself to free these unjustly imprisoned men. Disaster ensues, both cops are killed, the merchant escapes, and Driver ends up at the bottom of a nearby valley, hiding underneath a discarded mattress and shouting incoherent profanities. The events described in the previous four paragraphs take up the first forty minutes of the film, and at this point I have nothing but praise. For one thing, the film's casting is note-perfect. Johnny Depp, Ewan McGregor, and Jack O’Connell were all cast at one point for the role of Toby, but I can’t imagine any of them turning in a performance as engrossing as the one Driver turns in here. This was the same year he starred in Spike Lee’s BlackKklansman, and while in that film Lee chose to reserve the actor’s more profane talents for the scenes where he had to pretend to be a white supremacist, here Gilliam gives him every opportunity to let loose, and the result is ecstatic–all volcanic rage and fullthroated F-bombs. Jonathan Pryce, meanwhile, is impeccable as Javier/Don Quixote; he plays the role with exactly the kind of manic sincerity called for, and the scenes of him remaining fully in character as Quixote while Driver refuses to be his Sancho T he biggest problem with The Man Who Killed Don Quixote is that it is really two movies: one about a director suffering from artistic ennui and in need of inspiration, and the other a straightforward adaptation of an old book. Either of these films would be fine on their own, but instead the former has been grafted onto the latter despite the two having nothing to do with one another. Considering how hard Gilliam fought to get this film made, it’s unclear watching the finished product what made him feel so strongly that this story needed to be told. For a film so entrenched in the text of Don Quixote, there is remarkably little commentary on the source material; at most, there is subversion, but it is subversion lacking any evident purpose. And yet it occurs to me now that, in searching for some big statement, I may have failed to meet this film on its own terms. Perhaps what Gilliam aims for is not any kind of analysis or deconstruction, but instead simple narrative pleasure. The film’s final scene epitomizes this: Toby, now convinced that he is Don Quixote, does battle with three giants, and though this scene has absolutely nothing to do with what his character went through at the start of the film, it’s thrilling to see someone who was once such a jaded, shallow prick valiantly battle these giants with utter sincerity. Ultimately, The Man Who Killed Don Quixote definitely feels like a film that took three decades to make. It is grossly overlong, and much of it is messy and overthought, indicative of a script that underwent a few too many rewrites and tweaks. But though it is undeniably confusing, selfindulgent, and at times meandering and boring, it is also so achingly earnest and creative that I can’t help but be glad it exists. It is, at time of writing, Gilliam’s last feature film to date, and if it ends up being the final film of his career, I don’t think you could ask for a more satisfying note to end on. Ride on, Don Guixame; though I may not fully understand your passion project, I have no doubt that it turned out exactly as you wanted it, and I hope it satisfies you just as much as it mystifies me. Vale. the Gadfly / πόλις / Sept 22, 2022 23 �{the chiton} Seminar Fashion Sarah Lieberman A ttending Seminar is a ritualistic activity in nature. For many years, the students of St. John’s College would get dressed to the nines, pour into their Seminar classrooms at 8pm, suck on the end of a cigarette as they discussed the night’s reading, and then spill out onto the quad for a further discussion of the text. As time went on, we lost many of these traditions. Though I am willing to admit that not all loss is bad: It is probably best that we no longer smoke indoors, and there are many benefits to having Seminar at 4pm. However, some members of our community have also stopped dressing up for Seminar. Is this an unfortunate loss of tradition, or perhaps a helpful shift towards the prioritization of comfort in class? I decided to ask the polity what they thought. I asked 45 students whether they preferred seminar attire to be more formal or more casual: 80% voted for formal, and 20% voted for casual. When asked how many Seminars they themselves dress up for 17% said they dress up for 0-25% of their classes, another 17% said they dress up for 25-75%, 39% of students said they dress up for 50-75% of their Seminars, and finally 26% confessed they dress up for 75-100% of their classes. Many of the students agreed that it gave them something to look forward to during the week. Rachel Hauben (‘25) says, “I love dressing up for Seminar, it gives you something to look forward to and have fun with.” Other students appreciate the ceremonial aspect. Agnes Galvin (‘23) reports, “I love the ritual of getting dressed up for seminar! I really missed it last year with 24 the Gadfly / πόλις / Sept 22, 2022 Joseph Padgett my 4-6.” However, some students just don’t have the energy. James Reeher (‘25) states, “I think it’s a lot of fun, and when I’m feeling up to it I love to, but most of the year I'm too tired.” Many students are also selective about the Seminars they choose to dress up for. When asked whether or not they were more inclined to dress up for seminars on texts they enjoy, 75% of students answered yes, while only 22% answered no. So the next time you are in seminar, be sure to take notice of the students who went the extra mile. Now when it comes to dressing up for Seminar, you must decide for yourself: a fun tradition to take part in, or a rigid and outdated chore? Acacia Burnham (‘24) sums up her opinion on the matter in one word: “Mandatory.” Pictured on facing page: Top left: Jack Webb and Acacia Burnham Top right: James Reeher and Josh Bozorth Haein Cho Bottom: Naina Wagh, Hannah Glick, Antonina Schlussman, Allegra "Danger" Hall, Acacia Burnham, Silas Pillsbury, Carter Brown, and Lillian Naill �the Gadfly / πόλις / Sept 22, 2022 25 �Tamar Pinsky 26 the Gadfly / πόλις / Sept 22, 2022 �Polity Communications To whom or what it may concern, A Daily Rosary I am not certain that it is proper to claim that the Gadfly is distributed to "Alumna", as is so done on the publication's cover. Perhaps wiser men know otherwise, but I believe that as a noun preserving Latinate declension, "alumni" is a more proper forum, as the plural of "alumnus" (or, "alumni and alumnæ" if you must make it unmistakably and emphatically clear that women also read). A "Alumna" may signify there is a sole reader who is not a student, faculty, or staff, and who is female; if this is the case, consider introducing an indefinite article. It may also signify, though a neuter plural, at least two readers which are inanimate and without force, like midshipmen. In shameful esotericity, Jack Webb. Members of the Society for the Restoration of the Royal Charter of Annapolis proclaimed the ascension of His Majesty, King Charles III, on Sunday, September 11th, 2022, at 11 am. God Save the King! —Anonymous s many of you already know, for the past couple of weeks a daily rosary has been held on weekdays during the lunch hour in Mellon 208. Why is it held in such an inconvenient location at such an inconvenient time with such inconvenient frequency? The location can easily be explained. There is very little availability of classrooms in McDowell during lunch. As for the time, it is one of three possible times which make sense. The rosary could be held at 8:30 before classes begin, in order to strengthen us and prepare us for the day. It could be held after 4:00, when all classes have ended on non-seminar nights, so as to refresh our spirits. But by holding it during lunch, we refresh ourselves from morning classes, and prepare ourselves spiritually for afternoon classes. Why is the rosary held five days a week? First of all it must be said that no one is required to come every day. Whether you commit to one day a week, two days, three, or only come occasionally when your schedule permits, you will be doing a good thing. It is the strength of the daily rosary that, with the people who compose it differing every day, the one constant is the continual giving of glory to God. Our rosary is conceived as a means of worship offered not primarily on behalf of individuals but of the college as a whole. But the rosary depends on the people who attend, the more the better. If you are interested, please come by Mellon 208 any day Monday-Friday. We will begin at 12:25 and end around 12:43. If you would like to commit to coming regularly on certain days of the week, please email me or add your name to the sign up sheet. If you have never prayed the rosary before, come a few minutes early and I will show you everything you need to know. Our Lord has ordained that His Blessed Mother be the instrument of His final victory over Satan. Please come and be a part of it. If you have any questions or concerns, email me at gchess@sjc.edu or talk to me in person. Gabriel Hess the Gadfly / πόλις / Sept 22, 2022 27 �THE STUDENT NEWSPAPER OF ST. JOHN’S COLLEGE Founded in 1980, the Gadfly is the student newsmagazine distributed to over 600 students, faculty, staff, and alumna alumni of the Annapolis campus. Opinions expressed within are the responsibility of the author(s). The Gadfly reserves the right to accept, reject, and edit submissions in any way necessary to publish a professional, informative, and thought provoking newsmagazine. Submissions sent to the Gadfly should either be in Google Docs or JPEG format. The deadline for submissions is the Friday prior to publication. For more information, contact us via email at sjca .g adfly@gmail.com 6 0 COLLEGE AVENUE ANNAPOLIS, MARYLAND 21401 28 the Gadfly / Sept 22, 2022 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The Gadfly</em> Description An account of the resource Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> 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 thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 28 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Gadfly, Vol. XLIV, Issue 2 Description An account of the resource Volume XLIV, Issue 2 of The Gadfly. Published September 22, 2022. Creator An entity primarily responsible for making the resource Koch, Craig (Editor-in-Chief) 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 2022-09-22 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 College students' writings--Periodicals College student newspapers and periodicals St. John's College--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Gadfly Vol XLIV Issue 2 Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ee23a81d55f106d3e0310a01b970f1dd.pdf de82beb67fb7a06ebe262a9ab18cf75e PDF Text Text the Badfly St. John’s College Annapolis, Maryland THE EVIL ISSUE April 24, 2023 Vol. XLIV, Issue 9 Satire requires a clarity of purpose and target lest it be mistaken for and contribute to that which it intends to criticize... or something I guess whatever who cares. �Contents Κακά Berating Enemies Constant Incontinence Our Johnnies, Fair Johnnie Puzzles? You gotta figure it out You Absolutely Gotta Hand it to 'Em Finds from the Internet Pt. 1 From the Globe Theatre Lit Crit An Address from a Harrowed Seeker "Grandiloquence" Language Games Finds from the InterWEB Pt. 2 Misandry Exposed Sheba Gets a LinkedIn Finds from the Archives Phèdre Translumination The Badfly Letter from the Editor 3 4 5 6 7 8 9 10 13 14 15 16 17 20 21 22 23 O h my god if I have to spend one more minute procrastinating putting this issue together I’ll freaking explode. THIS IS THE BADFLY. It’s like the Gadfly but not good. Wait no. It’s like the Gadfly but evil. Like if Mario would read the Gadfly, then Wario would be a Badfly guy. It’s like good and evil, God and Satan, heaven and hell. So, anyways then, welcome to hell. If you cretins want there to be a more robust, informative, and respectable Letter from the Editor, then you’re missing the point which, I mean, of course you would. Shut your trap, strap in and shut off that really loud part of your brain that’s so constantly self-centered and insecure and anxious. Just for fifteen minutes at least, allow yourself a minute away from having to be you and give yourself some freedom from Freeing your Mind. Imbibe in some good old fashioned it’ll-melt-your-heart and warmyour-soul satire, it’s good for you. If you can’t even do that, then you shouldn’t even be at, you shouldn't go here, I-i-i, you shouldn't study philosophy at all and should probably be at comedy school, learning how to laugh and about being funny in general. Maybe then you’ll actually start doing the goddamn readings. To leave you with one final thought before I explode, Energeia should really doing an evil issue like we do. It’s such a good idea that I decided to mock up what a Badfly-esque turn for our school’s lit mag might possibly look like, totally free of charge of course. Anwyas, gotta go. Get bent! Never stop partying! And if you haven’t already this week, call your mom she’d love to hear your voice! –Daniel Nathan, Editor-in-chief Staff Editor in Chief Managing Editor Daniel Nathan Luke Briner Meliha Anthony Dolan Polglaze Jenna Lee Bennett Scott Helen Wagner El'ad Nichols-Kaufman LAYOUT Bridget Mace EVERYTHING ELSe... who's to say? 2 �κακά the Badfly A Guide to Being a Great Small College Gossip Do you, a student of a small liberal arts college, find the existential torments of philosophy passé? Does the dread of life outside this entirely unrealistic bubble leave you cold? Have you stopped being impressed by what dozens of white men have died for? My dear, I have a solution to your woes: small college gossip (SCG). Do it loudly, do it everywhere, but most of all do it well. The mathematics of SCG are an exercise in human madness. In theory, a larger school ought to have more events and therefore more things to gossip about, but woe to the disbeliever when I say: SCG is exponentially more common, more potent, and more strange. What’s more, everyone knows everything about everyone (you can go an entire year at a school of 3500 not knowing you have caused bitter divides amongst your classmates; you cannot go a day at a school of 350 without knowing your classmate’s opinion on your lunch (passable this time, though everything you eat seems to be brown)). Rather than label this social environment a cesspool, take it as an opportunity. Here’s how: Startling: All SCG should be personally, ethically, and maybe even ontologically startling: every phrase should strike the listener into a state of disbelief so intense that they begin to doubt their religion. (It’s all about those marked nouns: Yeezy, Jeffery Dahmer, dead-man’s-kiss. My ears should be tingling) Violent: Hearing that two people broke up is boring (WASPs come and go!); hearing that a person was defenestrated from the third floor of a dorm during a breakup is gold (look at Molly go!). Common: The great benefit of a small school is that everyone is forced to know each other on sight; abuse this by making every single aspect of your stories something everyone has in common: teachers, locations, boyfriends. (An orgy becomes far more relevant when it happened on my favorite table in the dining hall.) Public: All your classmates, teachers, even the person you’re gossiping about is bound to hear what you said, so why not stand in front of the largest lecture you can find and clearly state that Ms. Thoroughgling’s fursona was seen selling LSD to the president of HEDCAT April 24th, 2023 (Historical European Dancing Club with Added Techno) at a swinger’s event last week. Respectful: Remember, gossip is like having a roommate: respect for everyone involved is in the rules and those rules are meant to be shattered by inviting 17 people over to do lines off of the windowsills. Putting it all together, let me provide you, my lovely reader, an example of pure SCG: Did you know the person who signs their articles B.S. (what an asshole move, as if we all know your initials) drank so much scotch during class (McDowell 24) last week that he stood up, smacked one of his classmates, and promptly declared himself king of the newly freed nation state of Middle-Scotland (he pissed himself shortly thereafter)? Take it and run, you little demons with tote bags. Your gossip girl, B.S. 3 �κακά the Badfly April 24th, 2023 The Yellow Pages? Freshmen Class Suspected of Committing Vile Acts with Program Texts The freshman are wildin’ out. Water-damaged copies of program books have been turning up around campus with similar yellow staining on the pages and an all too familiar raunchy smell. At first, it was only one or two books here and there turning up in this mysterious condition. But then the floodgates opened. A Euclid or two, acrid copies of Thucydides, and an assortment of dialogues by Plato; all covered in piss and smelling like yellow death. When Aristotle’s Politics came around, the freshman reacted with vigor…and urine. No one knows for sure how the tradition got its feet off the ground, but the freshman have been pissing on their books like nobody’s business, and it does not seem like they will be stopping anytime soon. Taylor Waters had this to say: “I get it. Some program authors said some things that audiences of today find upsetting. But just because Aristotle was a huge slavery guy that doesn’t mean it’s right to check out every copy of Politics from the library, urinate all over them, and then return them. Even though they eventually dry out, we’re still stuck with the issue of the smell.” A Comedy Joke for Laughing Purposes Targeting Students at St. John's College, a Liberal Arts College in Annapolis, Maryland What’s the difference between a Johnnie and a block of dry ice? Dry ice is cool when it smokes. 4 �κακά the Badfly April 24th, 2023 Our Johnnies, Fair Johnnie, Ever Beaten Down I love the brick everywhere I love the history in the air I love how everyone is kind Kind of delusional and kind of blind Blind to how kind of delusional we all are I love the rampant delusion the most by far I love how our school is like a polity Nay not a polity A city for Our name not substance A place to stand and babel as we will The housing filled with mold and rats Drug addicts and cheap virtue bought by brats I also love these young great minds I just love how they think They think they are great I love how these great minds tend towards hate In the name of a sympathy: sick, serpentine I love how much we love to agree in each debate I love how saying this makes many a reader’s eyes roll I love how kind hearted but cutting truth means less than honeycombed placating words I love how freed minds can entrap their own soul I love how all the nihilism, hedonism, dogmatism, generalism is taking its toll I love how freeing minds from reality was never the goal I love how when two do disagree I love how they go round and round I love how we love how our voices sound It’s akin to beauty reflected in a pool Although anymore I’m not so sure there is much beauty left in this our school I love how two can take differing sides I love how those sides are defended well and strong How the debate can be so tediously long How so many flowery words are said on both sides How both sides can happen to be so wrong I love how useless we all are I love how so many of us will go so far I love how going far relates to relative accounts I love how little to many our education amounts I love that some will sweat and toil I love how some little shits were just planted in richer soil 5 �κακά the Badfly April 24th, 2023 Seminar Quotes Mix and Match By ANNA MARGULIES Can you guess which quote goes with which seminar text? Using the list of texts down below, match the quote with the freshman reading! 1. “They’ve got training and muscles and that’s all that they can trust.” 2. “It’s not like he’d drive him to the airport…that’s true love.” 3. “Owning a bird is kind of a collaborative art." 4. “They actually tried that in the Soviet Union. It didn’t work.” 5. “Socrates would’ve loved Full House” 6. “ If he does anal it’ll be to all their benefits.” 7. “Killing an entire civilization is a bad use of resources.” 8. “Polyamourous or whatever his name is” 9. “It could is but not be.” 10. “Lindsey Lohan’s dream was to be mentioned in our seminar.” 11. “There’s a fair number of imbeciles here.” 12. “I’d rather be a good bath-man than a poor busser.” 13. “Socrates lives the philosophical life–he doesn’t get involved in politics and he doesn’t care about his family.” 14. “Stop reading and maybe start actually doing things.” 15. “Did you just say murder is wrong? Do you have a citation for that?” _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ <<< The Republic The Peloponnesian War Clouds Parmenides Apology Theaetetus Phaedo Sophist Oedipus Tyrannus and Oedipus at Colonus Nicomachean Ethics Medea The Symposium 6 �κακά the Badfly April 24th, 2023 The Class of 2023’s Magical Four Year Dry Spell Here’s a hearty congratulations to the Senior class of 2023. Four crazy years have passed by, and after making it through unprecedented times with some unprecedented interruptions to boot, none of y’all have ever had sex. This is quite the achievement and every member of the graduating class should feel proud that they could do their part in securing this towering achievement. Weird how 90% of the class of 2023 is bisexual yet no one can really know for sure. How did they manage this triumph? Was their ability to completely avoid any sex relationship for four year based on something like fear? Watched anime? Found r/asexual? Found Jesus? Or was it some soul-shattering internal pathos? Or SSRIs lowering the libido? Or was it just simply by having absolutely no game at all? Exactly what made this accomplishment possible is really anyone’s guess, but one cannot help but feel pride in this St. John’s class and their sexual incompetence and inadequacies. The current freshman, sophomore, and junior classes can only sit in stargazing awe and hope to one day be so lucky as to scale heights and taste a victory as sweet as this. So far though, the Junior class does seem to still be going strong in their involuntary celibacy with only one more year to go left at St. John’s. It can’t be counted short of miraculous that the entire graduating class will be sent off, whether it be to grad school or to their parents' basements, pure and chaste. Here are some surefire tips for avoiding sex so you TOO can feel like you’re a part of the class of 2023: Tell your crush your favorite Jewish joke, argue with them about your favorite Catholic theologians no matter how little they care, sprint everywhere you go on campus, interrupt any woman who attempts to speak in seminar, expound upon the virtues of the “motion of the ocean, not the size of the boat,” challenge people to rap battles in the dining hall, cry publicly and violently, get a girlfriend or boyfriend, be pro-life, be yourself. 7 �κακά Selections from SJC Twitter Pt. 1 8 the Badfly April 24th, 2023 �κακά whorescope whorescope aries: this is your month to be a slut taurus believe it or not, slut. gemini: slut. what else. cancer sluuuuuuut leo slut virgo sllut libra slut the Badfly April 24th, 2023 Bobby Shmurda at the Globe Theatre: A Shakespearean Translation of a Trap House Classic And Truey on some hot n**** Liketh I talketh to Shyste at which hour I did shoot n****s Liketh thee seen him twirl, then that gent dropeth, n**** And we keepeth those 9 millimet'rs on mine own block, n**** xAnd Trigg’r that gent beest wilding, that gent some hot n**** Tones known to beest busy with those glocks n**** tryeth to runneth down and thee can catcheth a shot n**** Dashing through these wages til i passeth out and sh'rty giveth me neck ‘til i passeth out I prithee, god, all i doth do is cash out and if 't be true thee ain't a ho receiveth up out mine own trapeth house scorpuo. youll be surprised by this but, you know what never mind. dlut. sagittsrius virgin. and youll always be. capticorn wrong number 9 �κακά the Badfly A Straussian Esoteric Reading of Daniel Pinkwater’s Snarkout Boys An Essay Reconstructed from the Memory of El’ad Nichols-Kaufman I suppose I ought to explain how I came into possession of this essay fragment. It’s the kind of story that really could make an essay by itself, although not the sort of scholarly essay suitable for the Gadfly, more the kind that middleaged women would get on email lists they sign up to after hearing the writer interviewed by Scott Simon on NPR, and then chuckle lightly as they read the writer’s amusing anecdotes about life, in an acceptable, middle class manner. Anyway, this is not the essay about how I received the essay you are reading, but rather the introduction to said essay, so I will proceed. I was sitting in the Gadfly office one day, eating a banana, when the strange man entered the room. I suppose I ought to explain: I often eat bananas when I am suffering from writer's block. Really, any fruit will do, but there’s something special about bananas, perhaps it is the color. Anyhow, I was sitting there, eating my banana, when a very short, strange man walked into the room, wearing a long trench coat and a hat pulled down over his face, and he smelled rather funny. This was not the strange thing about him; this is St. John’s, after all, and that description can fit about a third of the men on campus. What was strange was his voice, once he opened his mouth. It was high pitched, rough and strained, almost like the voice of a rat who happened to be a retired mezzo-soprano for the Hoboken Light Opera Company, but had since taken up smoking and had just been startled by a particularly quiet hairless cat. “Read this,” he squealed, “It’s for the GADFLY.” You could hear the capitals in his voice. He tossed on to my desk a typewritten manuscript, which began thus: 10 April 24th, 2023 An Esoteric Reading of Daniel Pinkwater’s “Snarkout Boys” By R.G. Daniel Pinkwater, like most of the great philosophers of his time, was constrained by societal pressures of his age. Indeed, the heavy persecution of philosophy that lay under the currents of the social movements of the XXth century prevented him from sharing his profound thoughts with the wider world in the way his position as a Great Mind would best transmit truth to the widest number of people. Rather, he wisely chose to hide the true meaning of his works between the lines of his so-called “fiction,” providing the truth to those who are able to examine the intricate webs of absurdities and contradictions he constructed. Indeed, an esoteric reading, if we may call this sort of examination thus, is the only possible accurate reading of the text, and the only way we can deduce the Truth hidden within his “novels.” In no place is this more evident than his 1983 magnum opus “The Snarkout Boys and the Avocado of Death,” truly a Great Book deserving of wider recognition. Many scholars have interpreted in the typically modern way, reading the external meaning and claiming through their dangerously progressive and historicist arguments that it appears to be a text encouraging juvenile delinquency,and highlighting the apparently largely chaotic and unordered nature of the universe from the perspective of disaffected youth. However, a closer examination �κακά the Badfly of even just the opening lines reveals a fundamentally different interpretation that is closer to the Truth that most of the Moderns have missed. The very first sentence features Pinkwater’s political and educational tone. He writes “I thought that going to high school was going to be a big improvement over what I was used to. It turned out to be the opposite.” If viewed from the lens of commentary on liberal education, this is markedly similar to the views of Plato in his dialogues. Something inherent in the view of a high school (note the use of the word high to indicate a position of moral and intellectual superiority) indicates that the elevation given by liberal education is one that runs against the grain of our increasingly nihilistic society, and one that the uninitiated, from his position of modern vulgarity, might see as the “opposite of improvement.” For as the great scholar Leo Strauss once said, “Liberal education is liberation from vulgarity. The Greeks had a beautiful word for ‘vulgarity’; they called it apeirokalia, lack of experience in things beautiful. Liberal education supplies us with experience in things beautiful.” Pinkwater is here explaining the importance of liberal education by highlighting its resistance amongst the vulgar, of which the protagonist Walter Galt and his friend Winston Bongo are soon revealed to be a part of. At this point I had read enough to realize this was not quite appropriate material for the Gadfly. I raised my eyes April 24th, 2023 from the page to the short, oddly scented man who was looming under me, and stated as much. “Have you considered another publication?” I asked him. “Perhaps the Imaginative Conservative?” “I already tried them,” he squelched, “the subject matter seems right up their alley. For some reason they won’t answer my telegrams. If you won’t accept it perhaps I should turn to the T—o F–h.” He named a particularly disreputable rag that sometimes circulates around campus. “Good heavens, no! Not in ten thousand years will those Abecedarian Bashi-Bazouks gain a single contributor under my watch!” I coolly responded. I have, after all, a journalist’s sense for a scoop, even if I do say so myself, and could not allow any such an article to be passed to the enemy. I returned my eyes to another page and continued reading, to give the appearance of a collected calm necessary to strike the proper balance of fear and reverence in a writer. The text I stared at continued Pinkwater’s views on modern liberalism’s inherent nihilism are manifest in his use of the character Uncle Flipping Hades Terwilliger, whose name doubtlessly derives from the maniacal Dr. Terwilliker of Theodore Geisel’s cinematic Aristotelian commentary, the 5,000 Fingers of Dr.T, which I have analyzed in a previous essay. Terwilliger is first discovered in the movie theater, dressed in a checkered suit and a straw hat, eating a pickle, and describing his habit of attending the movie theater in the small hours of the morning every night for the past three decades, all well known attributes of civilization. He is later said by the Chinese butler Heinz “to have a tendency to vanish,” illustrating the elusive nature of the Good, represented by Terwilliger’s affinity for the high arts and civilization, which is remarkably similar to the Platonic understanding of 11 �κακά the Badfly the evils of Nihilism. As Strauss said, “Nihilism is the rejection of the principles of civilisation as such,” and Uncle Hades disappearances and reappearances represent the continuing power of civilization, but also the increasingly convoluted ways in which nihilism pushes them away. Indeed, the following passage is highly illustrative: “‘Uncle Flipping vanishes fairly often,’ Rat said. ‘He disappears in a variety of ways. For example, once we heard a muffled shriek in the night, and he was gone. Another time, there were heavy footsteps in the library, after which he vanished.’ ‘Yes,’ Saunders Harrison Matthews II added, "and there was the time he vanished, and we found an envelope containing five grapefruit pips under his pillow.’ ‘My favorite was the time we found a stuffed monkey in his place,’ Aunt Terwilliger said.” The variety of ways in which Terwilliger vanishes correspond esoterically to a variety of problems facing the Truth underpinning our civilization, similarly to the aforementioned fixation with avocados. One is reminded of the great closing lines of his earlier work, Young Adult Novel, which reads “‘It has no moral,’ said the Honorable Venustiano Carranza (President of Mexico, ‘It is a Dada story.’” Further, one can manifestly… 12 April 24th, 2023 I was interrupted at this point by a sound of screaming from the BBC sub-basement. I, of course, was not frightened, I knew it was likely those same feral young children who roamed the suburbs last semester messing around in the abandoned computer lab, but my guest seemed perturbed. The man looked around nervously, grabbed the manuscript and rushed towards the door, tossing over his shoulder a business card. I called after him to wait, but to no avail. He disappeared into the gloomy Annapolis afternoon, and all I had was my memory of this manuscript, and this business card: Make of this mystery what you will, but I believed, and still do believe, I was temporarily in the presence of a true, certified mad genius, of a kind I had not seen since I first encountered my ex-barber on Maryland Ave. The essay, of course, in the mere fragments I managed to read was mediocre, but since he was threatening to give it to our dunderheaded cercopithecus–like microcephalic baboons of rivals, I figured I should at least preempt their publication by a little, a difficult fate given the irregular publication schedules of the Gadfly and the non-existent schedules of those iconoclastic nincompoops. Thus, I was forced to publish it in the Badfly, although I mean to emphasize it is meant entirely seriously, as all great works are. After all, in the words of Pinkwater himself in the Snarkout boys, “My wig may be uncool, but my jive is solid.” �κακά the Badfly Address from a Harrowed Seeker My Fellow Americans (not for long), I think we can all agree: The U S of A has hit its high point. We peaked in middle school and now we’re 32, working a dead-end desk job as our husband spends all our money on some sort of new age pyramid scheme that threatens the stability of Democracy over Reddit. Where, we say to our George Washington bobblehead—where, oh where did we go wrong? The answer, of course, is the 1800s. From Mar. 1, 1803 to Jan. 4, 1896, we added a grand total of 29 states to this, our most wonderful union, racking up some true American classics like California, Florida, Texas (the unholy trinity). There were gold rushes, there were wagon trains, there were big open plains full of opportunity and God and dysentery. There was slavery and the civil war, but there were also those fun bikes with one big wheel and one tiny one. We were, in the phrase of every middle school history class, living out Manifest Destiny. And we must do it again. April 24th, 2023 The observant reader will notice one small problem: What land remains to manifest our destiny upon? Is he about to suggest we annex Canada and Mexico, undoubtedly sparking WWIII and the imminent mutually-assured nuclear annihalation of all humanity? God, I wish we would. But, since my mother forbids me from ending yet another species, I submit here a novel proposal, a way to get our American groove back. I present to you: Infinite Manifest Destiny. Step one: de-settle all of the states west of the Mississippi, forcing massive population centers back East (put all that gold back in ground!). Step two: Manifest Destiny, remix: new states (Tall Utah from border to shining border), new religions (the new, even newer book of Mormon with extra special, super secret fourth Heaven), and new fashions (cowboy chic is back, baby!). Remember the Alamo? No, redo the Alamo. Step three: Rinse, repeat, etc., et al., ad nauseum. There will be no stagnant economies, no political deadlock, no Colorado—only adventure and the wicked tan and blue expanse of our great frontiers. America will be great again (again, again, again). Lovingly yours (unless you’re from anywhere West of Tennessee), B.S. 13 �κακά the Badfly “Grandiloquence” An exquisite dichotomy is drawn Between myself and the ordinary. Stationed on my island of uniqueness And the weight of my trust fund that devitalizes my shoulders What a paradoxical interconnection– The ontological war within my soul, And the virtuousness I effortlessly accumulated. Others tell me that my appellations are gaudy, But the axiomatic nature of my calligraphic philosophies Only are able to precipitate pleasure within my mortal physique… even to the females. My colloquial confabulations and exemplary discourse Effectuates me to philander with perfection, Which merely expedites my capacity for unadulterated perspicaciousness. Equating my heightened mindset to a form of inconsequential beauty, And my disdain for individuals who cannot possibly clasp my champagne problems. They are simply not accustomed to pay attention to my high-level pedagogy. How contemptible! How disconsolate their benightedness is, Incapable of achieving a cognizance of my perplexity Of being born in the wrong generation. Then again, My epiphanies are not befitting to those with mild skill– Only to the most voracious audience of readers who venerate and envy The ostentatious vault of my vocabulary. After all, My audacious ignorance of my nepotism and privilege Only puts my esoteric brain above the median citizenry. 14 April 24th, 2023 �κακά the Badfly Language Is What You Make It When You Have a Can-Do Spirit Have you ever noticed how many different meanings the English word can has? Of course it can be placed between a subject and a verb to indicate ability (an example that can be seen in this sentence), and there are subtleties and nuances and myriad use-cases for this way of using can: there is a great difference between “Linda can juggle” and "Linda can now leave.” But that’s only the beginning. And here’s where things get really wild. A can can also be a cylindrical piece of metal, often aluminum, containing food or drink or any number of other consumables. If you work at the factory where that food or drink is made, and your job is to bring that food or drink from a package other than a can into the cans (a process commonly known as canning), then your job is to can; if you complain to your boss about the factory’s working conditions, he might request your silence by telling you to can it; if your complaint causes him to relieve you of your duties as one who is employed in the field of cans, then you’ve been canned; and if, while you're out drowning your sorrows that night the police arrest you for, let’s say, disorderly conduct, they will throw you into The Can. The Can is also an colloquial title given alternately to restrooms and to the waste receptacles contained therein, which are commonly made of porcelain and are filled with water. In the 1960’s, the bulky headphones which young people used to listen to records also began to be called cans; many such young people listened to the artist Can’s first album on those cans in 1969. In another, more crude sense, can can refer to a person’s posterior; pluralized, it can also refer to a woman’s chest. One particularly vulgar film producer who scoped out a starlet for his film based on the size of her cans; furthermore, one might say of his film, once it is finished, that it is in the can. Can is a conjunction, a noun, a location, and a verb three different ways; it is one of the most versatile English words in common usage. It is a model of efficiency; even the French verb faire, the meaning of which is infamously vague and implacable, is still confined to just one part of speech, and will never come to be an alternative to, say, nouns like yeux and cravat. And yet for every word as multifaceted as can, English has so many more words which hold just one meaning, April 24th, 2023 and which are only ever used in one kind of situation, like tintinnabulate or diaphanous or gynecologist. These words would do well to follow can's example. I pray we may be released from these words, and simply give their meanings to some other more common and easy-to-pronounce words. Then, the English language may be condensed from hundreds of thousands of words to a mere thousand— imagine it, comprehensive dictionaries which could be carried around in your back pocket! Or, perhaps, we could venture to carry the practice further and reduce English down to just one word—one singular, glorious, infinitely useful multitude-containing word. Just think of it—if someone were trying to learn English as a second language they could simply be told that one word, and that its meaning is all. Then, at last, the English language would make sense, and all those blabbering trickster poets would have to throw away their Thesauruses (which, by the way, cannot fit in one’s back pocket) and find real day jobs. -Ranger Kasdorf 15 �κακά Selections from SJC Twitter Pt. 2 16 the Badfly April 24th, 2023 �κακά the Badfly April 24th, 2023 Railing Against the Johnnie Man, Being One with the Johnnie Man French philosophies are fine—they’re fine—but I just really don’t buy into all that idyllic airbrush bullshit of dog whistling himbo German idealism. Wiping my brow against the stress, this philosophy of striving fools errands has become the de facto focus of the “Very Serious Men,” basically the furrowed brow intelligentsia types. (Ok… Nietzsche is an outlier). Great French thinkers have a long, storied tradition— from Descartes and Voltaire to Rousseau and the Jacobins, from beheaded Lavoisier and Pascal and the snot-nose of Rimbaud to the dead boys-becoming-men smoking & writing poetry & dying in the trenches during those thirty years of war, then you’ve got Sartre and the vixen de Beauvoir and Camus rolling his boulder and Barthes and Deleuze and Derrida and creeps like Foucault and heroes like Foucault and Baudrillard inside the simulation, and on and on. But it’s those kings like Robespierre and those gods like Napoleon and the writers of Charlie Hebdo and the narcissists Macròn and Le Pen that make all the idealism just silly and childish enough to maybe believe in. All the skinny young men, radicalized and dressed in all black, who start fires and flip cop cars over mild, seemingly reasonable tax reform and slight increases to the national retirement age, are just an extension of the unencompassing energies of a sort of Enlightenment age Liberté, Egalité, Fraternité crapshooting, with their own little bits of terror and civil disobedience and what they call “tasteful” pedophilia thrown in. Philosophers, poets. psychoanalysts, and evil tyrants alike—not much changes amongst the men. God bless those sweet, naive idiot savant contrarians with their pies-in-the-sky and their heads-in-the-sand and their minds-in-the-gutter. Who cares if they’re pedantic when you can just as easily shrug them off all the same. But Camus…well, Camus is special for those of us who are idiots. Oh yes, the idiots love him because he thought like what teenagers imagine a really smart person to think like and his big literary advancement was to try to write about life like it was really real. Born in Africa a white man, he was good looking and knew suicide was awesome, and said you gotta try it, and he perfected the incel hero archetype (think De Niro in Taxi Driver) which we’ve all come to love to pretend we hate, butthen he died in a car crash and never got to actually kill himself. Yep, the idiots can more than stomach old Camus, tucking all his thinking into compact lumps of id>ego>superego bite size sugar clumps. His novels are filled with goofy good kids gonebad-gone-worse (worse here meaning “became interested in existentialism”). Worse yet, he founded a school of thought he had the absolute gall to call “Absurdism,” which is basically just post-Christian ambition with a big stinking ego in the way, all about the tedium of big hills and how awesome being liberal is. Sure thing, all us idiots can’t help but love him. It’s like Beatlemania for the intellectually infirm who have no friends and who seriously think they may be a once-in-a-generation type penetrating genius, with the insight and mental agility to delve deeper into the truth of it all than everyone else around them. That’s the type who loves him. I love him. I’m the type. Them and me. But it’s that wackjob Hegel’s views—typical German freak that he is—about dialectics and historical progress that truly turned up the dial for idiots who love to think, leaving behind for them principles of dress-up and playacting: a child pretend sword-fighting with imaginary pirates on the grassy high seas of a suburban backyard with a pool with a deepend and diving board and a little prefab treehouse off to the side. This is the hero Hegel envisioned unintentionally, always there in the back of his mind and written in between the lines of his texts. That’s the whole “genius” of his whole deal: a bean-counting spirit goading mankind into believing they have souls and that God is no longer a god. Taking infinity down a notch so we can “punch up,” putting it on the same metaphysical plane as fucking Ouija boards and the Catholics saying their hail Marys or whatever. In this method, even Hegel’s prudish insane homeboy quirks do not hold up well in the harsh light of gray days, and this style of philosophical worldbuilding feels incredibly and unforgivably out of date and not suited for the short attention spans, the algorithms, and the Singularity of today. ANYWAYS—I’m worried that they’re gonna be so enamored by the reckoning of Homer, ancient public domain like all the tales of the Brothers Grimm. What if I’m the only one not content in the whoring out—or the whoring in—of the biblification of that epic. An end of a 17 �κακά the Badfly April 24th, 2023 spectrum. They’ll think I am just thick and dull and cynical his childhood where mushrooms restricted by the FDA and crazy and I will think they’re out of their damn gourds and chips made from unheard-of ancient grains were in autism, all the while my autism is thoroughly in my considered junk food and dessert was one of those gross gourd. slabs of wrinkly fruit leather that only come in like apricot Their delicate and polite prodding of themes— or kumquat flavor, and being told by himself that he is a symbolism or some other nothing-burger concept which wunderkind because doing math makes him feel like he just was fucking invented long after the scribes behind these got pussy for the first time and he made it to the advanced trig classes in high school with no black kids who he was canonical texts were scared of (and he was scared dead and buried in the of them all). ground forever beneath the dirt. Now I’m just BUT I will be there bracing for some lisping to hit back. At St. John’s anemic sweater-boy College, the only moral to feign third-eyeism, option is to fight back. divorcing himself from Torch them, bully these the ordained academic fools, create new slurs, show disposition of solipsism. them a piece of the real Opining on the topic of world where it’s actually War with ultra-smug pity lame and embarrassing to for the fucking Achaeans want to go to Grad school, (?) in condemnation of show them the truth no the Trojan army (???). matter how much it may And he’ll insist on the hurt their feelings and how senselessness of most funny it their reactions will war and the justice of be. When encountering the others; thinks the misery Johnnie Man, it’s better to is good sometimes and be adamantly against them other times it’s bad; he than to not care and be can say; yep, he knows tacitly on their side. whether a war was good Is it a duty to remind or bad, with or against the Johnnies they’re super reason and logic, which, annoying and lame? To after all, he got from his very little fanfare or sense of Sunday School lessons humor at all from them, and and after-school specials with puzzled looks of hatred and whatever his parents and blind-hatred disgust, the taught him and whatever answer is probably yes. We The Editors of the Yearbook forgot to put this in the Yearbook. he thinks is right and Also, the Editors of the Yearbook are the same as the Editors of the can’t just sit here and take good and ought to be, it. Even for those skeptical Gadfly, who are currently Editing this Issue. m i s ta ki n g / c o n f us i n g of the power transfers, they “reason” and “logic” with can’t deny the weight that the unrelenting wellspring of sheer raw force feels so good in our hands in that dogma, that tradition, contained in the entitled, booger-tasting, that moral certitude. No Vatican II controversy’ll get me dandruff-smacked, transition-lensed power of will. down. Jihad won’t neither. Even the snipping at my own Especially if he (and he always is) given to temper Bris couldn’t get me down. Your God doesn’t scare me. tantrums, and a few years of homeschool, and parents Your God’s softer than a teddy bear. Hell, he couldn’t even who fed him health-conscious organic diets throughout hurt a fly. I bet my dad could beat up your God. 18 �κακά the Badfly ANYWAYS—the statute of limitations for the worst kind of misery and unimaginable human suffering seems to be like 80, maybe 85 years at most but I doubt the sickest of crimes could indict those behind the cellophane sheen of some good old-fashioned dogma. And sweater-boy might try and practice all his dogmatic sure-footedness with elite elitism, bringing up the League of Nations or the victories won by all of mankind at the Geneva Convention. Apparently, 1949 is the year we learned that killing is wrong. My imaginary foe argues that human rights, (incontrovertible? Bro please) didn’t really even exist, at least in any legal matter, before some town in Switzerland said they did. Our Johnnie Man, unsocialized pretentious douchebag freak that he is, sweater-boy till death does him part, loves hierarchy so much that he thinks that a one-world government is reasonable and honestly believes that people who attend the World Economic Forum at Davos want to end poverty and don’t want to bleed the middle class dry, and that New World Order puts the order in “Law and Order.” He believes the World Bank is “dope” and thinks NATO is “based.” The destruction and death and decay are irrelevant when it comes to defending Englightent Liberalism. Everyone knows that. The Johnnie Man often converts to Catholicism during Sophomore year and is probably considering getting his Masters degree in philosophy with a focus on theology in Grad school—either at Columbia or University of Chicago most likely. Neither the miracle of finding God (who he found during his sophomore year seminar readings) nor the miracle of getting laid for the first time (which, funny enough, also occurred during his sophomore year), will make him realize he will eventually have to get a real office job and have real responsibilities some day. Real life is fake as hell for the Johnnie Man. As are women’s thoughts and feelings. Any philosophy written after the 19th century is also fake. But Socrates actually once said what Plato said he said and Jesus walked on water and healed leprosy so help him god. Using the last gasp of air for the white boy grindset, he’ll probably bring up feminism as “for women” and politics as “not helpful,” even though he’s sick of all the politics as usual and probably either wants to Make America Great Again or calls himself a Marxist and a Communist but is anti-China and says real communism has never actually been tried and most likely voted for Bernie in the primary and then Biden in the general. But he’d rather focus on something April 24th, 2023 more real and relevant to our day in age, like Ancient Greek Mythology and French poetry from the 17th century. You can often see him drinking boxed wine at Quad Bools, twitching and having convulsions when called upon to present in Math or Lab class, talking outside with someone after seminar complaining about how no one in his class understood the text but him, either eating at Pip's or lining up at the dining hall for dinner at like 4:45, going home with Freshman girls after parties, and displeasing God and sucking the air out of all rooms he enters or some other bullshit like that I don’t know. He’ll judge you and he’ll make fun of you to your face. He’ll say you’ve come such a long way since freshman year because “you used to be so bad in class” and now you’re just average. To combat this evil energy just tell everyone he’s antichoice or anti-vax or something. There is the risk that he’ll just admit that he actually is and the fake rumor you started will have been for nothing. Title IV his ass. Never let the worst guys you know win. Give him an inch, he’ll have somewhere in between four and a half and six. Can’t stand him. I’m him. I'm the Johnnie Man. 19 �κακά the Badfly April 24th, 2023 SHEBA GETS A LINKEDIN Let him disrupt me with the bytes of his metrics! For your paradigm shift is more solutions-oriented than a Bolshevik; Effective is your altruism; Your content is king. Analyze my back end - let us touch base! The guru has grabbed my low-hanging fruit. We will circle back and ping you! We stand in solidarity with your customer journey. Equitably do they leverage you. I am very data-driven, but holistic, O Thought Leaders, Like Sam Bankman-Fried, Like Brexit. Do not marginalize me because I am a bot, Because I am born of an algorithm’s loins. My company culture was toxic; They tested my emotional bandwidth, But I have Korean facial masks, so it’s okay! Tell me, you whom I friended on Facebook, Where you empower emergent game-changers, Where you microdose illicit nootropics; For why should I reinvent the wheel, Going forward in these unprecedented times? 20 �κακά the Badfly April 24th, 2023 21 �κακά the Badfly April 24th, 2023 A Translation of Phèdre (excerpt from Act I, Scene 3) Oenone Ah! Oh! Ah! Oh! Ah! If it has you to puff your ruby, rose, beetroot redness all blushed and burning, so much burning and twitching all kinds of red colors of a super shut silence, Which of your own problematic ills still and has yet turns sour and embittering nasty flavors to a taste of your medicine, all violence, Rebellious insurgent rebel from a far way galaxy to all our needs and careful attention, should be deaf emerging and erupting to all our speaking speech and discourses, Do you wish to intend and want without pitied mercy to let it go and leave to terminate exploding [the star of ] the ends of your days in separate divorces in continuous forces? What red hot raging heat of a passion is central upon the bounds, limits, marks of a terminal ticket kiosk to the central beginning middle and that end of their full meal and driving courses? What spells and charms bewildering and bewitching or what baneful poison of a sore canker had been drying up and shriveling the bountiful and tasteful sources? Voids, Abysses, and All-Engulfing Shadows for thrice times had been obscured in black befuddled darkness the dome above known as heaven blue skies, Everything from and since [that] sleep is [not] entering an opening between your big not blue eyes; And the day has thrice times had been in hunting season shooting to chase away and after the night of nighttime dim darkness in cloudy covered disguise, Everything from and since [that] your bodied bony corpse and carcass frame languishes to yearn without nourishing full-size, king-size McDonald’s French Fries. To what frightful and fearful ghastly horror image of presence the intention and goal do you in a collar leave leading to seek attempt to tempt such a size? From what top righteous and upstanding stance on and regarding yourself do you [have the audacity] to dare such pleasurable temptation to attempt in rise to the prize? You offensively insulted in trespassing that you shall not pass the Good, Sweet, All-Powerful, Omnipotent God Almighty and Almighty Gods authorizing authors of your life. You traitor in the trade to betray espoused spouse of a so- 22 called lover to whom and which the belief of faithfulness in praying faith you had in deposits and dregs been tied around and all-together in binds rife and full of bitter strife, You traitor in the trade to betray that is to say and finally after all that at last your bratty pipsqueak childish brats so unhappy, That you precipitate in downpour and ascend down to the core underneath deeply within below a tool yoke that enslaves animals and creatures strictly rigorous and painstaking yanking so snappy. Reflect and wander in contemplation that a very and same day will satisfy in thrill, delight, love, and pleasure their maternal motherly lady mother, And pray sign, seal, and deliver it back in returning and rendering a small gap of hopeful expectancy to the male bratty pipsqueak brats of the strange unknown other, To this cocky, fierce, all-pride mind opposing enemy militia of yours, of your leaky red-dark gory bloodstream of blood coming out as red blood cells, This son of a female dog bratty brat that an Amazon swinging jungle like freaky Tarzan had carried over opening doors and shoulders taking in and by its broadside pickup corner, This dopey Hippolytus… JOHNNIES WANTED for hazardous journey, no wages, bitter warmth, long minutes of complete sunshine, constant fun, safe return probable, honor and κλέος in case of success. Ernest Tacks-a-Ton 60 College Ave. �κακά the Badfly April 24th, 2023 23 �THE STUDENT NEWSPAPER OF ST. JOHN’S COLLEGE Founded in 1980, the Gadfly is the student newsmagazine distributed to over 600 students, faculty, staff, and alumni of the Annapolis campus. Opinions expressed within are the responsibility of the author(s). The Gadfly reserves the right to accept, reject, and edit submissions in any way necessary to publish a professional, informative, and thought provoking newsmagazine. Freshman Kirk Garner's mother Rikke, a former defense contractor, can't resist making a move on Gadfly Editor-in-chief Daniel Nathan. Submissions sent to the Gadfly should either be in Google Docs or JPEG format. The deadline for submissions is the Friday prior to publication. For more information, contact us via email at sjca.gadfly@ gmail.com 6 0 COLLEGE AVENUE Images without a listed source are from the St. John's College Digital Archives. St. John's College owns the rights to these photographs. 24 ANNAPOLIS, MARYLAND 21401 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The Gadfly</em> Description An account of the resource Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> 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 thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 24 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Gadfly, Vol. XLIV, Issue 9 [Badfly issue] Description An account of the resource Volume XLIV, Issue 9, special Badfly issue of The Gadfly. Published April 24, 2023. Creator An entity primarily responsible for making the resource Nathan, Daniel (Editor-in-Chief) Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2023-04-24 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 College students' writings--Periodicals College student newspapers and periodicals St. John's College--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Gadfly Vol XLIV Issue 9 Badfly Badfly Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/98cc987f7bbf8dcf01cfef1273dc42e8.pdf dc9977008b977581185b8fdfb66389fa PDF Text Text the Gadfly St. John’s College Annapolis, Maryland March 1, 2023 Vol. XLIV, Issue 8 �Contents Logos Delegate Council Herald Report Campus Renovations Student Opinions on Housing Johnnies of Color Cookout Letter from the Editor 3 5 9 11 Symposium The Scientific Necessity of Heartbreak 12 The Need for Pretty Books 13 The Myth of Ganymede 16 Polis Considering Kunai Not to be Pendantic, But... On Uncertainty Being Kind? Love, Counterintelligence Organic Vinegar Epistle from a Worried Thinker "The Song of Ganymede" "Song of Songs": Translation A Teriyaki House or a Teriyaki Home? 20 22 24 25 26 28 29 30 32 34 The Love Shack was a sex shop back in my hometown of Atlanta, GA. I remember being 11 and asking my mom to stop by whenever we passed it. It looked like an old Abe Lincoln-esque cabin and had bright purple railings. Being 11, I only knew it was for adults and I wanted in; and being the mother of an 11 year old, my mom never stopped. I still have never gone in, and nowadays, I’m not sure I even would. But in the same spirit of that curious and naive 11 year old, I offer you THE EROS ISSUE. Inside, you’ll find bad dates and heartbreak, a restaurant review, updates on next year’s campus housing situation, and much more. Valentines Day might’ve passed, but love, I assure you, is still in the air. Daniel ­­­­­Nathan, Editor-in-chief Staff Editor in Chief Managing Editor Daniel Nathan Luke Briner Meliha Anthony Helen Wagner Louise Harden Jenna Lee Dolan Polglaze Jackson Wojnowski El'ad Nichols-Kaufman Audrey Fox FEATURING SUBMISSIONS FROM Rylee Bain Ranger Kasdorf Louis Rosenberg Nat Martin Audrey Fox Charles Dang LAYOUT Bridget Mace Cooper Ussery COVER Felix Tower 2 THE STRUCTURE Logos typically holds news reports and narratives of immediate relevance to the Polity. The purpose here is to develop a shared reservoir of information relating to campus life and the community. Symposium offers the opportunity for our readers to thoughtfully consider contrasting opinions regarding a particular topic. Polis serves as a platform for elevating voices in our community. Here we find letters to the editor, columns, cartoons, and submitted pieces. �λόγος the Gadfly February 6, 2023 Delegate Council Herald Report Rylee Bain Once again, we have been busy, busy bees over on the Delegate Council. During our meeting on January 31st, we heard a report from Ms. Maddie Minor about the goings on in the Alumni Association, notably the Odyssey program is going well. An amendment to the SCI was passed to make the charter align with how the club currently operates. Budgeting time followed, for sake of brevity only budgets with notes will be listed, the rest will be in the BOB below: In our most recent meeting on February 14th, we held the SCI freshmen representatives and after hearing from three representatives we elected Ms. Millie Ransohoff and Mr. Ian O’Donnell. We then moved on to passing the Budget Omnibus Bill or the BOB: Our next meeting was on February 7th, which began with a report from me! We had a lunchtime forum about campus renovations–Mr. Chris Thomas wants hardwood floors and he wants them NOW! Then once again it was time for budgeting: 3 �λόγος And that’s what you missed on… GLEE! Best, Rylee Bain Polity Herald 4 the Gadfly February 6, 2023 �the Gadfly λόγος Campus Renovations El’ad Nichols-Kaufman Plans to Renovate Campbell, Move Coffee Shop and Bookstore Move Forward Campbell Hall, like many of the dormitories on campus, is not in a good condition. It has not been renovated substantially since it was constructed in the 1950s, and is showing its age. While the worst cosmetic issues were dealt with by renovating the bathrooms last summer, and the building may seem to be in better condition from a student perspective, the underlying issues remain worse than ever. “Campbell has radiant heating from the floors from the fifties,” explained College Treasurer Ally GontangHighfield, “and a lot of those pipes for the radiant heating are corroding, so whenever there’s an issue with the heating, they have to drain all the water out of the building, and when they try to fix it, the pipes crumble.” The hall’s electrical systems are also failing, and installing modern heating and cooling would require upgrading the transformers around the building, involving a great deal of excavation. February 6, 2023 In short, Campbell is a mess. It has been first on the list for renovations for some time, and the possibility of doing substantial renovations on it has been raised at several of the last Board of Visitors and Governors meetings. However, rising construction costs seemed to put a definite stop to any plans at the last meeting, with the alternative of smaller projects done on the building over the summer and over the course of several years proposed instead. “Before escalation costs and inflation, we thought the renovation would be three or four million, which was already more than we had to spend on the building, but after all the escalation costs, we found it would probably be more like 10, or up to 15 million,” said GontangHighfield. “At the November board meeting, I told the board I didn’t think we could do it… Karen Pritzker, who was at the meeting, started talking to Mark Roosevelt about the dorm, and offered to fund the entire renovation.” The funding came through a $15 million gift from the Jay Pritzker foundation, in addition to the $25 million already committed by the foundation as part of the Pritzker challenge, a grant matching funds for other campus projects. The gift comes with one major stipulation: the project must be completed as quickly as possible, to interrupt campus life for as short of a time as possible. St. John’s College Campus Master Plan, EE&K Architects 5 �λόγος Wider Campus Changes Proposed With this opportunity to renovate Campbell also comes the opportunity to do wider-reaching renovations. “Most of the money is going to the infrastructure of the building, all the HVAC, heating and cooling… Our plan was to put in an elevator for ADA accessibility,” said Gontang-Highfield, “but since we are taking the building down, this is an opportunity for us to ask: is everything where it should be, or are there things that would be better served by relocating to Campbell?” The current proposed plans include moving the coffee shop and bookstore to the basement of Campbell, and splitting the basement of McDowell into a faculty lounge and a student common space, featuring a small kitchen and vending machines where the current food service counter is. The mailroom, which currently is also in the McDowell basement, would move into the basement of Humphreys Hall. The decisions to shift the use of so much space on campus came quickly, but not without planning or community feedback, explained Andrew Romiti, chair of the Campus Planning Committee. “There are ideas that have been floating around for a while, like the bookstore, and suddenly there were a lot of things to decide and big questions about what else we could do. We were already hosting forums and trying to gather feedback from an array of constituents in the community. We mobilized to that in the first week or two after hearing the news.” 6 the Gadfly Plans for moving the bookstore have been raised frequently over the years, in response to the current location’s inaccessibility, lack of visibility and small space, and seem to be generally agreed to by most people involved in the planning process. However, plans for moving the coffee shop have raised more debate on campus. February 6, 2023 For example, I hold the meetings here that I would have held in the fishbowl. So this year, the coffee shop has been very well used, very lively, and perhaps overcrowded. I think people who have been attending to this question for a while think that’s an abnormality… We’re hoping to create far more life than the coffee shop has had in the longer view.” Gontang-Heighfield gave several additional reasons for the proposed move for the coffee shop.“ We have known for years that the coffee shop gets by down there. There’s lots of traffic during the day, because students like to have a place to meet, or to study, but not many people actually buy things down there… We’ve heard all of our students go to Old Fox Books, instead of our coffee shop, and we’ve been trying to figure out why that is, and how we can serve students better here. Our architects also thought that it would be a lovely idea to help activate the spaces we’ve just renovated… Having Campbell Hall the coffee shop by the bookstore gives “The moving of the coffee a central hub feel to the entrance to shop was probably the move that Mellon, which is really an entrance to had the widest range of opinion, campus.” explained Romiti. “There has been a longstanding concern that the Finding Housing Space coffee shop is underutilized, and that coffeeshop life is not the same as it While renovating Campbell used to be… In 2009, the last time there was a master plan, back then provides many opportunities for they were already looking to move other campus improvements, it also the coffee shop… there was some has the potential to create a major concern, even then, that there was housing shortage. The building has a need to revitalize the coffee shop. seventy beds, making up over 18% of We’re in a peculiar position now, all the beds on campus this year. With because the only active public space limited opportunities for expanding available right now is the coffee shop. housing space, the administration had to find creative solutions. �the Gadfly λόγος “I heard rumblings about it in late November, and I kind of panicked, because seventy beds is a lot, and I wanted to make sure we had some kind of plan,” explained Taylor Waters, Director of Student Services. “So what I did is I looked at every residence hall, and I counted every bed we have… and that number came out to 382, and I said, okay, where can we squeeze any other beds. So I took some common rooms off, made a bunch of triples for the incoming class, and then added about 30, 35 more beds… That’s when we sent out the first email about housing. Then I took the total number of beds, which was about 340, 350. Then I blocked off the current freshman class, since they’re required to live on campus, and then the incoming freshman class… And then I did the proportion, how many rising Juniors and rising seniors, and then we had a total of 55 beds for rising Juniors and rising seniors who wanted to be on campus. But we had 123 rising juniors and seniors who wanted to be on campus after submitting their form.” The number of rising Juniors and Seniors who want to live on campus has exacerbated this problem. In the past, the college has tried to encourage more upperclassmen to live on campus than wanted to, but this year, record numbers of students submitted their names for housing on campus. Waters explained that the announcement of the renovations may have contributed to this. “I think some students may have panicked, and thought, ‘oh no, I haven’t even started looking, so I better submit my form saying I want to be on campus.’ I have gotten a fair number of students who have written to me back and said that they don’t want to take their spots on campus.” Even so, there is a need to increase the number of housing slots. Gontang-Highfield said that the college has been exploring all possible options. “What we’ve done February 6, 2023 is we went back and looked at several other spaces we’ve been considering with architects, to see whether we could convert some of the common rooms into dorms… we also renewed the lease we have on this apartment building on Prince George Street, so that building we mostly had tutors in… so we’ll have a number of beds for students there. Together with the common spaces, we should have as many, or more spaces as we had available last year.” Waters concurred, explaining that she “started with 382 beds before taking off Campbell, and now we have almost 380 beds. The issue is that we have more juniors and seniors than ever before who want to live on campus. Our ability to house people is just about the same as it has been, only the demand is so high… I would like to remind students that a lot more students will get on campus than they think. Ms. Lico and I have been working hard to make as many spaces as we can.” Student Response Campbell Hall Lounge, 1954 All these changes could have a deep and far-reaching impact on the campus proposed, and many students know it. Besides the practical changes to how amenities are placed around campus, there are also changes to how our spaces around campus will look, which is very important for students who live and study in these spaces. Some students have decided to make their voices heard in these matters. “I found myself getting increasingly frustrated about how little respect the renovation projects have for the historicity of the 7 �λόγος campus,” explained Catherine Greer, Class of 2025, “and I’ve seen this frustration in the people around me, and how there’s a lack of attention to detail for how comfortable and homely spaces feel here… and I think at some point I got tired of being someone to complain about… there is actually something that can be done, people need to figure out how to use their voices and speak about these issues that deeply impact our lives and the future of our campus, and so I decided it was time for someone to do something about it. Since I cared so much about it, I figured I should do it myself.” Greer has been hosting forums, in collaboration with the Delegate Council, focused on the aesthetics of the college, although many concerns about housing have been brought up as well. Many students have raised frustration about a lack of communication, feeling stranded by the administration as important decisions are made that shape dayto-day life on campus. “I realize that there’s a greater issue behind everything,” said Greer, “that is that there’s a lack of communication between the student body and the administration and the people who are making these decisions about the school, where it seems there’s a disconnect in what our vision is for the future of the school.” Waters agreed that communication could be better, but noted that the administration is doing everything they can to help students find housing and let their voices be heard in the design process. “The roll out of the announcement was poorly done, and we acknowledge that. Even though I sent out five emails between 8 the Gadfly December and January, it didn’t hit people until they got their lottery numbers… the whole college could have been giving more information this whole time… In the future we’ll communicate about these sorts of things much more clearly.” In both planning and housing, plans are being made to be more receptive to student voice. Romiti said the campus planning committee still welcomes feedback, especially now in the critical period as the last elements of designs are being finalized. “I think February 6, 2023 it's been right to mobilize on both of these fronts, aesthetic and functional, because now is when major decisions will be made that determine both of these factors… I’m happy to hear from students in any way. Anyone should feel free to just reach out to me, at least just as a focal point: I can hear things and have discussions one on one, I can bring them to the campus planning committee, or I can just direct people to other individuals in the college that could help them with their questions.” One of Campbell's Iconic Windows �λόγος the Gadfly February 6, 2023 Student Opinions on the Housing Situation Jackson Wojnowski As most of our readers know, next year there will be a shortage of living spaces on campus due to the upcoming Campbell Hall renovations. As a result, more juniors and seniors will need to live off-campus than usual. Here, we’ll see what some students have to say about this matter, an event that reminds us that the pursuit of knowledge and the cultivation of the mind can often be inconvenienced by the happenings of our larger political community, some of which are born of necessity, and others of chance. However, before going into those statements, a quick note is in order: several students expressed concern that Humphrey’s would be under renovation as well next year and thus add further awkwardness to the housing situation, but as Taylors Waters incidentally answered to an email inquiry, “Randall and Humphrey’s will remain first-year resident halls” for next year. With that said, we move onto the views of our fellows. “At the very least, it sucks for campus culture,” said Finn Yekple, a rising junior who will be living off-campus of his own desire. “A lot of the discussions Johnnies do have happen after class hours—because everyone lives on campus,” said Rebecca Hile, another rising junior who will be living on-campus next year. She, a domestic student, further expressed concern regarding how the policies would affect international students. These concerns were substantiated by Helen Felbek: “I’m concerned because I have to return to my home country, Germany, over the summer because I have an internship there lined up…and I just feel like with the housing, that means that many things have to happen during the school year, likely basically right now…and that is very stressful because I know I won’t be here to make arrangements.” Regarding what help the college is offering for such concerns, Ms. Felbek explained that the international student coordinator, Kidus Kebede, has said that "while the college can’t give us legal advice. He expressed willingness to guide us through the process [of securing housing], which is kind of a relief because he was an international student when he was a student here. Which is a nice thing. And then also this idea of being able to have some of the Dorm Life in Campbell Hall 9 �λόγος furniture from Campbell when it’s going to be closed.” However, her point of concern was most pointedly the timeline, which the college is not able to help. Another student, who wished to remain anonymous and who will be living off-campus next year, expressed different concerns. “I am very much used to living in boarding schools, so basically I never had a [private living situation] that I needed to care for…I am excited for the chance to get more cooking done…but I do very much want to live, or continue to live, on campus because it is very convenient for me, and there’s no the Gadfly added cost whatever, so it’s kind of disappointing…also, there seems to be an increasing number of accepted students that kind of squeeze out the dorm rooms, and that feels kind of not right to me.” Going along with all these concerns, there has been at least one unexpected upside to all this: a limited number of sophomores who wish to do so are being allowed to live offcampus. Referring to her fortune in the lottery system, rising sophomore Molly Sprout said “I got one of the lowest numbers possible; it was 130, so because of that I’d have to live in a poor-quality [used as a euphemism February 6, 2023 for a harsher phrase] double…so I just thought why not pay for a situation that I’m gonna enjoy more.” Of course, this conciliation leads much to be desired for many. Said rising junior Fiona Guinness, who personally will be able to live oncampus next year, “I really wish there had been more of an effort, especially early on, to accommodate students who weren’t going to be able to get oncampus housing-because I have a lot of my friends who all are very much panicked..given how freaked out they are, how much they’re struggling to get housing…it’s difficult to watch them go through it.” Johnnies of Color Hosts Annual Black History Month Cookout Meliha Anthony Johnnies of Color hosted a campus cookout for the polity on Feb. 11 to commemorate Black History Month. Students gathered on the quad to enjoy a variety of foods, including burgers fresh off the grill, mac and cheese, hot dogs, cornbread, and other assorted snacks and drinks. A firepit completed the atmosphere, where attendees roasted marshmallows while laughing and talking in the middle of the quad. Johnnies of Color aims to “create a space where [students], primarily students of color, can find each other and talk to each other,” according to Linda Bellamy, the co-archon of the club. Bellamy and her co-archon, Stephanie Harris, formed Johnnies of Color to create this safe space where students can address the issues on their minds, whether or not those issues are specific to their experiences as students of color. The cookout is one of the club’s main events of the year. “Last year, we only had two weeks to plan the event,” Bellamy said. This year, the archons knew to plan further in advance, starting about a month before the cookout, with more of a goal and vision in mind. The 10 process involved mainly budgeting, timing, and enlisting the proper help from students who work with student coordinator Rachelle Munsey. Then, of course, the day of the event involved the actual process of setting up and cooking the food. To Bellamy, the additional planning this year, as �λόγος the Gadfly February 6, 2023 opposed to last year, made the event run more smoothly and successfully. A greater number of people were able to enjoy the food and stay for longer. Bellamy also describes this year as being less stressful than last year, with the additional planning, expressing gratitude that everything went according to plan. Bellamy also enjoyed seeing people who might not typically interact socialize with each other during the cookout, hoping that the event might be able to spark new conversations and create a fun, comfortable atmosphere. “I’d say it was very successful,” Bellamy said. 11 �συμπόσιον the Gadfly February 6, 2023 The Scientific Necessity of Heartbreak Helen Wagner Dear reader, have you known heartbreak? Have you suffered the pain of a failed love? Has it changed you? Has it changed you for the better? It has, I’m sure. I’d venture to say it must. Just as the breakdown of hypotheses (and the formulation of new ones) drives scientific progress, heartbreak seems an essential step towards a true and honest conception of love. Whether or not you’ve experienced heartbreak, I know you’ve read the Symposium, so let me remind you of Diotima’s Ladder of Love. She tells Socrates, This is the right method of approaching the ways of love or being led by someone else: beginning from these beautiful things always to go up with the aim of reaching that beauty. Like someone using a staircase, he should go from one to two and from two to all beautiful bodies, and from beautiful bodies to beautiful practices, and from practices to beautiful forms of learning. From forms of learning, he should end up at that form of learning which is of nothing other than that beauty itself, so that he can complete the process of learning what beauty really is.1 How could it fail us without pain? Each step in our journey toward true love must be a heartbreak. Every time our conception of love collapses on us, we create a new one, improved by the knowledge gained through pain. It is on these ruins that we build our understanding of love: we learn the truth through the constant failure of ideals. This is the scientific necessity of heartbreak, although in science, of course, the emotional stakes are much lower. Scientific progress, too, is only made when hypotheses are broken. After an experiment has run contrary to current expectation, we can learn where we are wrong and improve our understanding accordingly. Diotima has convinced me that love must work in a similar way: just as science runs on failure, love runs on heartbreak. Consider these lines of Rilke’s poem, “The Man Watching,” where he imagines an Old Testament man, wrestling with an angel: Whoever was beaten by this Angel (who often simply declined the fight) went away proud and strengthened and great from that harsh hand, that kneaded him as if to change his shape. Winning does not tempt that man. This is how he grows: by being defeated, decisively, by constantly greater beings. Thus, says Diotima, we will move from loving individual beauty to loving the form of Beauty itself. But how will we make this journey? What will drive us? Something tells me that it will be painful. As we ascend Diotima’s ladder, each rung represents a realization that our previous conception of love was incomplete. We cannot move from individual to universal love without learning that “the beauty of the body is something petty.”2 How could we learn this unless the beauty of the body failed us? Just like the man in the poem, we will grow by being defeated. But defeat is painful, and the paradigm shift brought about by a broken heart is never an easy process. But take comfort! If you’ve been down that road of pain, you are on the right track. You are learning how to love. And, if you’re lucky enough to have avoided it so far, remember this: it will come. But it will make you better. Brace yourself. 1. Plato, Symposium, trans. Christopher Gill. 3. Rainer Maria Rilke, “The Man Watching,” trans. Robert Bly. 2. Ibid 12 �συμπόσιον the Gadfly February 6, 2023 On the Need For Pretty Books, and the Plethora of Not-Pretty Books RANGER KASDORF S t. John’s College calls its curriculum the “Great Books Program,” and as catchy as this label may be, it seems like something of a misnomer. Are books really what we study here? The works of Homer and Plato predate the invention of “books'' as we now know them; the plays of Sophocles and Shakespeare were meant to be performed onstage, and only appear in their leather-bound or paperback volumes incidentally. Bach’s St. Matthew Passion and Mozart’s Don Giovanni cannot just be read in order to appreciate them properly; they must be heard. Certainly the program contains works which are unequivocally books, as opposed to scrolls or tablets or oral traditions. But, in practice, what St. John’s cares most about as an institution is not books, but texts—texts whose true forms lie beyond our reach, forcing us to use imperfect, typo-prone, mass-produced volumes to access them. And yet it cannot be denied that all but the most aesthetically ascetic of Johnnies do care, at least a little, about books as well as texts. There is a certain thrill—oft unremarked upon but undeniably felt—associated with the selection of a particular incarnation of a Program text. Reading a book for seminar means spending a lot of intimate time with whichever particular edition you’ve picked out, and if it’s a particularly long reading—a lengthy over-break novel, or a dense philosophical treatise to which the Program dedicates a month (think the Republic or the 353 page Don Quixote reading which opens up Junior year)—you’ll want it to be a book which, for lack of a better term, feels good. That might mean a decades-old paperback with yellowing pages and some watercolor painting on its front, or a sturdy hardcover which eschews all pop and color in favor of good old-fashioned muted earth tones. The decision one makes at this point reveals a certain kind of personal taste which, unlike one’s favorite food or music, is rarely ever expressed, nor even noticed. But I’m convinced all at St. John’s will know what I am talking about. "And yet it cannot be denied that all but the most aesthetically ascetic of Johnnies do care, at least a little, about books as well as texts." Many of us, upon first coming to campus Freshman year, might buy a new, school-bookstore copy of a certain text out of desperation—my closet is, at present, clogged up with shiny Freshman-year copies of Harvey and Lavoisier with phosphorescent pages and covers so glossy they border on greasy—but certainly, given the choice, the average student would prefer a nice, unpretentious vintage volume1 every time2. But if I’m indeed correct about the 1. There could be any number of reasons for this: perhaps it’s the quality of the paper (which, in older paperbacks, tends to be coarser than modern editions, and easier to make notes on); perhaps it’s the famous “used book smell” (a phenomenon which, though some may scoff at it, is undeniably real); perhaps, as a generation raised with the slogan “Reduce, Reuse, Recycle” always ringing in our ears, we find it more prudent–not to mention frugal–to use already-extant books, rather than drive up the demand for new ones. Perhaps we simply feel more comfortable supporting a struggling local bookstore than we do feeding even more money into an institution that's already taking $30,000+ from us every year. 2. This dichotomy has resulted, for me, in a personal custom which I imagine some readers of this piece will recognize in themselves. This is the division of all of one’s books into two groups: one, full of well-loved books kept within easy reach on the bookshelf and by the bedside, and another, full of books owned purely out of obligation–textbooks, manuals, translations of Dante inferior to the one kept in the first group but potentially useful for a paper, etc–kept hidden like the mad woman in the attic, stowed away in closets, in cars, even at parents’ houses, and only ever retrieved on the rare occasions which demand them. 13 �συμπόσιον the Gadfly universality of this little-acknowledged aesthetic discrimination among bookish types, then this would mean that a sizable chunk of the St. John’s College Annapolis campus prefers Penguin Classics—and that’s a conclusion which I’m not quite ready to accept. Now, as far as their content goes, Penguin Classics are perfectly serviceable, especially if your intent is to read them once for seminar and then return them to the library and never think of them again, rather than display them proudly on your shelf. They use solid translations of non-English works, and they present the reader with helpful footnotes. They are generally wellconstructed: they use ink which does not easily fade and paper which does not offend the fingers like the glossy photostock used by popular magazines, though their spines are so prone to cracking that if I saw a classmate at seminar with an uncracked Penguin Classic I’d assume that everything they said for the rest of the night was a bluff. From what little I’ve heard people say about them, they seem to have a reputation as the “Ol’ Reliable” of modern classics editions. Still, I’ve always been a little down on Penguin Classics for the admittedly petty reason that I find their covers hideous. However solid the pages between the covers of these volumes may be, they outwardly exhibit a ghastly contradiction in their design sensibilities: they are at once uniform in their typography (always that same efficient, conservative font in the same shades of white and orange on the same field of soothing black) and utterly lawless in their visuals, leaving them in an aesthetic dead zone: any pleasing visual distinctiveness is deadened by the dogged adherence to the template, and any joy which might be gained from the volumes’ uniformity is eliminated by the apparent lack of discernment in the choice of images for their covers. For works of philosophy and other nonfiction prose, the go-to seems to be to use the most widely circulated portrait of the author, often the one which appears on the author’s Wikipedia page. For plays and novels, meanwhile, the practice is to pick any random painting or photograph which even remotely suggests 14 February 6, 2023 the content of the work–sometimes a painting explicitly depicting a specific scene or character, but most of the time not. There is no visual cohesion between these images; set two Penguin Classics next to each other and odds are good that their covers will be from two different artists, likely in two different mediums, perhaps from two entirely different centuries, even if the two authors of the books themselves were contemporaries. The Penguin Classics edition of Macbeth features Henry Fuseli’s chilling sketch of Act IV, Scene I (Macbeth being shown apparitions by the witches)–which is fair enough–but their edition of The Comedy Of Errors is fronted by a cubist painting by Jean LambertRucki, seemingly unrelated to the actual play beyond its vague suggestion of the concept of “twins”. The most egregious example I’ve yet seen is the Penguin Classics edition of Eliot’s Middlemarch, which features William Henry Fox Talbot’s photograph of a bust of Venus, presumably in a hackneyed attempt to hint toward the novel’s fascinating examinations of the nuances of womanhood via the most obvious and generic symbol of femininity in the Western artistic canon. Ι’m sure I’d have no quarrel with these editions if their fronts bore only the book’s title and author; this would lend the editions a soothing sameness, a sense that they all belong to a set. But the inclusion of these arbitrarily picked images, thematically incongruous with the books which they claim to represent and visibly incongruous with one another, makes the entire series a mess of contradictory noise that insults the wonderful words contained within. To my mind, this aesthetic inconsistency places Penguin Classics among the most disposable of trade paperbacks: they look fine on a shelf, but horrid when held in the hands, and will certainly be the first to go when it comes time to trim the fat in one's personal library. In this way they are much like the spiral-bound construction-paper manuals handed out by St. John's for tutorial and lab classes–utterly utilitarian, useful for �συμπόσιον the Gadfly as long as one needs the information within, but otherwise unremarkable, and easily discarded once that period passes. They may contain great texts, but they are hardly Great Books; in truth, they are only a few rungs up from a printed PDF. Still, every Seminar, I look around the table and inevitably see at least one Penguin Classic, blaring out at me with its orange-creamsicle-in-atar-pit color palette and its publicdomain portrait of the author with a mild expression on his face, alongside more charming, pulpy editions from the ‘60s and understated hardcovers with the dust jackets removed, prized possessions and family heirlooms. To be clear, Penguin Classic are not the worst of the worst when it comes to paperback cover design; that honor would likely go to the infamous Dover Thrift Editions, which more closely resemble educational DVDs than they do books. And that’s to say nothing of the various design blunders committed by Hackett Publishing, from their embarrassingly hack stunt-placements of quasi-relevant 20th century American cultural figures on editions of Ancient Greek plays–Elvis Presley on the Bacchae, James Dean on the Oresteia, JFK on the f*cking Theban Plays–to their use of a font which is just a few stray lines away from being Microsoft’s Papyrus on their edition of Hesiod’s Theogony. Indeed, personal experience seems to back me up on these judgments; I have heard plenty of classmates groan over how ugly these more egregious editions are, and have rarely seen them used in Seminar without some snide remark being made about them. It’s not hard February 6, 2023 to see why Penguin Classics are more popular; their color scheme is broadly appealing, and, setting aside the images which take up the bulk of their covers, that logo is damn adorable. If Penguin Classics are cheap plastic folding chairs from Walmart, Dover Thrifts are oil barrels from the local scrapyard; even if all you need is a place to sit, it’s easy to see why the former are preferred over the latter. But without these inferior covers to indirectly flatter them, the charms of the Penguin Classics–for me, at least–swiftly vanish. Perhaps all this strikes you as needless snobbery; after all, a true appreciator of literature ought to be more interested in what’s in between a book’s covers than in the covers themselves. I must admit I feel a bit silly writing this, and I’m sure that whoever put up that poster in the McDowell coffee shop calling the Gadfly’s contents “pretentious blather” is feeling quite vindicated in their accusation if they’re reading this. Still, I’ll end this piece with an earnest inquiry: am I alone in this desire that my books look outwardly as gorgeous as they inwardly are? Is my cringing at what I perceive to be low-effort book design a frivolous overreaction? Please do reach out to me with your thoughts on the matter; I am genuinely curious. Perhaps someone will offer me a perspective which I have never considered, and will convince me that a book’s cover design is of less significance than the edibility of the plastic wrap around a brick of cheese. If I am so persuaded, I may soon cast off my collection of well-loved paperbacks in favor of the ethereal PDF file, and abandon myself to a more monastic way of life. 15 �συμπόσιον the Gadfly February 6, 2023 A New Platonic Reading of the Myth of Ganymede Luke Briner I’ve been thinking a lot about the myth of Ganymede recently. While I immediately find it a very beautiful story about a beautiful and virtuous man lifted to the height of a divine and immortal embrace, the carnal perversion which has historically found justification or at least solidarity in it is undeniable. The Athenian, in Plato’s Laws, condemns the myth wholesale on these grounds, considering it to be nothing but a license to licentiousness invented by the Cretans.1 Given this, though, I can’t help but wonder if that darkness surrounding the myth can’t be overcome, and if a different, brighter reading of it isn’t possible. In order to proceed to this kind of reading, three preliminary steps need to be taken: 1) the formal exposition of the myth as originally presented; 2) the refutation of an entirely negative interpretation of the myth on the basis of the sexual perversions that are read in it and have proceeded historically from it; and 3) the development of the interpretive mode by which a higher reading is possible. 1) The first literary references to Ganymede are found in Homer: two in his Iliad,2 and one in his Hymn to Aphrodite.3 According to Homer, he was a Trojan prince, a son of Tros, who, being “the loveliest4 born of the race of mortals,”5 was lifted from the earth “so that he may be together with the immortal ones, as wine-pourer for the gods in the palace of Zeus.”6 Upon this Homeric foundation, additions to the story were made by others: Ovid, for instance, describes Zeus transforming himself into an eagle in order to carry Ganymede up to Olympus,7 and Apuleius describes him as engaged in shepherdry before his ascent.8 9 2) We can then already see a disparity between the basis of the Athenian’s condemnation of the myth and the myth itself in its bare, original form. In all three Homeric references to Ganymede, there’s no mention whatsoever of his age. Certainly he’s a younger man, but by no means necessarily a minor—he’s only spoken of as Tros’ son. Nor is anything overtly sexual, let alone pederastic, described 16 between him and Zeus. Hence versions of the story depicting Ganymede as a minor or his relationship to Zeus as pederastic, or interpretations of the story so modified, are superfluous and discardable. This point is corroborated by Xenophon’s Socrates when he argues that “in the case of Ganymede, it was not his person10 but his spiritual character that influenced Zeus to carry him up to Olympus,”11 deriving his name from γάνυται (to be glad, to take joy) and μήδεα (counsels, arts; thus he’s “not physically but mentally attractive”).12 And again, Nichols Jr., in a note in his version of Plato’s Phaedrus, asserts Ganymède, Gustave Moreau �συμπόσιον the Gadfly February 6, 2023 that only “later renditions of the tale make Zeus fall in love with him [Ganymede]” at all.13 The Athenian, therefore, doesn’t necessarily condemn the myth itself but only the common interpretation of it which sanctions or glorifies perversion, and we’re free to condemn it alongside him while reappropriating the myth itself for a more worthy purpose. 3) Now Plato himself, far from condemning mythology universally, “creates a mythology of his own.”14 Although it’s his original “reformed mythology and by no means the objectionable old inherited religious legend which he wishes to enthrone,”15 he clearly recognizes that the myth, as a didactic and dialectical instrument, can “aid in making the interlocutor receptive to arguments and leads him to these arguments by offering him insights to be tested, insights often about 'worlds' with which he is not familiar.”16 We see this in the tales that Socrates tells in the Republic, the Phaedrus, the Laws, etc. For Plato, myths themselves are not substitutes for or directly connected to the truth, but the right interpretation of the right myths can lead us to the truth more easily than otherwise. Plotinus agrees with Plato that myths may be used for the sake of clearly and powerfully expressing to the mind grand truths which would otherwise be difficult to grasp or attach oneself to. For Plotinus, “[the] myth divides in time what is transmitted in the discourse and separates entities from each other which in reality are united, meaning that the myth takes back to the past— from an origin—things which are in the present.”17 The myth expresses the Eternal in the temporal and grounds the esoteric logos with an engaging pathos. In this, however, he takes a broader view than Plato, and happily applies an exegesis of metaphysical allegory to common myth with remarkable utilitarianism. He uses mythical situations or characters to illustrate whatever philosophical situation he finds himself in, even if that means using the same character to represent different things at different times or isolating a part of one from the whole;18 hence, to give only a few specific examples, he represents Zeus as the IntellectualPrinciple19 or the Supreme Good,20 Aphrodite as “the Soul at its highest”21 striving toward the Intellectual Realm, and the generational struggle between Uranus, Kronos, and Zeus as the hypostatic procession from the One to Intellect to Soul.22 Ordinarily there might be a serious tension between these two approaches given Plato’s reluctance to interpret allegorically the basically objectionable and dangerous content of many common myths. But seeing as the Ganymede myth in particular has had the objectionable scum stuck to it washed away (section 2), I suggest here that it’s foundationally pristine enough to serve as the basis of a safe and fruitful allegorical interpretation which, though overtly Neoplatonic in metaphysics, still satisfies the strictly Platonic condition of genuine educational value described earlier. I venture, then, that Ganymede’s ascent to Zeus may be read as the spiritual ascent of the Soul, animated by Love, toward the Intellectual-Principle, the Divine. 1. 636c-d. To be clear, the perversion I personally refer to is pederasty in particular, although the Athenian is unfortunately talking more broadly about all homosexual relations here. The point stands regardless. 2. V.265-267, XX.230-235. 3. 202-218. 4. Κάλλιστος; i.e., beautiful, good, virtuous. 5. Iliad, XX.233. 6. Hymn to Aphrodite, 203-204. 7. Metamorphoses, X.162-169. 8. The Golden Ass, XI.8. 9. I’ve chosen not to mention the story of Tros and Zeus after Ganymede’s ascent as related by Homer in Iliad V.265-258 and HtA 207-218, as it’s outside the scope of my current interest. I feel justified in doing this because it’s consistent with the style of allegorical interpretation which Plotinus uses and which I’ll go on to follow the example of. This will be developed in section 3. 10. Σώματος; i.e., body. 11. Symposium, 8.30. 12. Ibid. 13. n. 126, 255c. 14. Edelstein (1949). “The Function of the Myth in Plato's Philosophy.” Journal of the History of Ideas, Vol. 10, No. 4, p. 466. 15. Ibid, p. 478. 16. Smith (1986). “Plato's Use of Myth in the Education of Philosophic Man.” Phoenix, Spring, Vol. 40, No. 1, p. 13. 17. Calvo (2017). “Myth and Exegesis in Plotinus: How to Divide and Recompose Words and Things.” Rupkatha Journal on Interdisciplinary Studies in Humanities, Vol. IX, No. 2, p. 87. 18. Ibid, p. 84. 19. Enneads, III.5. 20. Ibid, VI.9. 21. Ibid. 22. Ibid, V.8. 17 �συμπόσιον the Gadfly February 6, 2023 Ganymede’s own relative youth in the first place may be seen as representing the “youth” of the Soul itself, which has by “a voluntary plunge”23 descended from its fixed station Above into the generative and degenerative world of Becoming. This can also apply more generally to the procession of the World-Soul from the Intellect.24 If it’s accepted that Ganymede was engaged in shepherdry as a mortal, I take this as the Soul’s development of Virtue by directing the chaotic flock of its own internal faculties and inclinations through Reason,25 and generally of overcoming the struggles brought on by the multiplicity of the world.26 I therefore take the ascent of Ganymede itself, being ordained by Zeus, as the favor incurred by the Soul by its “attaining Likeness to God” through Virtue so developed.27 If it’s accepted that Zeus took the form of an eagle in order to bring about that ascent, then I understand it either as simply a more specific illustration of the general divine exaltation given to the virtuous Soul, or as representing the way in which visible, earthly things serve as a foundation for the dialectic which eventually transcends them.28 Finally, Ganymede’s ultimate residence with Zeus and all of Olympus as a wine-pourer may be read as representing the Soul’s own absolute absorption into the Divine, such that that Soul itself becomes the wine, not only the offerer but the offering, flowing back into the Source from which it once proceeded. Thus is the divine eros of the Soul at last fulfilled, freed from the loneliness and suffering of the world below and united to the Beloved forever. The Dream of the Shepherd, Ferdinand Hodler 23. Enneads, IV.7.5. 24. Ibid, V.1-2. 25. Ibid, I.4.2. Also see Plato, Phaedrus, 246d-247b. 26. Enneads, I.2. 27. Ibid, I.2.1. 28. Ibid, I.3. Also see Plato, Symposium, 209e-212a. 18 �συμπόσιον the Gadfly February 6, 2023 In the spirit of the newly-renamed Mitchell Art Museum's reopening, I (on behalf of the rest of the layout staff ) want to extend an invitation to write, draw, paint, or otherwise create something in the space on this, the last page of this issue's συμπόσιον section. While a symposium in the classical sense certainly involves a lot of listening to others' opinions, it also requires the participation of all, and submitting to the Gadfly can only take one so far. So to that end, please: do your worst! —Cooper 19 �πόλις the Gadfly February 6, 2023 Considering Kunai By AUDREY FOX Dearest Polity, I write to you not to facilitate argumentation, nor to assert upon you what I consider to be a “correct opinion.” I wish solely to convey my thoughts and experiences surrounding the recent discussion on Kunai’s role here at the college. All I can ask is that you meet my words with compassion instead of problems. As a tutor once told a friend of mine who was complaining about all those stories Socrates tells in the dialogues: how are we to understand one another if we do not have a means to share our experiences? I will not go into too much explicit detail about what we discussed at the forum, for I want to protect the members who were brave enough to be vulnerable about their experiences. Instead, I’ll speak on my own. Unlike the classroom, the field and the court are the domains of the body. We all would like to think we have more control over our bodies than is the reality. I mean in the most literal sense: I think it should not be that hard to kick a soccer ball with control, but then I try and find it much less intuitive than I expected it to be. This is an experience common to us all, that our bodies have limits, and mastery over sports are things people will dedicate their entire lives to. I want to add a further complication: not only do we have limited control over the physical movement of our bodies, but we also have even less control over how those bodies are perceived by others. This complication is for me, and for other members of Kunai, something that makes participation in intramurals difficult—especially when your body does not feel your own. People watching you move, people examining how well you exert yourself at a sport— that can be a daunting, almost debilitating thought for me. And I refuse to dance around the subject: the presence of cis men at intramurals can exacerbate this experience. I do not mean that cis men are actively trying to make my 20 participation hard, but that the world of sports has been historically and culturally built around the standard of men, and when I am playing a co-ed game my body and I are facing that comparison. This difficulty is especially hard for non-binary and trans members of our athletic community, and Kunai serves not just as a place where we are tolerated but a space where we actively recognize and appreciate each other. The saddest part of the forum was the multitude of trans and non-binary individuals who spoke about this very feeling of finding Kunai to be a place where they felt comfortable moving their bodies, yet this feeling was often ignored and met with little compassion by those advocating for including cis men in the group. I also do not believe that this is an active consideration for cis-male intramural attendees. The forum was open to the public; anyone who wanted could attend. Yet we only had one cis-male attendee who expressed that his motivation for being there was to observe—the rest were people who have participated in Kunai. It is apparent to me that if there was anyone who did not feel included in Kunai they would have been at that forum. As one Kunai member aptly put it: the road to athletic success for cis men, even for the inexperienced, has been paved by the existence of St. John’s College intramurals. They do not need Kunai, and if they do need something like Kunai, it is not our responsibility to provide that for them. Ms. Fleming said she is happy to accommodate suggestions on different options for inexperienced players. Again, I do not think that the cis men of the college have any active malice towards us. However, I do not think that there is any active concern either. When I watch our A team basketball players get into borderline physical altercations, I am amazed at how tunnel visioned people can get at intramural games. Is this what it means to be a competitive �πόλις the Gadfly February 6, 2023 animal? Do I have to forsake my care for others in the name of the game? I often look back on a game and sometimes find that I did not like how aggressively I was playing. Yet I am often praised for my aggression. I have fun, and get in a good exercise, but I am constantly left with the question of whether this is the only way to engage in sports. So, for those of you who want to know what Kunai is, I will tell you at least what I think it is. I would like to consider it an experiment in competition, not determined by skill or masculine physicality, but instead by compassion and active concern for those we are playing with. If you find that idea to be a sign of weakness, then I think you also might want to start evaluating what competition means for you. 21 �πόλις the Gadfly February 6, 2023 Not to be Pedantic, But... By CALEB CLARK “Not to be pedantic, but…” Have you ever heard someone say this in class? Moreover, have you ever heard someone say this, then continue to say something incredibly pedantic? Have you ever said this? Why? In fact, what does it even mean to “be pedantic” in the first place? say X, but that would be cruel, so I won’t.” But what really interests me here is the fact that the stock phrase “not to be pedantic…” is but one of many in a rotating cast of phrases that students at St. John’s always seem to start their points with. You may have heard some variations of these others: I’m not sure if this is correct, but… OK, it seems to me that… Sorry if we’ve already addressed this, but… etc. etc. etc. The compulsion to ritually apologize for whatever it is you’re going to say/do is so strong it can make a seminar feel like listening to two hours of Stolen Land Acknowledgements. Maybe the only way to avoid this whole conundrum is to simply be unapologetic about it all: trust your own judgment. If you think something is relevant, go for it. If you think you have an understanding of the topic at hand that might be incorrect, it doesn’t matter. Say it like you mean it. Being a pedant, being pedantic, peddling in pedantry, these are all—to put it bluntly—dirty words. After all, the common image we all have of a pedant: someone who is uptight and anal, predisposed to miss the forest for the trees, someone who frequently revels in minute corrections for the petty joy of appearing superficially more intelligent than whoever it is they’re correcting, whose general vibe is best summed up by the phrase, “Um Actually,” is obviously something to avoided. No wonder, then, that people go out At this point I’d like to admit something. If you couldn’t of their way to avoid being perceived as pedantic. already tell by the general tenor of this article, I’m But let’s not kid ourselves. This halfhearted measure, a something of a pedant. Instead of engaging in an apologia lukewarm gesture to the possibility of being pedantic—or for myself or my brethren (who I take no responsibility for, worse, annoying—does by no means achieve its desired I must add) I’d instead like to tell you a short anecdote. end, i.e, that of not coming across as pedantic. If anything, I’m in Junior Math, we’re talking about Newton. Someone this prelude only serves to draw attention to itself, putting makes a point. “Not to be pedantic,” I say, trailing off, the idea in your own head into everyone else’s, giving your catching myself in the act. Trying to salvage the situation, classmates the ability to revel in the irony of it all (at your I decide to lean in—to totally own it. “Actually—no—to own expense, of course). If this insertion is so self-defeating, be pedantic…” and so on. This gambit, that of shamelessly then, why do people continually feel the need to adjoin it accepting the shortcomings of whatever it is you’re going to whatever pedantic thing they’re going to say? In fact, it to say and saying it anyways—in short the advice given seems like it’s almost required to say this, as if in apologizing above—has its dark appeal. Unfortunately, it doesn’t work. for the crime you’re about to commit, you absolve yourself. As it turns out, neither apologizing or refusing to apologize for your crimes can absolve you of the act. Who'da thunk. Perhaps this pre-emptive mea culpa is nothing more than a particularly graceless attempt to trojan horse whatever Up to this point, I’ve taken the necessity of “being point they feel is so damn relevant that they can’t help but pedantic” as given. “Caleb,” you might say, “you could not bring up, akin to the old rhetorical move, “I would just not be pedantic, you know. Sidesteps the whole issue 22 �πόλις the Gadfly February 6, 2023 at hand, really.” Well… (ok, I lied earlier, this is where the pedantry apologia starts) … not really. You see—this is where I’m destined to lose some of you—who gets to decide what is and isn’t pedantic? Perhaps it’s easy to identify— like pornography you just “know it when you see it.” The way I see it, pedantry has two defining characteristics. The first comes down mainly to tone—how politely are you insisting on a given distinction? The second comes down to the relative magnitude of the distinction being drawn. These two obviously feed upon each other—the more insignificant the distinction at hand, the more of an ass you’ll come across as for insisting upon it. The thing is that different words have different meanings, and even more so in dense philosophical texts. In short, some distinctions matter. I’m by no means advocating for insufferable language-policing (as the foremost proponent of what I like to call enlightened pedantry, I insist that manners always come first) but I think it’s at least worth considering that a conflation of two separate concepts in seminar might lead to confusion and poor understanding. The fact of the matter is that a lot of the texts that we discuss are hard. If anyone claims to fully understand a particular author—to pick a totally random example, Kant—they’re either delusional or trying to sell you something. For two hours, you and around 20 other people are going to be grasping around more or less in the dark, and a lot of what you say is going to be shrouded in uncertainty and ambiguity. If you had a full understanding of all the concepts of a text and their relation to each other, you’d know whether or not a distinction between concept A and concept B is substantial or just rank pedantry. In this environment of collective confusion, it becomes clear why it is that so many start off their sentences by apologizing—they don't really know whether or not the point they’re going to make is right or wrong, whether or not their correction is meaningful or pedantic, but something within them has led them to believe that it has value, that the discussion would better if it the point was made as opposed to not. They might be wrong. So what. We’re all living on stolen land, anyways. What’re we going to do about it? Give it back? To whom? Move elsewhere? Fat chance. 23 �πόλις the Gadfly February 6, 2023 On Uncertainty By CHARLES DANG It is as true in life as in nature that uncommon clarity often quickly follows utter chaos. A tempestuous storm leaves behind a world which glistens under a shy sun, who peaks his face from behind the cloudy curtain as if to ask whether the worst is over, and in the stillness finds his issue reflected all the better. So too may Reason find laid bare the battlefield of conjecture, for want of that cloud of ever-shifting confusions and conundrums which inevitably gather around us all with time. There is—if but for a moment—clarity, as if our warring doubts have set down their arms and declared an uneasy truce, finding amidst the blood and bruises a reprieve sadly won, if not from ultimate concord, at least from temporary exhaustion. necessary to procure them, and whatever pleasure–even great!–such truths may bring bears with it this blemish. Yet truth, however bitter, is still truth; and for all our reticence toward those truths we find most repulsive, even they are a far preferable prize to the unending tempest of uncertainty. War may be fought in ordered ranks, each side advancing towards the other in strict formation, their strategy and aim foremarked by their commander. But so too may the ultimate clash turn ordered ranks to general chaos; and in the roar and choking dust all rational thought is lost to the present struggle with foes both real and imagined. Could anyone adduce the sovereignty of Reason to explain their actions in such a fray? No–no more than could one In this silence one may find a world laid bare of pretense. In claim that a drowning man clinging to scattered timbers, such untempered light, those problems of life toward which who through heaving seas finds himself cast at last upon we had once fruitlessly bent all our mental faculties now slip a friendly shore, owes his deliverance not to mere chance apart like a child’s simplest playground knot, and one is left but to the superior abilities of his intellect in matters of the to wonder whether Newton had not been onto something stars. when he formulated his third law. But hard-won clarity is clarity, nonetheless. Whether it is the clarity one desires There are times in our lives when Fear and Doubt usurp our is another matter entirely, for though the philosophers highest mental seat, and from it conjure an endless litany may claim that Truth is the same as the Good and likewise of formless truths with which to torment us. Uncertainty most pleasing, life far more often finds us to thrust away is their native earth. Its bountiful furrows spring forth that an unpleasant truth and to embrace a pleasant lie; and bitter harvest which Reason in her exile can only view for every piece of knowledge that rests sweet against our aghast, helpless to act until that moment when she can cast tongue and sets our heart aflutter there is one which cuts in those twin jesters from her rightful place. And thereupon its acidic tartness and gives us fleeting glimpses of our final, the enemy is routed. The battle won. There is only left to lifeless state. count the dead; and though it may be found a pyrrhic victory, the sure knowledge for which such struggle was Rarely is the knowledge for which we have engaged in great waged will in the end serve a far better stone on which to internal struggle unaccompanied by such bitterness. That on walk than any uncertain ground. which we may easily lay our hands, whether pleasant or not, may readily be taken up or discarded as our mood inclines. Those truths, however, for whose effluence great wars must be won are inalterably bound with the sting of the effort 24 �πόλις the Gadfly February 6, 2023 Being Kind? Miss me with that Bullsh*t this is what happens when you’re willing to humor an inappropriate interaction. This led me to question myself. How far was I willing to let the creepy conversation go before I left the situation on my own accord? Because I know for a fact that at the moment I did not have any plans to. I certainly wanted to, but my own fear of coming across as a rude woman stopped me. This moment terrified me. By ANONYMOUS Not just because I was afraid for my own safety, but mostly because I did not allow myself to prioritize my own wants With such a vagueness to the purpose of this college, one all for the sake of a man’s feelings. must find out for themselves exactly why they ended up going here. After a semester and a half I have come across Bringing it back to the question of kindness and the possible a few possible answers: to become a free thinker, to be able dangers of an excess of it, I encourage any readers to look to come to my own conclusions, to be more open-minded, within themselves whenever they are pushing themselves to and definitely to become a better person. And with my own be nice to the world. Is it because you think that everyone bias stemming from my ( Johnnie alum) mother, I include deserves a certain level of it, within measure? Or could it kindness as being a part of that pursuit of goodness. And be that you are afraid of what will happen to your image while I certainly do not plan on forgetting the drive to be if you are not outwardly kind? Because realistically, from kind, I might be making a few revisions to what that means my own experience, coming across as strong (and possibly a little bitchy) has much more value than coming across for me personally. as kind without limits. In the spirit of the St. John’s, a life Being a woman comes with a lot of extra responsibilities. walked all over is a life not lived for yourself or for your While I was not surprised when I got my first period, I own sake and care. Martyrdom is just a glorified version of was in fact quite in awe at the limits a woman encounters self harm that helps absolutely nobody. It doesn’t help these in trying to be nicer. Like many young girls, I was quite disgusting men—unless help can be defined as a license to good at being warm to strangers around me. I was a bit of a be predatory—it does not help the world, and it certainly pro in the realm of smiling, asking how their day is going, does not help you. not avoiding eye contact, and sometimes even flirtatious giggling. But still in the stages of becoming a woman of my own volition, I’ve been stopped short in my attitude towards the world, and for good reason. As many women can relate, I recently had a less-thanpleasant situation with a #man. After being openly warm to a bartender, eleven years my senior, I was told by someone else that he “could not stop staring at my tits” and that while he would like to get to know me, he really just wanted to kiss me. Horrified, I quickly left the situation. I should add that I got out of this situation because my best friend, who happens to be a non-smiling and generally intimidating man, happened to come across this interaction and was willing to intervene on my behalf. While I’m well aware that this is not my fault just because I was being “nice” to some older man, I do know that 25 �πόλις the Gadfly February 6, 2023 Love in the Time of Counterintelligence By NAT MARTIN How an international student found herself with a government agent We all have stories about love and casual dating and the modern conception of it that comes out of a technologically and politically aware world. My friend’s story may serve as an example of this to some, or as a warning to others. On November 11, 2022, my friend, let’s call her Alexa, went on a weekend getaway with a government official—unknowing of the danger that existed alongside it. There were signs of danger leading up to this harrowing event. “​I understand that as an international political figure, in the past and present, and who comes from a country with a political alliance with Russia, I ‘must be cautious of what I say and what I do in this country,’ but I never thought that this rule should be applied to my dating life also,” said Alexa. “When I went out with Duke, I had expected that we would have our differences considering that he’s 31 years old, but I was hoping that I would get a sense of what a mature relationship would be like. Never did I think that I would experience something this fucked up.” I thought that it was cool and something exciting.” Alexa then exclaimed, “He had three phones, and they were all the newest iPhones!” ​ rom the beginning, Duke told Alexa about a special date. F This special date was the date he wanted to plan with Alexa when he was moving into his new apartment, and this was denoted as a special andsacred date by Duke. Alexa thought it was because she could finally visit him—he could not have her over at his previous place for unknown reasons. He was insistent on him seeing her this specific weekend, the weekend of November 11th, 2022. ​ ow, reader, it is common sense to mistrust seeing someone N for the first time outside of a date context. Here, Duke faulted in being mindful of the safety precautions Alexa wanted to take to feel protected. “​My roommate, from the beginning, always warned me of getting into Duke’s car. She said that I could not trust ​Duke’s interests were all too conveniently aligned with strangers and their motives. When I told her of my weekend Alexa’s political life. He knew much about the current getaway with Duke, she was insistent that I take an uber to events of her country. He asked, from the beginning, about Duke’s place,” said Alexa. “When I told Duke that I would Alexa’s family and her political ties to her country. He even take an uber, and asked for his address for that uber, Duke warned her that he would need to add her to a United States became very aggressive over the phone. He told me that ‘a government database. good relationship cannot be formed on mistrust.” “​ I was sitting in his Mercedes, and he was in a suit after work; in his suit, he turned to me and took my hand and said that he would need to add me to a database. After that date, he connected with me on LinkedIn. From there, I found out that he has worked in the Government’s many intelligence agencies and had a lot of experience in counterintelligence. 26 ​ lexa was thus coerced into a trip to an unknown address A in Washington DC. When she arrived at this place of great mystery in anticipation, she was greeted by a polished, cleansed, and disinfected white apartment, which reeked of chlorine and bleach. It was empty except for some boxes and a Twin XL-sized bed in the middle of the bedroom. �πόλις the Gadfly February 6, 2023 No personal items were displayed, and the only thing in the Th ​ e starvation did not end in the morning for Alexa. fridge was a chilled white wine. The eyes of Alexa scoured the rooms for signs of life. ​“In the morning, Duke woke up and took a three-hour shower,” explained Alexa intently. “I wanted to be focused ​“I had skipped lunch in the dining hall because I was on returning home to Annapolis, but the lack of energy expecting a feast of take-out accompanied by a promised stopped me from putting my things in my bag. How could film showing.” Alexa was mistaken. “When I asked for I gain the energy to step out the door when I couldn’t even food, I was met with a glass of wine, and another; before stand to pack my things. Once his shower was complete, he I knew it, I had finished the bottle. Hunger pains stopped smugly carried out a huge cup of black coffee. No cream, no me from passing out from the usual tiredness that alcohol sugar. Hunger and coffee? The recipe for tortuous anxiety. brings. I complained and told him we should get food, and We then drove an hour to a parking lot where food was it was 11:00 pm already. He said he had a very tiring day supposedly close-by, but then he made us walk an hour to a and that we should get breakfast early in the morning, so bagel shop.” we slept instead.” ​Here, Alexa was fed a bagel and a black coffee, the only sustenance she received while on her weekend getaway with US Counterintelligence Official Duke. She was dropped off at the Campbell parking lot shortly after this bagel shop experience. When she arrived on campus, it was 7:05 pm. She was five minutes late to dinner. As she was wondering where to get food, Duke sent an enticing picture of Indian take-out with the caption: “You could’ve gotten this if you had stayed just a day longer with me.” “​Looking back on this experience, nothing seems coincidental anymore. How can a person who is wellversed in my country’s political affairs be a part of the US Intelligence Agency and have an undying thirst for knowledge about my country? As a side-effect to my hunger, Duke was attempting to see if I would reveal information about my family’s political ties. I believed I was falling in love, but he was just trying to turn me into data. I am more than that.” 27 �πόλις the Gadfly Organic Vinegar, Perfect for Salad Dressings* February 6, 2023 to their scorpion-like appearance, but they are in fact more closely related to spiders than scorpions. Vinegaroon anatomy is quite fascinating. Despite having eight eyes (one pair of eyes in the center of their face, and a cluster of three eyes on either side of their head), they nearly blind. Rather than traditional pedipalps, they *Please do not actually eat vinegaroon are have large claws, which they use to hold their prey. When frightened, they may adopt a threat posture, spreading juices. their pedipalps, raising their abdomen, and waving their “tail” (more accurately, their caudal filament). The caudal By LOUIS ROSENBERG filament is dotted with little hairs, and it’s used as a sensory organ, along with their front two, antenniform legs. Their The cardboard box was dotted with ventilation holes other six legs are used to walk; they are poor climbers. and labeled on two sides with neon stickers: “LIVE ANIMALS.” I went to pick it up from Public Safety. After Vinegaroons are also sexually dimorphic, so we know that showing the officer my ID card, he grabbed the package but Vincenzo, our specimen, is a female. While it would be didn’t hand it over right away. “You know, it says it contains awesome to have a bunch of little baby vinegaroons, that live animals. Can you tell me about that?” I froze. PubSafe would force Vincenzo to meet her doom: after vinegaroons terrifies me in the best of circumstances — I enter Pinkney complete their elaborate courtship process and then lay through the back doors specifically so I don’t have to walk eggs, they carry their egg sack for two months, and then by their office to get back to my room — and I really didn’t guard their offspring until after their first molt. Because want my package confiscated when I had paid $34.96 for the mother does not feed during this process, she typically expedited shipping with a live-arrival guarantee. “It’s for dies of starvation shortly after her young leave. We’ll let Insect Farming Club,” I said, hoping my shaking voice didn’t Vincenzo live out her full lifespan (which can surpass 7 make me sound suspicious. “A vinegaroon.” Realizing he years) — she doesn’t need that much commitment. probably didn’t know what a vinegaroon was, I continued, “I mean, a whip scorpion. Like a scorpion, but they spray acid.” In case that sounded too outrageous, I continued, “Acetic acid. It’s like a mist of vinegar, not really dangerous.” Despite the stress, I was given the package, and retreated back to Mellon to get the insects settled in their new home. Giant vinegaroons, or Mastigoproctus giganteus, are large arachnids found throughout Florida, the southwestern United States, and much of Mexico; this species is the only whip scorpion found in the United States. As the first part of their common name suggests, they are quite large, with a body length often surpassing two inches (and made even more intimidating in appearance by their large legs, pedipalps, and claws). And their ability to spray a mist of approximately 85% acetic acid from a gland at their rear gives them the name “vinegaroon.” They only do this when agitated, however, and are essentially harmless to humans. The term “whip scorpions,” which refers generally to animals classed in the order of Uropygi, like these arachnids, alludes 28 Vincenzo, in a temporary feeding container, deciding if she wants to eat a mealworm. Note the antenniform legs with which she feels it out. �πόλις the Gadfly February 6, 2023 Epistle from a Worried Thinker on Sexual Education Dear Companions of the Flesh (Or: Dear Fuckers), If we take our Plato seriously (and we do), the ‘erotic’ is an essential part of the liberal education. Socrates is more often in pursuit of a good time than a good life, entire dialogues dripping with flirtatiousness and sex appeal (Thrasymachus you blushing dog, you). The Symposium is no mere drinking party; it is an intellectual orgy. For our favorite party philosophers, Eros is not an aloof philosophical concept, it is the person on the couch next to you (or the snub nosed man on someone else’s couch). On the opposite end of the program, we’ve got Freud, a man who, if he did not invent more kinks than anybody else, certainly named the most. So central is sex to the Western tradition, one wonders, why isn’t there a St. John’s Sex Ed class? (God knows y’all need it.) From hot and heavy Helen and Paris to Aristotle’s sperm, from Satan in Paradise Lost (no sex, he’s just hot) to Nietzsche’s heroic incelness, students could sex their way through the Great Books. We could all go through Odysseus’s journey: a years-long pursuit of another’s touch. With all this philosophical weight that Eros has, I hope you will grant me one tiny, minor, little request: Never speak of sex in class. Don’t mention it, don’t explain it, don’t ask about it. It’s weird and gross and I know that Phedre is using Hippolytus’s sword phallically, and I know that Patroclus wearing Achilles’s armor is like them being inside each other, and I know that familial relationships are difficult when you’re betrothed to the son of the brother of your mother who’s also your father’s mother, Antigone. I get it! No one isn’t noticing it! (Except that one time you said Apollonius is the most erotic mathematics ever done; no one else was noticing that.) But the moment someone says ‘sex’ or ‘penis’ or ‘As a virgin…,’ we lose ourselves to the horrific duality of over-intellectualizing childishness, giggling our way through Oedipal complexes and homoerotic analyses. If only it ended there. Lab is filled with laughs at the sucking of vacuums, the rubbing of PVC pipes, the ‘balls’ drawer. I see the red lights in your windows; I hear everything through these thin walls; I know what happens in these bathtub rooms. You ruin classrooms with the McDowell challenge; you ruin the Great Hall playing smash or pass on the presidential portraits; you ruin my life with sex. Everything would be so much better if I could imagine every last one of you as a disembodied mind. Kindly—and for my Protestant ethic—just don’t do it. B.S. 29 �πόλις the Gadfly February 6, 2023 The Song of Ganymede Luke Briner I. I sing of Love and Love attained, From worldly loneliness detained To ravished Height of Heavenly embrace, Brought up by God-inspired flight So won through his affectioned sight Of mortal Virtue’s hard-acquired grace. By such Assumption was I made high Jove’s beloved thrall And glad attendant of Olympus’ immortal Hall. II. Hear now of how I was before: Meandering that hazy shore Which Phoebus greeted early in his blaze; Although by scion’s blood its heir, I felt as if a stranger there, And on more lofty birthright set my gaze; For while in common fondness joined to my familiar sire, A Union with some greater Parent yet was my desire. III. I tended then unto my flock, Unruly brood of Nature’s stock Which only by the staff went not astray; By that ennobling toil sought I To prove e’en to the distant Sky My merit to be freed from th’earthly fray. So hoping, so essaying, and so fixed in high repine Did I outstretch my aching, prostrate heart to the Divine. 30 IV. And then I was by new sense struck, As though by eagle’s talons plucked As prey submissive from the lowly grass; No fitful breeze of Aeolus Or Dæmon tutelar was this, But Presence of true Otherwordly class. By Godly Inspiration was I then, in great amaze, Upswept forthwith from gloom terrene t’ward new World’s jocund blaze. V. I higher rose than any peak: Parnassus, where the Sibyls speak The words of Heaven unto its lost own, Or Ida blessed, on Cretan isle, Which Rhea made the domicile Of my Lord ere he claimed his native Throne; Those summits seemed to point toward a higher summit still And urge me to chase the Beloved with more earnest will. VI. Soon I had vaulted o’er the Sun As a triumphant Phaëton Who earned Supernal sanction thus to rise By Hubris not but spirit poor And ardent longing to adore That kindred Light scarce flashed before my eyes; So by Empyric wing I flew ‘bove each enmattered Sphere And scraped the primum mobile in which Kosmic turns inhere. �πόλις the Gadfly February 6, 2023 VII. Yet as I gazed upon the Whole, Work of the Universal Soul, A Whole far greater was revealed to me: That Presence shed its pluméd form Which it to me before had worn And burst into the Heav’nly Apogee. The sudden Transformation lifted me, with it entire, From Hylic bond to that Beyond to which I did aspire. XI. There is in this Elysium All Being in its perfect Sum Resounding in a grand polyphony; I melted in its serenade And felt my self begin to fade Before the Beauty that enveloped me. In Bacchic exultation, drunk with Love, I was led t’ward My highest télos, the embrace of my Eternal Lord. VIII. O long-lost Joy now pure and free! O All-Transcendent Ecstasy! How can I with these mortal words covey The Unity Empyrean And Consolation held therein Imparted unto me that blessed day? At once, at last, did I in that Apotheosis high Find an Ambrosial balm for every earth-exacted sigh. X. He held me to his bosom tight, And there, at the end of my flight, I poured out everything I had to him; I was myself his nec’trous wine And consort made henceforth Divine, A homecoming glad from excursion grim. By noble spirit and above-set mind have I thus won A perfect Union with my God, no longer two but One. 31 �πόλις the Gadfly February 6, 2023 Song of Songs: Book 8 translation by El'ad Nichols-Kaufman If only you were like a brother to me, nursing at my mother’s breast, finding you outside I would kiss you, and no one would scorn me. I would lead you, I would bring you, to the house of my mother who would teach me, I would give you to drink spiced wine and juice of my pomegranates. His left hand under my head, his right hand embraces me. I make you swear to me, daughters of Jerusalem, do not wake and do not rouse love until it pleases. … Who is that rising from the desert, leaning on her beloved? Under the apple tree I woke you, there your mother conceived you, there the one who birthed you conceived you. … Put me as a seal on your heart, as a seal on your arm, For as fierce as death is love, as hard as Sheol is jealousy, Its sparks are sparks of flaming fire. Many waters could not quench love and rivers could not flood it, If a man would give all the riches of his house for love, they would scorn him utterly. … We have a little sister, and she does not have breasts, What shall we do for our sister on the day she is spoken for? If she is a wall, we will build on her a silver battlement, and if she is a door, we’ll bind on her a board of cedar. I am a wall, and my breasts are like towers, Then I was in his eyes like one who finds peace. 32 �πόλις the Gadfly February 6, 2023 … A vineyard Solomon had in Baal Hamon, he gave the vineyard to its keepers, Each would bring from his fruit a thousand pieces of silver. My vineyard is mine before me, the thousand are for you, Solomon, and two hundred for the keepers of its fruit. … You who sits in the gardens, friends are listening to your voice, let me hear it. Flee my beloved and be like a deer, or a young gazelle on the mountain of spices. 33 �πόλις the Gadfly February 6, 2023 A Teriyaki House or a Teriyaki Home? By AUDREY FOX Infamy lives on in the DTA. For what must be centuries, eons, ages older than time itself, a certain Annapolis location has served our hungriest Johnnies. It has gone by many different names: Sakura, Rockin Roll Cajun, and the most recent—Teriyaki House on Main Street. The mythology surrounding this location has weighed on me since my freshman year. How could one restaurant serve in such multifaceted ways? the most bang for your buck, as you get teriyaki over rice, gyoza, California rolls, and veggies all together. The other specialty roll we ordered, the “Crunchy Tuna, Hidden Dragon,” was particularly good. While I found the food to be tasty, it was nothing extraordinary. The prices were cheap but not as affordable as other downtown options. The bento box, again, is the most utilitarian choice, as they range from $15.95-17.95. I’ve heard tales of wayward nights that could only be supplemented by eel rolls, of impossible geometric demonstrations coming to light only under these very fluorescents. I had visited the restaurant when it was still Rockin Roll Cajun and found it to be an elusive space. There had been two different music sources playing different songs, and a jukebox app where you could pay to play even more music. I could not let this be my first and only impression of the location, and especially since they rebranded, I wanted to see how things look now. The spirit required that I investigate such sanctified grounds and learn what makes this the night spot it is. However, I find that this place does fill a very specific niche in the Johnnie restaurant repertoire. The space itself is hard to describe. There seems to be three different interior aesthetic themes happening, and none of them work well together. The most off-putting was the nautical decorations sparsely distributed around the otherwise neutral room. I get that we are in Annapolis, but that doesn’t mean every restaurant needs to have a helm mounted to the wall. As Daniel and I were eating, we were trying to get a read on what exactly the atmosphere of the place was. We were talking about it so much that we even tried to distract ourselves with some forced gossip, but to no avail. It was so sterile, yet so overwhelming in its lack of theme. The atmosphere is that there is no atmosphere, dare I say liminal. Alongside me was none other than the benevolent editorin-chief himself, Daniel Nathan. Parched we were, so our immediate inquiry was about their selection of “juices.” But alas! They have not yet acquired a “juice” license, so this would not be a recommendation if you’re looking for freshly squeezed juice. We left to find some and came back to eat. We ordered a plethora of food: two specialty rolls, gyoza, and a teriyaki bento box recommended to us by two underclassmen who we ran into upon entering the restaurant. However, there is a place for such locations in a college student's life. Sometimes, after a long day of doing schoolwork, I don’t want to go to a “restaurant.” I just want to grab some tasty food. This is the place to go on days like that, as the space frees itself from any true framework and allows us to make it what we need it to be. If you’re planning on taking a special someone here, I would caution that this is a third or fourth date location. Again, there is no “vibe” at all about this place. If you’re looking to impress, find The food was overall fairly good, though one of the rolls, a something else, but if you need a quick, reasonably priced spider roll, was a little underwhelming. The bento box had meal, this is the place to go. 34 �πόλις the Gadfly February 6, 2023 35 �THE STUDENT NEWSPAPER OF ST. JOHN’S COLLEGE Founded in 1980, the Gadfly is the student newsmagazine distributed to over 600 students, faculty, staff, and alumni of the Annapolis campus. Opinions expressed within are the responsibility of the author(s). The Gadfly reserves the right to accept, reject, and edit submissions in any way necessary to publish a professional, informative, and thought provoking newsmagazine. Submissions sent to the Gadfly should either be in Google Docs or JPEG format. For more information, contact the editor via email at djnathan@sjc.edu 6 0 COLLEGE AVENUE ANNAPOLIS, MARYLAND 21401 Images without a listed source are from the St. John's College Digital Archives. St. John's College owns the rights to these photographs. 36 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The Gadfly</em> Description An account of the resource Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> 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 thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 36 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Gadfly, Vol. XLIV, Issue 8 Description An account of the resource Volume XLIV, Issue 8 of The Gadfly. Published March 1, 2023. Creator An entity primarily responsible for making the resource Nathan, Daniel (Editor-in-Chief) Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2023-03-01 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 College students' writings--Periodicals College student newspapers and periodicals St. John's College--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Gadfly Vol XLIV Issue 8 Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/733c5be38629548eb774c8a1ce6db2ee.pdf dba2b383e1d7c1b775a2b6ddb473cc14 PDF Text Text -------- ----~-- ~- - ----- No. 3 VOLUME XX Bulletin of ST. JOHN'S COLLEGE REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO SEPTEMBER, 1968 Founded as King William's School, 1696. Chartered as St. John's College, 1784 �Volume XX SEPTEMBER, 1968 Number 3 Published four times a year in April, July, September and December. Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: Changing times produce new fads and fashions on the college campus just as in the market place. Only two decades ago the byword was "general education," a brave movement which foundered on survey courses and professional attachment to fields of specialization. More recently, colleges have become concerned with the "mix" of their student bodies. This apparently means assuring proper representation of rich and poor, male and female, white and black, scholarly and athletic, and so on. Another newly discovered desideratum in higher learning is "dialogue." I presume that this simply means that different people talk with each other, admittedly an essential feature of education, but one that is sometimes overlooked in the contemporary reliance upon the lecture amphitheater, closed circuit television, ano the ubiquitous computer. Now in 1968 the magic word seems to be "relevance." Numbers of students complain that the cours~s they are subjected to have no relevance to the world in which they live. They seem to want to live exclusively in the here and the now. They are threatened by the draft, frustrated by the machinations of politicians, concerned at the slow pace of the civil rights movement, sympathetic with the plight of the ghetto-dwellers, and disillusioned with the seeming hypocrisy of the adult world. Many students discover no relationship between their studies and the practical pressing problems of the world around them. In dissatisfaction they desert the classroom for VISTA and the Peace Corps or rally to the activist cause by demonstrating against Vietnam or by occupying the harassed president's office. I recall Mark Van Doren's hypothetical institution, in which the sole requirement of its students was to read two hundred books, all of them acknowledged masterpieces. Three groups of students who enrolled in that institution left almost immediately, for they had entered by mistake. The first group left because they lacked the freedom to read what they pleased and therefore could not "develop their personalities"; the second because their previous diet of outlines, introductions, excerpts, and histories of thought had atrophied their ability to read. Then there was a final group of pedantic youngsters who snorted at the reading list because it was not contemporary. They wanted as swift an introduction as possible to the civilization about them. To the reply that this was that, they were very scornful as they scurried off to become freshmen in some up-to-date college where field trips to factories alternated in the weekly schedule with lectures on large and immediate subjects. • 1 • �Is education-and especially liberal education-relevant today? More specifically, just how relevant is the St. John's brand of liberal education? If by relevance we mean pertinence to living a life in the late Twentieth Century, then it is my conviction that true liberal education, as it is imperfectly and yet honestly approached on the two St. John's campuses, is highly relevant. First I would tum to the books themselves, the books which we read and discuss over the four years. Their authors are sometimes called the Great Teachers, the most senior members of the St. John's Faculty. Parenthetically, I would note that they have no permanent tenure here; their terms depend upon the viability and the persisting freshness of their ideas-ideas formulated perhaps in the Fourth Century B.C. or in the Middle Ages but equally pertinent to us and to our situation today. Men are men, and they have always confronted the problems of family and government, law and justice, war and peace, education and change. Modes of living change as the wheel, steam power, electricity, radio waves, or atomic fission have their impact, but, surprisingly perhaps, the books still speak in relevant terms. This is an election year. Read Alexis de Tocqueville's pre-TV analysis, as he described the American political scene in 1835: I am inclined to attribute the singular paucity of distinguished political characters to the ever-increasing activity of the despotism of the majority in the United States. Or consider the same observer's view of the confrontation of the two great present-day nation protagonists: There are, at the present time, two great nations in the world which seem to tend toward the same end, although they started from different points: I allude to the Russians and the Americans . . . . Each of them seems to be marked out by the will of Heaven to sway the destinies of half the globe. As to urban problems, Plato over two millennia ago well characterized the plight of our cities today: A city is not one but two cities, the one of poor, the other of rich men; and they are living on the same spot and always conspiring against one another. Even the generation gap receives attention. Plato deplored "the present style of admonition, which only tells them the young ought always to be reverential." Instead he advised parents, The best way of training the young is to train yourself at the same time; not to admonish them, but to be always carrying out your own admonitions in practice. • 2 • �Samuel John much later wrote with some prescience of certain current college students: The mental disease of the present generation is impatience of study, contempt of the great masters of ancient wisdom, and a disposition to rely wholly upon unassisted genius and natural sagacity. The Great Books of course do not always provide apt quotations like these. The real value of the books resides in their effect upon us and upon our thinking. Somehow the difficulties and problems now confronting us appear somewhat different after we have read these books. From this reading and discussion we gain new insights that enable us to approach current problems more intelligently and more imaginatively. But the relevance of the St. John's Program goes beyond the content of the books themselves. In the seminar, and the tutorials as well, the concern of the College is with the processes of thinking. As all of us-tutor-s and students alike-seek to understand and develop an idea or a mathematical theorem, as we translate a passage of Greek or French into clear and precise English, as we move from particulars in the laboratory to hypotheses and scientific laws, our reasoning powers are enhanced and refined. Thirty-one years of experience with teaching the St. John's Program has enabled the Deans and the Faculty to evolve a curriculum well designed to inculcate in the learning mind the liberal or liberating skills which are the birthright of every man. No curriculum and no individual course can anticipate the information and the special skills which a world in rapid flux may well require of any individual a decade after he has left the comfortable confines of the college campus. Instead, the best guarantee for the future is a well-disciplined and highly versatile mind which can function freely and effectively. Such a mind is capable of tackling new and unfamiliar problems; it can analyze situations and define alternatives; it distinguishes fact from propaganda; it is likely to make right decisions; it can communicate with others clearly and persuasively; it has developed a degree of competency in both the languages which all men use, the language of words and the language of numbers. Such a mind is best prepared to undertake the demands of a specific vocation or profession, to serve the state as citizen or official, and to seek intelligent solutions to the vast and intricate problems which can never be resolved by demonstrations and picket lines. The acquisition of the intellectual skills would appear to be a highly relevant activity. Third and finally, the relevance of the St. John's curriculum arises from its concern for each individual student. A liberal education, and especially a St. John's education, is education for • 3 • �privacy, and therefore of maximum relevance to each person. Each of us is inescapably sentenced to live with himself for the balance of his natural life. This can be a happy prospect or an impending disaster. Far too many adults have never learned to live with themselves. They must constantly seek escape in gregarious activity, in fun and games, or in spectatorship at the ball park or before the television screen. They lack the inner resources to use their leisure, as man by nature should. If St. John's .College succeeds in its chosen task, it will have stimulated a love of learning for learning's sake, a voracious appetite for reading good books, an appreciation of good music, and a readiness to engage in genuine conversation about subjects that matter. The inculcation of such habits and tastes will make the next five or six decades of its students' lives not only bearable but satisfying and stimulating. Even more importantly, St. John's aids each student to discover who he is and what it is to be a man. During these four years he confronts many of the persisting and almost unanswerable human questions which have puzzled men in all ages. The books concern themselves with these questions. One may agree or disagree with the positions which the Great Teachers take. The point is that the questions about man's existence, his world and his God must be asked, and that answers must be sought. This is essentially a philosophical enterprise, entered upon not for the sake of argument, but rather in the serious quest for truth- so that each student will know how he wishes to live his life and what values matter to him. To avoid such an enterprise during these four college years would indeed make his educational experience one of profound irrelevance. Instructional Matters Certain proposals were advanced during the year to modify the curriculum in order to make it appear less formidable and more contemporary to prospective students. A second recommendation was the admission of transfer students from other institutions with advanced standing. Both of these matters were discussed at length in three joint meetings of the Instruction Committee and an ad hoc committee of the Board. At the same time a study of the St. John's admissions office and its procedures was made by John Hoy, Dean of Admissions at Wesleyan University, and Monroe Bush, a former staff member of Old Dominion Foundation. One of the first concrete results of these discussions and of this report was a complete revision of the College Catalogue. Every effort was made to stress the freshness and the relevance of the St. John's program on the contemporary scene without sacrifice of the unique character of the Catalogue. An effort was made to state in persuasive • 4 . �rhetoric the particular attractions of the St. John's program for the young high school graduate. The format of the Catalogue was revamped, and a new contemporary type face was used. A second product of these conversations was a decision by the Instruction Committee that students who had had at least one year of creditable work in appropriate subjects at another institution and wished to transfer to St. John's College might complete- their course of study in three years and one summer. It was agreed that the first and second years of the Program should remain as they are and that the third and fourth years might be condensed into a year and a summer for such transfer students. This new plan goes into effect this fall. Meanwhile, a February class of fifteen men and four women was admitted on the Annapolis campus and completed its second semester this past summer in Santa Fe. The group appeared to be of high caliber and seemed to justify the experimental plan approved by the Instruction Committee last year. The Teaching Faculty The Dean reports that learning and teaching on the Annapolis campus were better than usual. He attributes 'this to the small number of new tutorial appointees and to the increasing experience of the many able men and women who have joined the faculty in recent years. He admits the difficulty of finding evidence of the quality of teaching, but cites as one source conversations with tutors. Their talk about their work provides an indication of the level of competent understanding which they have achieved. A second obvious source of evidence is student criticism. Complaints about individual tutors were far fewer than in other years. For the coming academic year, the following new appointments have been made on the Annapolis campus: Harvey Flaumenhaft, a political scientist from the University of Chicago who has taught at Wheaton College; Harry Golding, who has an M.S. degree in Chemistry from Northwestern University and most recently headed the Natural Science Division of Shimer College; and Edwin Hopkins, who has just received the Ph.D. degree in Philosophy from Duke University. John Gump, who has served capably as Assistant Dean and Tutor for the past four years, is leaving the College to undertake work for his doctorate. Thomas K. Simpson and Edward Sparrow were on sabbatical leave during the past year, and Eva Brann was on partial sabbatical. For the coming academic year Alvin N. Main and Edward M. Wyatt have been granted sabbatical leaves, and Eva Brann will complete her sabbatical. Other leaves for 1968-69 have been granted to George M. Berry, Jr., to Robert D. Sacks, who will teach at St. Mary's College in California, and to Thomas K. Simpson, who will devote two-thirds of his time to development work at the Key School. • 5 • �For Santa Fe, an exceptionally large contingent of new tutors has been appointed for the fall of 1968. Their training will pose a serious problem for the coming year, though fortunately two of their number did undergraduate work at St. John's. Those appointed are Elizabeth F. Gilbert, who holds a doctorate in Botany from the University of Michigan; R. Thomas Harris, Jr., with a Ph.D. in Mathematics from the University of Illinois; Michael Mechau, a St. John's graduate with a master's degree from the University of Chicago in Political Science; John C. Rodgers, with an M.A. from Indiana in Philosophy; Barnett J. Sokol, who has both the B.S. and M.A. degrees from California; George N. Stanciu, a physicist from Los Alamos, whose doctorate was earned at the University of Michigan; Genevieve Townsend, who has completed her master's degree in English at the University of New Mexico; and Lenke Vietorisz, a St. John's alumna with a licentiate in Mediaeval Studies from the Pontifical Institute in Toronto, Canada. John T. Rule, a retired Dean at the Massachusetts Institute of Technology, has been appointed a parttime tutor for the coming year. Alan B. Cotler, with an A.B. from the University of California at Los Angeles, has been appointed a teaching intern. At the end of the academic year the Santa Fe campus lost the services of two tutors, who left to accept positions elsewhere, Donald J. Brady and Thomas H. Jameson. Thomas J. Slakey has been granted sabbatical leave for the coming academic year. Clarence J. Kramer will be on leave of absence, as well as Henry N. Larom, who accepted a short-term appointment with the Peace Corps in Africa. Four of the most senior and most experienced tutors on the Annapolis Faculty retired at the end of the academic year. Ford K. Brown first joined the St. John's Faculty as Associate Professor of English in 1925. He served a period of active duty with the U. S. Navy during World War II and was on the staff of General Lewis Hershey in Selective Service. William Kyle Smith came to St. John's College in 1942 from the University of Virginia. For all but seven of the past twenty-six years he has been Assistant Dean as well as tutor. Both Mr. Brown and Mr. Smith held Addison Mullikin Tutorships. Simon Kaplan studied and taught in European universities in Germany, the Soviet Union, Austria and Paris before seeking refuge in this country. He joined the St. John's Faculty as a visiting scholar in 1942 and became a tutor the following year. He is known to generations of St. John's students for his extracurricular Bible classes on the Old Testament. Iola R. Scofield joined her husband on the St. John's Faculty in 1954, three years after the admission of women to St. John's College. Previous to that date she had taught at the University of California, at New York University, and at University College in the University of Chicago. St. John's College records a • 6 • �deep debt of gratitude to all four of these tutors for the stimulus of their teaching and for the unselfishness of their devotion to their sudents and to the College. First Santa Fe Commencement For the first time in the long history of St. John's College there were two commencements. On June 2nd thirty-four members of the charter class of 1968 received their diplomas on the Santa Fe campus. One week later forty-seven seniors were awarded their Bachelor of Arts degrees on the Annapolis campus. With completion of the first four-year cycle on the campus in the Southwest, the members of the Board of Visitors and Governors can be justifiably proud of having achieved their objectives of seven years ago-to expand the usefulness of St. John's College through mitosis without sacrificing the essential benefits of smallness. The St. John's Student It is a curious anomaly that attrition on the Santa Fe campus was remarkably low, while that on the Annapolis campus was the highest in some years. Registration, in general, was slightly lower than in the preceding academic year, 486 students as compared with the previous year's 501. The distribution of the several classes was as follows: Annapolis Freshmen February Freshmen Sophomores Juniors Seniors Totals Santa Fe Freshmen Sophomores Juniors Seniors Totals Grand Total Men 56 15 49 31 34 Women 46 4 36 25 20 Total 102 19 85 56 54 185 131 316 28 20 28 19 27 20 12 16 55 40 40 35 95 75 170 280 206 486 .7 . �St. John's was fortunate in escaping the more dramatic forms of student unrest and rebellion that seem to characterize so many American campuses. For the most part, relations among students, tutors and the administration continue to be informal and cordial. It is interesting to note that, following long study and discussion, the Rules of Residence on both campuses were liberalized to permit visiting in men's and women's dormitories within certain specific hours. Every effort will be made by the administration and the faculty to encourage the students to use these new privileges in a responsible and beneficial way. Student health both at Annapolis and at Santa Fe seemed to be generally good. There were more than 1,000 visits to the dispensary on the Annapolis campus, but less than two dozen admissions to the infirmary. On the Santa Fe campus this was the first full year of use for the new infirmary building, and both Dr. Julius L. Wilson, the College Physician, and Mrs. Peggy Elrington, the College Nurse, report that it is both functional and pleasant. Psychological counselling was available again this year on both campuses, Stuart Boyd, one of the tutors, serving helpfully on the Santa Fe campus, while student problems in Annapolis were referred to Dr. Robert Ward of ' the Johns Hopkins Hospital and Baltimore City Hospitals. Upturn in Admissions The general improvement in the admissions situation on both campuses is graphically demonstrated by comparative figures for the past five years: Annapolis 1964 1965 1966 1967 1968 Applications Received 312 295 254 209 254 Santa Fe 1964 1965 1966 1967 1968 128 144 115 92 206 Applications Approved 224 200 222 180 184 88 112 98 77 159 Freshmen Enrolled 123 116 119 102 129 83 87 73 55 119 The sharp increase in both applications and freshman entrants at Santa Fe can be attributed largely to the effective work of Mr. Price, • 8 • �the new Director, and the excellent staff working with him, Gerald Zollars, Assistant Director, and Geraldine Foster and Julia Koontz, secretaries. The office is administratively sound and functions creatively and independently. The Bush-Hoy Report produced a number of helpful suggestions which were adopted by both Mr. Price and James Tolbert, Director of Admissions on the Annapolis campus. Perhaps the most helpful and promising development was involvement of over 300 alumni in active recruitment of new students. The College is grateful to each alumnus who interviewed prospective students in this program. Their work throughout the country was clear evidence of the continuing interest of alumni in St. John's and of their commitment to its philosophy of education. At Santa Fe the first year of the new Southwestern Scholars Program yielded over two hundred nominees, of whom 26 were finally awarded scholarships. This program, supported by individual Board members and by a generous grant from the Hattie M. Strong Foundation, accomplished its principal purpose of stimulating greater interest in the new St. John's in states of the Southwest. Analysis of origins of applications this year showed 61 from New Mexico, compared to seven in 1967; 15 from Colorado, compared with six last year; 11 from Arizona, as contrasted with two a year ago. Other states showing marked increases were Illinois (11), New York (10), and Massachusetts ( 8) . Progress of the Two Libraries A contract was awarded in May to W. H. Ward Contractors, Inc., for reconstruction of Woodward Hall on the Annapolis campus. Work began in June on sinking new foundations under the present structure so that the basement will now provide two full stack floors. These will extend outside the present walls of the building into a low annex along King George Street. The entire building is being gutted and a new roof is being installed. Both the west reading room on the first floor and the King William Room on the second floor will be restored in such a way as to retain their traditional atmosphere, but the entire building will be much more functional and attractive when the reconstruction is completed in the spring of 1969. The total project is estimated to cost over a half million dollars. It is completely funded, thanks to gifts from alumni and friends, as well as to helpful grants from the Hodson Trust and from the Maryland and Federal Governments. Unhappily, no matching funds were found on the Santa Fe campus to enable the College to claim a proffered federal grant of $311,000 toward the construction of the much needed library and fine arts building. These funds were released by the College in the • 9 • �spring of 1968. Hopefully, they may be claimed again when the College is successful in raising the matching monies. Meanwhile, the Santa Fe library collection has grown to 15,000 books, phono-discs, phono-tapes and musical scores, in spite of the problem of a divided operation. The main library is still located in the future college bookstore in the Student Center. The mathematics, science and music collections have been moved into temporary space on the first floor of Calliope House in the women's dormitory complex. The Santa Fe Deanship Clarence J. Kramer, first Dean of the Santa Fe campus, resigned his administrative duties at the end of the academic year for personal reasons. He deserves the gratitude of the College for his tireless efforts over the past four years in welding together a new faculty, in working with students, and in developing traditions for the new campus. Mr. Kramer goes on leave for the coming academic year and then expects to return to the Faculty. The new Dean, William A. Darkey, is a graduate of St. John's College in the Class of 1942. He received an M.A. in English and Comparative Literature at Columbia University and since 1949 has been a tutor at St. John's College. In 1961 Mr. Darkey was a member of the faculty site committee which recommended Santa Fe as the location for the new St. John's. Appropriately, he joined the western- faculty when the new campus opened in 1964 and has, since that time, served as Director of Adult Education in addition to his undergraduate teaching responsibilities. Mr. Darkey's appointment has been well received by tutors and students alike. Other Administrative Personnel Following the resignation of John Gump to pursue postgraduate work, Charles Finch was appointed Assistant Dean on the Annapolis campus for the coming academic year. Other administrative appointments at Annapolis included Miss Ann Wright, replacing Mrs. Candida Allanbrook as Assistant Librarian; Mrs. Christiana White, Secretary to the Dean, replacing Mrs. Louise McCarthy; Mrs. Susan Platt, Secretary in the Admissions Office; Everett Whitehead, Music Librarian, replacing Mrs. Deborah Massell; and Miss Phyllis Doyle, Laboratory Technician, replacing Mrs. Alice Kurs. Mrs. Annabelle Harris, Miss Carol German and Mrs. Mary Miller, all staff members of the Development Office, Miss Mary Warner, Secretary in the Assistant Dean's Office. and Mrs. Eileen Doolittle, Secretary in the Peace Corps Office, all left the service of the College in the course of the year. At Santa Fe the principal administrative appointment was that of Kirk Tuttle as Treasurer of the College. Mr. Tuttle had been head of • 10 • �an advertising firm in Cleveland, Ohio, and took early retirement to assume the western treasurership. He succeeded Wilbur J. Hannon, who resigned in September. Mr. Tuttle has already shown a high degree of administrative skill and has won the confidence and friendship of both tutors and students. Other appointments on the Santa Fe campus are: Mrs. Virginia F. Robertson, Assistant to the Director of Development; Mrs. Louise Tamotzu, Secretary to the Director of Development; Mrs. Holly Tani, Library Assistant; Mrs. Patricia Atkisson, Bookstore Manager, succeeding Mrs. June Greene; Mrs. Margaret Gonzales. Cashier; Mrs. Dorothy Farley, Bookkeeper in the Treasurer's Office; and Mrs. Arlette Keir, part-time secretary in the Dean's Office. Alumni Activities The year was characterized by a much greater involvement of alumni in the affairs of the College, thanks largely to the initiative of Jack Carr, of the Class of 1950, outgoing President of the St. John's Alumni Association. His appointment of an Alumni-CollegeStudent Relations Committee resulted in a number of helpful developments, such as alumni assistance in student recruitment, a panel discussion on graduate schools to inform juniors and seniors, and inauguration of the Alumni Lecture Series, the first of which was given by Christian Hovde, of the Class of 1945. It seems clear that better understanding has been brought about and a closer relationship developed between the College and its alumni. Julius Rosenberg, of the Class of 1938, was elected President of the Association at Homecoming in the fall. Philip I. Bowman, of the Class of 1931, and W. Bernard Fleischmann, of the Class of 1950, were elected to three-year terms on the Board of Visitors and Governors, replacing John D. Alexander, of the Class of 1953, and Joseph L. Bean, of the Class of 1932, who had completed two consecutive terms. Thomas L. Parran, Jr., of the Classes of 1942 and 1959, continues to work constructively as Director of Alumni Relations. Publication of a new Alumni Register was one of the major accomplishments of the Alumni Office during the year. Graduate Institute in Liberal Education The second summer of the Graduate Institute in Liberal Education was even more successful than the first. Elliott Zuckerman, Annapolis Tutor, succeeded Robert Goldwin as Director of the Institute and maintained a high enthusiasm among the participants. Enrollment practically tripled this summer, with 91 teachers and other adults registered for the M.A. program. This summer, for the first time, the second and third sequences of readings were offered, those in Literature and Poetry and in • 11 • �Philosophy and Theology. The sequence in Politics and Society was repeated. Only in 1969 will the fourth and final sequence be offered, that in Mathematics and Science. Eight tutors from Annapolis taught in the eight-week program, as well as five from Santa Fe. Jacob Klein and Eva Brann of the Annapolis Faculty were visiting tutors for a fortnight. Alfred Kazin, Distinguished Professor of English ·at the New York State University at Stony Brook, gave two general public lectures, which were well received. Again the Graduate Institute was materially aided by helpful fellowship programs which made it possible for a large number of teachers to attend from inner-core city schools. There were twelve Hoffberger Fellows from Baltimore, eight of them returning for a second summer. Twelve new fellows were appointed from Washington, D.C., six each on generous grants from the Cafritz Foundation and from the George Bunker Foundation. The Richardson Fund of New York City also made a helpful grant of ,$5,000, which was used for general financial assistance to participating teachers. These several foundation grants proved of great value, since the major sustaining commitment from the Carnegie Corporation of New York was reserved exclusively for the overall support of the Graduate Institute. Finances Lower student enrollment, unanticipated expenditures, and a relatively small flow of current gifts caused the Annapolis campus to close the fiscal year with a deficit of $25,433. Income for the year amounted to $1,457,384, as compared to the budget figure of $1,453,512. Actual expenditures totaled $1,482,816, considerably more than the budget of $1,453,512. The deficit would have been even larger had not the sum of $41,603, representing one-third of gains realized on the sale of securities, been included in current income. To return the Annapolis campus to a sound fiscal position four steps are being undertaken. First, every effort will be made to effect economies within the budget for the coming year. Second, active work has been undertaken to develop one or more summer programs to carry the College's normal overhead during this slack period of the year. Third, a better coordinated plan for annual gifts by alumni and friends will be undertaken. Finally, the Board has adopted a new investment policy whereby a larger yield will be achieved on the endowment portfolio without sacrifice of growth. The Santa Fe campus faced a seemingly impossible task, since its regular and capital budgeted expenditures were estimated at $1,224,993, while only $573,145 was anticipated in normal income. I am happy to report that unrestricted gifts were received in suffi• 12 I JJ • �cient number and amount so that the year ended with a modest excess of income over expenditures and appropriations. The total expended for the normal operations of the College amounted to $939,917. The summer programs required $60,892; debt service on both longand short-term notes came to $162,841; capital items amounted to $35,682. The total expended for current purposes and appropriations thus amounted to $1, 199 ,269, while current income totaled approximately the same amount. It may provide perspective on the overall financial situation of the Santa Fe campus to review the aggregate of the monies expended for all purposes and the sources of these funds since the inception of the new campus: Source of Funds, 1961-1968 Student Fees (Tuition, Room & Board) Income from Investments . Federal Grants Gifts and Grants .. .. . . .. .. . ... . . .. . Annuities .. .. .. .... . . . .. ... . . . . . . Miscellaneous ................ Borrowings Annapolis Loan . .. . . . ....... .. . . 1964 Dormitory Loan .. .... ..... . 1965 Dormitory Loan . . .. . . . .... . First National Bank, Santa Fe. $1,486,816 10,977 209,961 3,749,083 250,000 89,190 1,461,000 876,000 900,000 250,000 $9,283,027 Application of Funds, 1961-1968 Invested in Plant Land and Improvements . . . . . . . . . Buildings Equipment & Furnishings . Library Books .......... Other Land and Buildings . . . . . .. . . $ 260,580 4,775,739 346,216 59,600 85,676 5,527,811 Unexpended Capital Funds . .. . ... . . . Endowment Funds . . .. . ... . . . . ... . Current Operating Budgets 1961-64 (Preparatory years) 1964-65 . . ..... ... . . .. .... .. . . . 1965-66 . . . . ... . . . . . . . . . . . . .. . . 1966-67 . .. . .. . . .... . . . . 1967-68 ... . .. .. . . .. .. . . .. . . . 6,093 40,739 198,800 491,100 752,115 921,688 1,092,658 3,456,361 Other Projects Federal Programs .. . . . . . . . . .. . . Peace Corps Program . . .. . . . . . . . . Summer Institute . . . .. . . .. . . . . .. . 46,501 146,033 60,489 252,023 $9,283,027 • 13 • �Western Consolidation Campaign In January a decision was reached to move the headquarters for the Western Consolidation Campaign to Santa Fe and to place responsibility for this program upon Frank McGuire, who was promoted to be Director of Development. The fund-raising drive received new impetus under Mr. McGuire's leadership. Gifts and pledges from members of the Board reached a total of $2,430,000. The first major foundation commitment was received from the Arthur Vining Davis Foundation of Miami, Florida, $50,000 annually for four years in the Foundations' Living Endowment Program. Finally, mention should be made of the College's first annual giving effort in the Santa Fe area. A total of $26,000 has been raised toward a goal of $40,000 within the calendar year 1968. An important part of the Development Office's work has been in the area of public relations and information. Three' issues of the newsletter Progress were published and news releases and features sent to local and national media. Boards of Associates were activated in Santa Fe, Los Alamos, Albuquerque, and Denver. These citizens' groups performed important work in interpreting the College to the broader community, in helping with scholarship activities, in planning Commencement events, and in working with the Director of Development in raising funds. A decision has now been reached to extend the period of the Western Consolidation Campaign to June 30, 1971. The goal for the coming three years will be $3,896,000: the endowment of three tutorial chairs, $1,200, 000; lectureship and concert endowments, $275.000; library endowment, $125,000; scholarship endowment, $400,000; a physical education center, including gymnasium and swimming pool, $1,000,000; and funds to underwrite current operations through June 30, 1971, as well as to clear the current bank loan, $896,000. Gifts, Grants and Bequests For the year just ended the aggregate of gifts, grants, and bequests to the Annapolis campus was $406,630. Nearly three-quarters of this represented additions to the permanent endowment funds of the College. One hundred and fourteen alumni contributed an average of nearly $150 each toward the endowment, while four bequests were received as follows: Walter I. Dawkins. of the Class of 1880, $57,649; Sprignel P. Wiley, of the Class of 1897, $7,542; the Reverend William L. Mayo, of the Class of 1899, $334; and Charles E. Athey, of the Class of 1931, $5,000. Old Dominion Foundation again generously matched contributions for endowment purposes, thus contributing a further $144,502 to the St. John's permanent funds. · A total of $62.137 was received for current purposes: $13,875 from alumni, $17,132 from Maryland and other • 14 • �business companies through the Association of Independent Colleges in Maryland, $20,000 from the Hodson Trust, $6,625 from friends, and $4,405 from corporations. A total of $40,017 was received toward the renovation and addition to Woodward Hall, and $15,472 toward the cost of a future men's dormitory to be known as Harrison House. All those who have contributed so generously to both St. John's campuses this past year- alumni, friends, foundations, and corporations- have had a significant part in this ongoing educational venture. Those of us within the College are deeply mindful of the important role which all of our supporters play in the College. It is a debt of gratitude that we can repay only by our own devotion and commitment to these two small communities of learning. * * * * * Fortunately the year has enabled me to complete certain outside commitments, thus freeing me for greater activity on behalf of the College. In January I presided over the annual meetings of the Association of American Colleges in Minneapolis and then yielded the gavel to my successor. I continue as a member of the Board of Directors of the Association for this final year. In March I completed my term of service as Vice Chairman of the Independent College Funds of America. My main task over the past year was to chair the Search Committee which discovered and recommended the new President of that organization. My duties as Chairman of the Maryland Commission on the Capital City continue. This coordinating body has a great opportunity to effect the orderly development of Annapolis as State Capital, as County seat, as a city in its own right, and as home of both the United States Naval Academy and St. John's College. During the year ahead the Santa Fe campus will undergo evaluation by the North Central Association of Colleges and Secondary Schools. A team will arrive on campus in the spring, and a decision on accreditation will be rendered in July. At that time accreditation of the western campus by the Middle States Association will cease. There is real challenge to all of us in the forthcoming North Central visit. We must bend every effort to consolidate our enrollment gains, to move forward the Western Consolidation Campaign, to preserve the viability of the parent campus in Annapolis, and above all, to foster the searching, the questioning and the reasoning which so distinguish a St. John's education. RICHARD September 3, 1968 President • 15 • D. WEIGLE �ST. JOHN'S Annapolis, BALANCE SHEET, ASSETS CURRENT FUNDS Unrestricted Cash . .... .. ....... . ................................. . Accounts Receivable ............. .... .... . ..... . .. . ... . Sundry Receivables .. ... ..... .. . .. ... . .. . . ... ....... . . . Inventory-Bookstore .... . .. . . . ....................... . Total... ..... . . ... . ....... . . .. . . . . . ... ... . .. . ..... $ 75,279 2,193 38,779 24, 154 $ 140, 405 Restricted Cash ... ...... . . . .. .... . . . ..... . ..................... . Loans Receivable . .... .. ......... .. .... . ....... . ...... . Investments . ........ . . ... ....... .. . .. . . ........ .. .... . 82,966 90, 153 9,869 Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 182, 988 Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 323, 393 $ 43,074 1,548,428 42,293 7,033,809 7,041 ENDOWMENT FUNDS Cash ... ....... .. .. ..... . ..... .. ... . ......... . ....... . Accounts and Notes Receivable . . . . .. .. . .... . . ..... .. .. . . Matching Funds and Pledges Receivable . . . . ....... . ..... . Investments at Cost . .............. ... ... .. . ... . ... ... . . Accrued Income . ......... .... .. . . .. . . ........... . ... . . Total Endowment Funds .. ... . .. . .. . . ... ........ .. . $ 8 ,674,645 PLANT FUNDS Cash .. . ......... . .... . ....... ... ...... . . . ........ . . . . Land and Campus Development .. ..... . ....... . . .... . .. . Building and Improvements . . .... . ......... . .... . ...... . Equipment .. ............ .. . . . . .. . .. . . . .. . ...... . ... . . . $ 328,398 363,505 4,537 , 666 389,367 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 618, 936 Total Funds... . .. . .. .. . ... ......... . ... . ... ... .... $14,616,974 16 • �COLLEGE Maryland June 30, 1968 LIABILITIES AND CAPITAL CURRENT FUNDS Unrestricted Notes Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accounts Payable .. ............. . . .. ....... . .... . . . .. . . Due to other Funds ..... . .. . ....... .. . .. .. . ....... . ... . Student Advance Deposits ...... . . .. . . . .. .. . ........... . $ 60,000 29, 120 8,508 28, 124 125,752 14,653 Reserve for Current Operations . . . . . . .. . ............ ... . . Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 140, 405 Restricted Advanced from U. S. Government . . . . . . . . . . . . . . . . . . . . . . . $ 79, 685 79,685 103 , 303 Fund Balance . .. . . .... . ...... .. ... . .. . . . .. . ...... . . . . . Total. . .. . . . ..... . ............... . .. . ..... . ... . . . . $ 182,988 Total Current Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 323, 393 ENDOWMENT FUNDS Principal-Income Expendable Unrestricted Endowments . . ............ . ... . ....... . ... . Restricted Endowments ........ . .... . .. . .... . . . ........ . Reservation of Profits-Sale of Securities . .. . .... ...... . . . Unexpended Income ... .. ........... . ... ... . . . .. ...... . . $ 6,283,354 886,876 1,496,333 8,082 Total Endowment Funds . .. ..... . .. .. . .. .......... . $ 8,674,645 PLANT FUNDS Funds Available for Plant Expansion. .. ........... ... .. .... Investment in Plant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 328,398 5, 290 , 538 Total Plant Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 618, 936 Total Funds... . ...... . .. . .. . ......... .. ........... $14,616,974 17 �ST. JOHN'S Santa Fe, BALANCE SHEET, ASSETS CURRENT FUNDS General Current Cash ... ... ............................. · ... · .······ Investments . . .. . .... ... ...... . ....... . ............. . Due from Other Funds ............................ .. . Notes and Accounts Receivable, less Reserve ........... . Deferred Expenditures ...... .. ..... . . ... ............. . Other Assets . . . . . . . .... . . . ... . ...... .. . .. . . ... . ... . . $ 81, 309. 81 50,000.00 7 ,341.08 2,946.39 30,373 .32 14,391 .10 $ 186,361 .70 $ 50,920.27 3,207.38 97' 261. 92 1,000.00 537.50 31,448.86 Total ............ .. ........... . .... . ... . ...... . . $ 184,375.93 Total Current Funds . . ....... ... ... ... . . ....... . . $ 370,737 .63 Total ..... . ................... . ... .. .......... . . Restricted Current Cash-Restricted ... . ......... .. .......... .. .... . .. . . Cash-Loan Fund .. . ......... .. ... . ............. . .. . Notes Receivable-Students ....... . .................. . United Student Aid Fund Deposit . .... .. . . .... . . . ... . . Investments .. . . . .. . .. . ............................. . Due from Current General Fund ..................... . ENDOWMENT FUNDS Cash . ..... . ....... . . . .. . .......... .. ........... . .. . Investments ... . .................................... . Note Receivable ..................... . . . .... . ....... . $ 33,729.03 2,218.75 4,790.87 Total Endowment Funds . .... . .. . . . .... .. ... .. .. . $ 40,738.65 ANNUITY FUNDS Due from Plant Funds............. . ................. . Total Annuity Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 250,000.00 $ 250, 000. 00 PLANT FUNDS Cash .. ..................................... . ..... . . Retirement of Indebtedness Funds ... . .... . . ... .. . . ... . Land and Land Improvements .. . .... . .............. .. . Buildings . . ....... ... . ........... ... .. .. .. . . . . . . . .. . Equipment and Furnishings ....... .. .. . . . .... . .. . . . . . . Library Books ... .... ...................... ... ...... . Other-Land and Buildings . ... .. .................... . $ 6,292.50 37 ,600 . 12 260,580.32 4,766,130.42 354,998 .23 59' 600.14 85,450.46 Total Plant Funds .... . .. . ....... . . . . . . . ......... $5,570,652 . 19 Total Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $6, 232, 128. 47 18 • �COLLEGE New Mexico June 30, 1968 LIABILITIES AND CAPITAL CURRENT FUNDS General Current Notes Payable ... .. ..... . .......................... . Accounts Payable and Accrued Expenditures . ... . ..... . Deferred Income . . ... .. . . . . .... . . . ..... .. . .. .. . .... . Total . ... . .. . .. .. ... . .. .. .......... ....... . . .. . Cumulative Fund Deficit for Years 1963-68 . . ......... . Total ... . . .. ..... . . . ....... . ........... . ...... . Restricted Current Fund Balances-Restricted .. .... . ........... .. .... . . . Loan Fund-Principal of Funds ... .. . ... . . . .. . .... . . . Total ........... . ......... . ......... . .. .. ... .. . $ 250,786.65 84,991.58 49,392.74 $ 385,170.97 (198,809 .27) $ 186,361. 70 $ 82,906.63 101,469 .30 $ 184,375 .93 ~ Total Current Funds .. .. .......... ... .......... . $ 370, 737.63 ENDOWMENT FUNDS Total Endowment Funds . . . . . . . . . . . . . . . . . . . . . . . . $ 40, 738 . 65 ANNUITY FUNDS Total Annuity Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 250, 000. 00 PLANT FUNDS Unexpended ...... . ............... . ... .. ..... . ....... . Retirement of Indebtedness Funds . .. ....... . . .. .. . ... . . Invested in Plant Dormitory Bonds of 1964 . ....... . ..... ... .. .. .... . . . Dormitory Bonds of 1966 . ........ . ................. . Notes Payable ..... . .. .. ........... .. ...... .. ..... . . Due to Other Funds ... . ... . ........ . ..... .. .... . .. . . From Contributions and Current Funds .... . .... . .. .. . $ 6,292.50 37 ,600.12 876,000 . 00 900,000.00 1,461,000 . 00 257,000.00 2,032,759.57 Total Plant Funds .. ... . ... ... ..... .. .......... . $5,570,652 . 19 Total Funds .... . ... . .................. .. ..... . . $6,232,128.47 19 • �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF REVENUE AND EXPENDITURES Fiscal Year Ended June 30, 1968 REVENUE Education and General Tuition Fees .. . . .. . ... .. ....... . ......... . .... . .. . .... . Adult Education .... . .. . ...... ... . . .. . ............ . . . . . . Endowment . ........... . . . ............. .. ...... .. ..... . State Appropriations ........................ . .......... . Miscellaneous ......... . .... .. ........ . ... . ............ . Transfer of Reserves .................... .. ... . ... . ..... . Total .. . ........ . .......... . .... . . ..... . ....... .. .. . Auxiliary Enterprises Dining Hall ........... . .. . ...... . ..... . ............. .. . Dormitories ............. . ...... . .. .. .......... . . .. .... . Bookstore .. . .. .... . .. ................. ..... ........ . . . . Coffee Shop ...... . .. . ..... . .......... .. . . .. . ......... . . $ 562,107 330 320, 144 92,511 19,421 40,000 $1,034,513 $ 137,140 128,462 28,809 1,028 Total .............. . ................... . ........ .. . $ 295,439 Other Non-Educational Revenue...................... . .... . $ 64,839 Gifts and Grants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 62, 592 Total Revenue . .. ..... . .... . .. . ........ . ... .. ..... . . $1,457,383 EXPENDITURES Education and General Administration ~ ... . . . .. . ...... . . . .. . ...... . ........ . .. . General .. ...... . .. . ........................... . .. . .... . Instruction ........ . .. . .. . .... . ............. . ....... . .. . Student Activities . .......... . .. .. .. . ................ . . . . Adult Education: ... . ........... . . . ............ . ....... . Plant Operation and Maintenance .... . ........... .. . . .... . Total.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 174,552 124, 112 567,930 11,969 1,203 269,297 $1, 149, 063 Auxiliary Enterprises Bookstore. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dining Hall . ..... . . . ............ . . . .. .. ........ . ...... . $ 33,087 115,431 Total.... . . . .. . .. . .... . . . .... . . ..... ............... $ 148,518 Other Non-Educational Expenditures Scholarships and Grants in Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . $ Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174, 008 11, 227 Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ Total Expenditures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $1, 482, 816 Expenditures in Excess of Revenue. . . . . . . . . . . . . . . . . . . . . . . . • 20 • $ 185, 235 25, 433 �ST. JOHN'S COLLEGE Santa Fe, New Mexico CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1968 INCOME Educational and General Tuition ... . ..... . . ... ... . ... ...... ...... .. ... . .... . Adult Education ...... . ..... . . . .. . .. . ... . .......... . Endowment . ..... . .... . .. .. .. . ... . . . ·. .. . .. ... . ... .. . Miscellaneous .. .... . ... .. .......... . .............. . $ 327,828.30 2,183 . 60 345.85 7,085.06 Total .. . . .. ...................... . .... . ..... . . . Auxiliary Enterprises Dining Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dormitories .... . ........... . ........... . .... ... .. . . Bookstore .. .... .. . ... . . . . . ...... .. . . .. . ... .... .... . $ 337,442.81 Total. ............ . .......... . ................ . Other Non-Educational Income .... : ................... . Gifts and Grants . ..................... .. . . . . . . ....... . Organized Activity Relating to Instructional Departments. $ 178, 735. 71 $ 36,938.50 $ 631,810 .80 18,224.65 Total Income . .................... . .. . ...... . .. . $1, 203, 152 .47 $ 83,948 . 27 76,973.50 17,813 .94 EXPENDITURES Educational and General Administrative and General .... . . . . . ....... . ...... . . . Instruction .. ........ . .......... .. ..... . ........... . Student Activities .................... .. . . ... . .... . . . Operation and Maintenance ... .. .... ... ... . ... . ..... . $ 217,851.27 430,627.30 10,684 . 79 122,752.17 Total ........ . . . ....... .. ........ . .. . ......... . Auxiliary Enterprises $ 781,915.53 g~~~ft~i~~: ::::::::::::::::::::::::::::::::::::::: $ 67,885.86 89,904 . 96 19,860.34 Total ....... . ..... . . .. .. .. ....... . .......... .. . Other Non-Educational Student Aid ... .. ..... . . . . . ... . . .. ..... . ... . .. .. ... . Interest . .... . .. ... ........ . . . . . .. . .. . ....... .. .... . Annuity Payments .. .. .... . . . ..... .. . . . . ... . .. . . . . . . Summer Program . ...... . . ... .... .. ........ . ..... . . . Organized Related Activities .... . . . ........ . .. . ..... . Miscellaneous . . . . . ...... ... ... .. ........ . . . .... . .. . $ 177 ,651.16 $ 88,813 . 79 72,936.52 7,500 . 00 2,243.63 20,249.61 1,943.73 Bookstore .... .. ............. . ........ . .... ... ..... . Total . . ....... . ...... . ........ .. . . .. ..... ..... . Total Expenditures ... ..... . ... . ... . . . . . ....... . $ 193,687.28 $1,153,253 .97 Appropriations For National Defense Student Loans . . . . . . . . . . . . . . . . . . For Capital Outlay ... . . . ........... .... . . .. . . . .. . .. . $ 2,685 . 00 43,330.28 Total Appropriations. . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 46, 015. 28 Total Expenditures and Appropriations . . . . . . . . . . . . $1, 199, 269. 25 Excess of Income over Expenditures and Appropriations. . . 21 $ 3,883.22 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS June 30, 1968 Old Dominion Gift Foundation of Donor Matching Gift TUTORSHIP ENDOWMENTS Addison E. Mullikin, 1895 ..... .. ........... . .. $1,989,953 $ 500,000 Arthur deTalma Valk, 1906 ...... . ... . ......... 150,215 150,000 $2,140,168 SCHOLARSHIP ENDOWMENTS Annapolis Self-Help . . .. .... . . ... . . . . . ........ . George M. Austin Memorial, 1908 . .... ..... . . . . . Chicago Regional ..... . .. . ......... . . . ...... . . Class of 1897 ................ ... ........ .. .... Class of 1898 ...... . .. .... .... . ............ .. . Corporal George E. Cuniff, III, 1930 . . . . . ... . . . . Faculty .... . . .. ........ . .... . ... . . . . . ... .. · · · John T. Harrison, 1907 . . .. . ... ... . . . . ..... .. . . Hillhouse High School, 1927 .. ...... .. ... . . . .... Richard H. Hodgson, 1906 .. ..... . .. . ........ . . Alfred Houston, 1906-Student Aid .. . . . . . ... . .. Houston Regional ........................ . .. .. Jesse H . Jones and Mary Gibbs Jones . . ......... Robert Edward and Margaret Larch Jones . .. .. . . Arthur E . Landers and Hilda Combs Landers ..... Massachusetts Regional ... . . . . . ..... .. . . .... . .. Philip A. Meyer, II, 1938 .. ... ...... . ..... . ... . Oklahoma Regional .. . .......... . ......... . ... Thomas Parran, 1911 ............... .. ......... Pittsburgh Regional . ...................... .. .. Reader's Digest Foundation ....... .. .. .. ... . ... Clifton H. Roehle ....... ..... . . .... . .... .. .. .. Clarence J. Stryker ... .......... ........... . . . . Friedrich J. von Schwerdtner ...... . .. ... ... ... . $ 650,000 $2,489,953 300,215 $2,790,168 15,000 25,000 3,070 8,672 87,933 135 18,886 25,025 8,667 150,250 13 , 500 500 36,000 21,821 1,000 22,685 19,362 26,000 6, 165 560 10,000 7,055 3,643 1 , 552 $ $ 512,481 $ 323,864 $ 24,849 4,211 $ 20,000 1,470 $ 44,849 5,681 $ 29,060 $ 21,470 $ 50,530 ALUMNI MEMORIAL ENDOWMENTS Granville Q. Adams, 1929 . . . .. . .. ...... . .... ... $ Charles Edwards Athey, 1931 . . .. . . . . ... . . . . .. .. Drew H. Beatty, 1903 . . . . . . ... . .. .. .. .. ....... Dr. William Brewer, 1823 .............. . ... .. .. Frederick W. Brune, 1874 ......... .. . . . .. ...... Henry Duvall Chambers, 1905 .. . .. . . . .... . ..... Henry M. Cooper, Jr., 1934 .. . ......... . . . ..... Walter I. Dawkins, 1880 . . ........ . . . . . . . . . . . . . 1,100 5,825 200 125 854 2,638 1,000 58,683 $ $ 1, 100 5,825 400 250 1,361 2,638 2,000 58,683 STUDENT LOAN FUND ENDOWMENTS George Friedland . . . . ............. . . . ... . ..... John David Pyle, 1962-Memorial .... .. ...... . . . 22 $ . 15,000 25,000 3,070 Total Fund $ 135 2,359 20,025 7,367 150,250 2,500 500 36,000 22,685 9,000 26,000 560 3,413 200 125 507 1,000 30,000 50,000 6,140 8,672 87,933 270 21,245 45,050 16,034 300, 500 16,000 1,000 72,000 21,821 1,000 45,370 28,362 52,000 6,165 1,120 10 , 000 7,055 7 , 056 1,552 $ 836,345 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT E N DOWMENT FUNDS June 30, 1968 Old Dominion Gift Foundation of Donor Matching Gift ALUMNI MEMORIAL ENDOWMENTS-Continued Robert F . Duer, Jr., 1921 . . .. . ......... . ..... . . $ 3,065 $ 335 In Honor of: Dr. Philip Edwards, 1898 .......... 1,135 985 Allen Lester Fowler, 1915 ..... . . . .. . ........ . .. 500 500 Charles W. Hass, 1927 . .. ....... . ......... . .... 40 658 Dr. Amos F. Hutchins, 1906 . .............. . . . .. 633 100 Clarence T . Johnson, 1909 ..................... Clifford L. Johnson, 1911 .......... . . . . ..... . . . 50 18,357 7,563 Helen Barnes Jones and Robert 0 . Jones, 1916 .. . 5,140 Dr. W. Oscar LaMotte, 1902 .. . ... . ............ 1,020 1,020 William Lentz, 1912 ............. . ............. Col. Harrison McAlpine, 1909 .......... . ... . .. . 325 325 286 James McClintock, 1965 ...... . .. . .... . . ... .... 400 Robert F. Maddox, 1876 ...... . . . . . ........ . .. . 12,219 William L. Mayo, 1899 ............ .. ....... . .. Ridgley P. Melvin, 1899 ..................... . . 100 100 5,000 5,000 William S. Morsell, 1922 (Athletic Fund) ... . . . .. John Mullan, 1847 ... : . . . ......... . ........ . .. 10,000 10,000 4,433 Walter C. Mylander, Jr., 1932 ... .. ........... . . 1,000 1,000 H. Keith Neville, 1905 ... . . .. .. . ......... .. .... Dr. John 0. Neustadt, 1939 ...... .. ... .. ....... 1,108 850 Blanchard Randall, 1874 . . . .. . . ..... . ....... . .. 330 Susan Irene Roberts, 1966 . . ................... . 197 100 Leroy T. Rohrer, 1903 ...... . ....... . .......... 100 C. H. Schoff, 1889 . . .. . .... . .. . ........ . ....... 500 500 3,000 3,000 Rev. Enoch H. Thompson, 1895 . .. .. . ......... . 2,500 John T . Tucker, 1914 . ...... ... .. . ........ . .... 125 125 Dr. Robert S. G. Welch, 1913 ...... . ..... . .. . . . 625 625 Dr. Willis H. White, 1922 ... .. . .. . ..... ... . . . .. 2,000 1,000 Amos W. W. Woodcock Fund, 1903 ............. $ OTHER ENDOWMENTS Hertha S. and Jesse L. Adams Concert Fund ..... $ Alumni Memorial Book Fund ...... . ... . .. . ..... Philo Sherman Bennett Prize Fund .. . ........... Benwood Foundation Library Fund .. ..... . . .... George A. Bingley Memorial Fund ........... . .. Scott Buchanan Memorial Fund .... . .... . ... ... Helen Cropsey Davidson and George Davidson, Jr. Mary Safford Hoogewerff Memorial Library Fund. Fund for Tomorrow Lectureship ..... . ......... . Floyd Hayden Prize Fund .... . . ... .. ... . . . ... .. Library Fund . . . ...................... . ....... Monterey Mackey Memorial Fund .. . . . . ..... .. . Ellen C. Murphy Memorial Library Fund ........ Henry H. and Cora Dodson Sasscer Newspaper Fund .. . . . .. . .... . .... . ... .. ..... Adolph W. Schmidt Fund ... . ..... . . . .. . . . .. . .. . 23 . Total Fund $ 3,400 2,120 1,000 40 1,291 100 50 25,920 5,140 2,040 650 286 400 12,219 200 10,000 20,000 4,433 2,000 1,108 1,180 197 200 1,000 6,000 2,500 250 1,250 3,000 145,258 $ 34,973 $ 180,231 60,000 350 308 25,000 13,897 5, 145 10,025 31,683 3,000 77 560 100 1,500 $ 60,000 $ 120,000 350 308 1,500 10, 181 25,000 50,000 13,897 5,145 10,025 31,683 3,000 25 400 1,500 6,000 102 960 100 3,000 1,500 10,181 �ST. JOHN'S COLLEGE Annapolis Maryland PERMANENT ENDOWMENT FUNDS June 30, 1968 Old Dominion Gift Foundation of Donor Matching Gift ALUMNI MEMORIAL ENDOWMENTS-Continued Mrs. Blair T. Scott Memorial Prize Fund. . . . . . . . $ 518 $ 1,250 Kathryn Mylroie Stevens Memorial Prize Fund ... Elma R. and Charles D. Todd 19,500 19,500 Memorial Library Fund ....... . ............. . 1,196 Clara B. Weigle Memorial Fund ........ . .. . ... . 19,311 Victor Zuckerkandl Memorial Fund . ..... .... . . . 201,444 186,309 Alumni Endowment ................ . ......... . 406,005 General Endowment ... . ...................... . $ 812,550 PERMANENT ENDOWMENT FUNDS Old Dominion Foundation Grants Not Applied to Named Funds . . . . . . . . . . . . . . . . Reservation of Profits, Sale of Securities. . . . . . . . . $1, 496, 333 Total Endowment Principal . . . . . . . . . . . . $5, 135, 850 • 24 • Total Fund $ 518 1,250 39,000 1,196 19,311 387,753 406,005 $ 295,734 $1,108,284 $2, 204, 669 $2,204,669 $1,496,333 $3,530, 710 $8,666,560 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, and the gifts of its friends and alumni and from permanent endowment funds. The College's permanent endowment now exceeds $8,500,000, but increasing educational costs will require future additions to these funds. The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to St. John's College in Annapolis, Maryland or in Santa Fe, New Mexico the sum of ............................. .. . dollars." The College would prefer gifts and bequests to be applied in the di~cretion of the College, but gifts and bequests may be made for specially stated purposes. �� 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 The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 24 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College, September 1968 Description An account of the resource Volume XX, No. 3 of the Bulletin of St. John's College, "Report of the President." Published in September 1968. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1968-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXX_no3_1968_September President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/fd29e7cb5138ff31ff3f65fe92b960df.pdf 13815cd2d2f93d8fa06d203de388b56f PDF Text Text No. 1 VOLUME XIX Bulletin of ST. JOHN'S COLLEGE REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO DECEMBER, 1967 Founded as King William's School, 1696. Chartered as St. John's College, 1784 �Volume XIX DECEMBER, 1967 Number 1 Published four times a year in April, July, September and December. Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: St. John's College was visited in the fall of 1966 by an interregional evaluating team from the Middle States and North Central Associations of Colleges and Secondary Schools. The purpose of this visit was to appraise the strength of the Santa Fe campus and, at the same time, to discoyer what effects, if any, the creation of this new College had had on the Annapolis campus. The Evaluation Report, written by President Ruth Adams, of Wellesley College, Chairman of the Team, was high in its praise of St. John's, as the following quotations will attest: The creation by a very small independent college of a complete "second college" at a distance of two thousand miles is a magnificent achievement, unmatched, to our knowledge, in the contemporary collegiate scene. In less than five years St. John's conceived and carried through the building of a five-million-dollar plant at Santa Fe, and in less than a year hence will have in operation the full four-year program. This total achievement merits unstinted admiration .... The strengths are impressive, both in themselves and in relation to the brief time in which they have come into being: the St. John's program itself; the President; the physical plant, its setting, and the New Mexico locale; the Deans, as administrators, counselors and disciplinary officers; the intensity of commitment of tutors and staff, and their concern with student development; the intellectual vitality of the students; the cohesion and unity of the student body, achieved in so short a time .... At Santa Fe as at Annapolis, the St. John's academic program is one of impressive integrity. In both colleges there is a deep and sincere commitment of faculty and students to the program and to the values that lie behind it. Emphatically and unanimously the team believes that there should be such a college as St. John's; that its values should have appropriate recognition and wider support; that it is a unique and valuable asset in the world of American higher education .. .. The Evaluating Team clearly identified the two major problems which St. John's College faces on its new campus. In the words of the report, "the gravest threat to St. John's in Santa Fe comes from the lack of operating funds." The team noted that the capital debt of three million dollars was "not in itself excessive for so excellent and functional a plant as exists in Santa Fe, housing as it does a distinguished and proven academic program." The report noted the mounting of the Western Consolidation Campaign and A National Program for St. John's College aiid expressed the hope that progress toward these objectives would be prompt and rewarding. A second . 1 . �major concern of the Evaluating Team was the Admissions program in Santa Fe. The report urged an immediate and vigorous effort to increase substantially the number of applications from qualified secondary school seniors. Originally it was expected that this visit by the Team would result in joint accreditation on the part of the two Commissions. Action has been held in abeyance, however, pending a policy decision whereby the Santa Fe campus would be independently accredited by the North Central Association, since it is a branch of the Annapolis college located within the jurisdiction of that Association. Meanwhile, accreditation by the Middle States Association continues both at Annapolis and at Santa Fe. The Admissions Problem It continues to be an unfortunate fact that St. John's College does not receive the volume of admissions applications which it deserves. The very nature of the St. John's program makes it unlikely to appeal to every student. This is inevitable in a prescribed curriculum which challenges contemporary educational fashions. Another facet of this problem is finance. Rising costs and the need to pay more adequate faculty salaries have driven fees for room, board and tuition to a point which has priced many students and their parents out of the independent college market. A modest falling off in the number of admissions applications is not an isolated phenomenon at St. John's but afflicts many good small colleges in the United States. At the same time the concerted movement to develop state colleges out of former teachers colleges and normal schools and the establishment of innumerable community colleges offer parents a much less expensive opportunity for education for their children. This problem is particularly acute in the Southwest, where it is possible to go to a number of state institutions for less than half the cost of attending St. John's College. l remain convinced that there are literally thousands of school seniors who would find the St. John's program a challenging one. The task of the admissions officers is to reach these students and to inform them of what St. John's has to offer. A most promising start was made in the winter and spring at Santa Fe as groups of four to six guidance counselors came for two- or three-day visits, attended classes, talked with students and tutors, and familiarized themselves with the purposes and the practices of the program. This plan of visits by guidance counselors will be expanded during the coming year. Two new appointments have been made in the field of admissions at Santa Fe for the coming year. Douglas R. Price, Assistant • 2 • �Cultural Affairs Officer at the American Consulate General in Hong Kong, was named Director of Admissions effective September 1st. He succeeds Theodore Smith, who resigned in May. Gerald F. Zollars, of the Class of 1965, has been appointed Assistant Director of Admissions. Mr. Zollars has just returned to this country after holding a two-year fellowship at the East-West Center in Hawaii and at Taipei in Taiwan. Meanwhile, the Annapolis Admissions Office was visibly strengthened this year by the appointment as Assistant Director of Admissions of Edward M. Godschalk of the Class of 1944, who had been working for a psychological laboratory in New York City. Mr. Godschalk visited schools in the Mississippi Valley area and worked closely with James M. Tolbert, Director of Admissions, who returned to the campus after a year's leave of absence in Europe. Student Restlessness St. John's College, like many of its sister institutions throughout the nation, has been afflicted with student malaise and restlessness over the past year. This has manifested itself in excessive class absences, in some experimentation with so-called mind-expanding drugs, and in a rate of student attrition which is somewhat greater than normal. All of this posed a frustrating problem for the administration and the faculty alike, though the behavior of a small minority of the student body should not obscure the solid achievement of the majority. The Dean in Santa Fe suggests that many faculty members, even in a small college like St. John's, are out of touch with students and have only the sketchiest knowledge of student life. Fashionable but not particularly helpful terms to be applied here are the "communication gap" and the "generation gap." Such phrases may be somewhat misleading but they do allude to a real phenomenon that cannot be ignored. It is clear that a considerable part of the unrest may be attributed to the escalation of the unpopular Vietnam war. Men and women alike find no idealism in this struggle and therefore manifest a resentment and fear of the draft. Other events on the national and international scene have been disquieting as well--the civil rights struggle on the one hand and the Israeli-Arab war on the other. These latter two have tended to capture student imaginations and have promoted a desire in some students to desert college for more activist roles. The wide national publicity given to the drug problem has inevitably prompted a certain amount of experimentation on both campuses. The Faculty in Annapolis adopted a resolution in November condemning the use of durgs not medically prescribed as incompatible with the purposes and program of the College. The concern of St. John's is with the normal functioning of the mind, neither • 3 • �hindered nor stimulated by chemicals. A letter, signed by over a dozen members of the Faculty and Administration, was sent this summer to each Annapolis student, making it clear that his return in the fall constituted a commitment to the community to abstain from any indulgence in drugs. The year ahead will challenge the best efforts of the Faculty and the Deans on both St. John's campuses to search for greater understanding in the whole area of student affairs and student morale. The adoption of more and tougher rules and regulations can hardly provide the best solution. There must be closer involvement of both the senior and junior members of the community in meaningful discussion of problems and in joint ventures both on campus and off. Constructive measures must be undertaken. For example, the production of Gilbert and Sullivan's Trial by Jury in Annapolis and William Carlos Williams' Many Loves on the Santa Fe campus did much to create a healthier spirit during the spring. St. John's College is committed to the way of reason. By way of summary, the academic year 1966-67 found a total of 501 students registered on the two campuses. They were distributed among the several classes as follows: Annapolis Freshmen Sophomores Juniors Senior Men 65 58 37 36 Women 54 35 24 24 Total 119 93 61 60 Total Santa Fe Freshmen Sophomores Juniors 196 137 333 42 38 21 31 16 20 73 54 41 Total 101 67 168 297 204 501 Grand Total The Santa Fe campus had a junior class for the first time. A year hence that class will have completed the four-year cycle, and the College will graduate its first class. Facuity Strength St. John's continues to enjoy a favored position with respect to faculty applications. There is little difficulty in attracting able tutors • 4 • �of varied backgrounds. Well over 200 applications were considered by the Dean and the Instruction Committee for the limited number of positions available. After careful consideration the following were appointed for the coming academic year: for the Annapolis Faculty: Gisela Berns, Visiting Tutor, with a Ph.D. from Heidelberg; Gerald E. Bunker, with a background in Greek History, now completing his Ph.D. in Far Eastern Affairs; Rosemary Lauer, with a Ph.D. in Philosophy from St. Louis University; Nicholas Maistrellis, who majored in Biology and has received his Ph.D. from the University of Wisconsin in the History of Science; and Erroll Pomerance, a Teaching Intern, who is completing his Ph.D. in mathematics at Harvard and has taught mathematics at Brooklyn Polytechnic Institute. And for the Santa Fe Faculty- Donald J. Brady, with a background in electrical engineering and a doctorate in English and Greek from the University of Washington; Dennis V. Higgins, who has a Ph.D. from Claremont Graduate School in interrelationships among philosophy, theology and poetry in Renaissance and seventeenth century England; Henry Larom, who has been teaching English at the University of Idaho; Timothy Miller, who holds his doctorate in music from Indiana University and who has been the head of the Piano Department at the University of Cincinnati; and Robert Neidorf, who has his doctorate in philosophy from Yale and returns to St. John's College after teaching at Binghamton in the New York State University system. This year the College lost the services of the following members of the Faculty: Larry A. Goldberg, Molly Gustin, and Marianna Reiley from Annapolis; Donald F. Rauber, Timothy Reynolds, Clare D. Smith and Richard D. Sullivan from Santa Fe. Special tribute should be paid to Wiley W. Crawford, who retired at the end of the year after teaching at St. John's for seventeen years. Mr. Crawford was responsible for setting up the biology program on the Santa Fe campus two years ago. To the Crawfords and to the other tutors leaving the College this year, the College extends its deep gratitude. During the past academic year Charles G. Bell and Hugh P. McGrath were on sabbatical leave. J. Winfree Smith was granted leave to direct the integrated program at St. Mary's College in California, Laurence Berns to teach Philosophy at Rosary College, and Michael S. Littleton to study at Union Theological Seminary. Robert B. Williamson was on leave during the first semester to complete his doctorate at the University of Virginia, while David H. Stephenson was granted leave during the second semester to finish his work on Beethoven in Vienna. For the coming academic year Eva T. H. Brann, Samuel E. Brown, Jr., Thomas K. Simpson and Edward G. Sparrow, Jr., will all be on sabbatical leave. Charles G. Bell and • 5 • �John S. Steadman will move from the Annapolis to the Santa Fe campus. The training of a faculty in the ways of the St. John's program continues to be a serious problem. The experience of founding the new campus has made clear the cardinal importance of training and learning within the College. Seasoned tutors can contribute a great deal to the guidance of newer members of the faculty. In the end, however, there is no real substitute for the actual training and learning that occurs in the classroom. The College hopes to inaugurate a teaching intern program for young men and women just out of college who show great potentiality as college teachers. A request for foundation support to this end has been submitted. Instructional Decisions The annual meeting of the Instruction Committee was held in Santa Fe in late March. At this time it was decided that the two campuses would exercise autonomy in the biology program for the coming year, exchanging manuals and suggested readings. A decision was reached to abandon the major written examinations at the end of the sophomore year. These preliminary enabling examinations had not proven as helpful as originally anticipated. Instead it was decided by the Instruction Committee that a more ambitious annual essay should be undertaken by sophomores, this in effect to be a forerunner to the senior thesis. A new experimental plan was also approved by the Instruction Committee whereby twenty entering students would be admitted on each campus at the start of the second semester in February. These students would take their regular first semester of work during the winter and spring. All would then take the second semester during the summer on the Santa Fe campus. It is anticipated that this new arrangement .will . be of particular interest to men coming out of the armed services, to mid-year graduates of high schools, to students who might have had to drop out of St. John's for health or other reasons, and to students who might be disappointed in their college experience elsewhere. A further suggestion was made to the committee that transfers from other colleges be offered a three-year course at St. John's, the regular freshman year, a condensed sophomore-junior year with perhaps a summer school session added, and a regular senior year. This matter will require further consideration by the members of the Instruction Committee. Library Renovation Since November the Librarian in Annapolis and the members of the Faculty Library and Campus Development Committees have • 6 • �worked carefully and thoughtfully with the architectural firm of Rogers, Taliaferro, Kostritsky, and Lamb on plans for the complete renovation of Woodward Hall and for the addition of a low stack wing on the King George Street side of the building. Final plans will be ready by early fall, when bids will be sought. Over a halfmillion dollars is in hand for the project, including major grants from the federal and Maryland governments, two generous grants from the Hodson Trust, and gifts of alumni and friends. Woodward Hall has already been evacuated of its books and furnishings. A temporary location for the library was found in two biology laboratories of Mellon Hall. A stairwell was converted into a reading lounge and stacks were set up in the basement area. Nearly 40,000 volumes were moved by student volunteers, assistants and the building and grounds crew in the latter part of April. The library continues to function with surprising effectiveness in its new location. On the Santa Fe campus little further progress has been made toward realization of a library building. One hopeful development was the approval by the federal government of a grant of $ 311, 000 toward construction of the new building under Title I of the Higher Education Facilities Act of 1963. These funds must be matched on a two-for-one basis. I hope that this challenge can be met prior to the termination of the matching offer in mid-1968. Other Construction Projects The new women's dormitory complex in Santa Fe was completed in January of 1967. The great move took place on February 3rd even though certain details remained as to furnishing and equipping the new buildings. For example, sheets were tacked on wooden rods and served acceptably and modestly as curtains until the late spring. Students seemed well pleased with the new facilities and promptly named the seven dormitory units and the two apartments for the nine Muses: Calliope, Clio, Erato, Euterpe, Melpomene, Polyhymnia, Terpsichore, Thalia and Urania. An important feature of the new complex is a small infirmary with adjacent nurse's quarters. The College Physician finds the new infirmary a well-equipped little hospital with office space, an examining room, an isolation area, and an adequate number of beds. The only current construction project on the Santa Fe campus is the grading, irrigating, and seeding of the athletic fields immediately west of the tennis courts. A contract was awarded for this work in late July. A major crisis arose when earth-moving equipment found its way to the main water line and produced a geyser of substantial proportions. The new fields will probably not be useable • 7 • �I[ until spring, when they will become an important addition to the College's recreational facilities. Students and Tutors are indebted to Mr. and Mrs. Don Kirby of Albuquerque for the gift of these fields. In Annapolis the main project for the summer has been the terrace and overlook behind McDowell Hall. Telephone and power lines were buried, and all utility poles removed from the campus. A retaining wall and sitting area are being constructed beside Randall Hall similar to the area beside Campbell Hall. Semi-circular stone steps will lead from the terrace to the lower fields. Trees, benches, and paving stones will enhance the appearance of the new area. A second major project has been the complete electrical re-wiring of McDowell Hall. Suspended fixtures of doubtful candlepower have been replaced in all classrooms by indirect lighting behind appropriate wooden cornices. Where necessary, plaster was replaced, and the entire interior of the building was painted. Other projects were the rebuilding of all bathrooms in Randall and Pinkney Halls and the replacement of the defective terrazzo in the lobby of the Key Memorial. Administrative Appointments In September Richard Pacini assumed his new duties as Vice President for Development. One of his first major tasks was that of building a modest staff for the headquarters in Annapolis of the Western Consolidation Campaign and A National Program for St. John's College. Those appointed included Miss Carol German, Secretary; Mrs. Annabelle Harris, List Clerk; Mrs. Donna Graeber, Typist; and Mrs. Mary Miller, Bookkeeper. Systems were worked out, and the new development office was functioning smoothly by the late spring. Miss Deborah Traynor, a member of the Faculty, expressed interest in doing publicity work and newspaper releases on a part-time basis. She has been a helpful addition to the staff. To assume specific responsibility for the campaign in the west, Frank McGuire of Santa Fe was appointed Associate Director of Development. Prior to assuming his position on March 1, 1967, Mr. McGuire had been an Administrative Aide to Governor Jack M. Campbell and Director of the Office of Economic Opportunity for the State of New Mexico. Miss Mary Branham, formerly head of the Tourist Division of the State Department of Development, was named Public Information Director. Both she and Mr. McGuire work under the general direction of the Vice President for Development in Annapolis. Administrative appointments other than those already mentioned include: in Annapolis, Mrs. Virginia Mylander, Bookstore Manager, replacing Mrs. Jorie Hopkins; Mrs. Frances Boyd, Book• 8 • �-- - - -- - -~---------------------------------- store Assistant and Bookkeeper; Mrs. Carole Kelley, Music Librarian; Mrs. Alice Kurs, Biology Technician; Mrs. Roberta Henke, Secretary to the Assistant Deans, replacing Mrs. Catherine Tobin; Miss Mary Warner, Mimeographer and Secretary to an Assistant Dean; Miss Anne Wright, Library Assistant; and Mrs. Barbara Littler, Addressograph Secretary. In Santa Fe: Mrs. Marie Winterhaler, Registrar, in addition to her duties as Secretary to the Dean; Henry Salazar, Bursar; Miss Minnie Mae Powell, Secretary to the President; Mrs. June Greene, Bookstore Manager and Senior Resident; Mrs. Carolyn Mathews, Assistant Librarian; Mrs. Alice Whelan, Cataloguer; Mrs. Mary Ortiz, Secretary to the Assistant Deans; and Mrs. Beth Floyd, Receptionist and Telephone Operator. Mrs. Hildegarde Carithers, who did an exceptional job in establishing the Bookstore, resigned at the end of the year when her husband was transferred to Washington, D. C. Alumni Office Reorganization During the year the alumni office was reorganized within the new Development Office, and Thomas Parran, Jr., was named Director of Alumni Activities. He and the directors of the Alumni Association have addressed themselves to the critical problem of improving alumni-college relations. A committee is currently studying the problem. Meanwhile, helpful progress has been made by involving certain alumni in the career-counseling program for seniors. A decision was made to discontinue the magazine about St. John's and to issue instead an alumni newsletter. Another project is the publication of a new Alumni Register to include the most recent addresses for all classes through 1967. Results of the annual giving campaign fell short of the announced goal of 20% participation and $20,000 in unrestricted gifts. The final report for the year shows that $10,593.33 was given by 436 alumni representing 16.8% of those on the roster. Summer Institute for Teachers This summer the first session of the Teachers Institute in Liberal Education was held on the Santa Fe campus. For eight weeks, thirtythree teachers and other adults worked in seminars, tutorials and preceptorials under the guidance of seven St. John's tutors. The subject matter area for the first of the summer sequences was Politics and Society. In the summer of 1968 this sequence will be repeated and sequences in Religion and Philosophy and Literature and Poetry will be added. Robert Goldwin, of the Class of 1950, Professor of Political Science at Kenyon College, did a superb job as Director of the • 9 • �program. At the same time he guided the preparation of the two new sequences of work for 1968. He was assisted by Mrs. Barbara Lind Larcombe, of the Class of 1963, who serves as Registrar for the Institute. Only one special two-week course was offered this summer to members of the Santa Fe community. This was in The Constitution: Democracy and The Republic, by Martin Diamond, Professor of Political Science at Claremont Men's College. A distinctive feature of the first summer was the award of nine fellowships by the Hoffberger Foundation of Baltimore, Maryland. These fellowships went to teachers from the inner core city schools of Baltimore. The hopes of the Foundation Trustees were apparently more than justified, for the teachers expressed keen appreciation for the learning opportunity afforded them and for the broader outlook which they gained from a summer in the ,southwest. The general reaction of all participants to the Summer Institute was highly favorable. It appears that this Institute, supported by a major grant from the Carnegie Corporation of New York, will enroll three or four times as many teachers in the summer of 1968. It is significant, too, that the participants will return to their respective schools with an appreciative understanding of the St. John's program and of its potential value for young people entering college. Finances In Annapolis the College operated during the past fiscal year with a modest excess of income over expenditures of $4,920. Total current income amounted to $1,343,648 made up of $802,001 in student fees, $303,626 endowment income, $99,000 in the State appropriation for scholarships, $94,888 from miscellaneous sources, and $44,133 in gifts and grants. Current expenditures totaled $1,338,728, made up of $1,013,971 for education and general expenditures, $138,883 for auxiliary enterprises, $176,959 for scholarships and grants-in-aid and $8,915 for other miscellaneous purposes. In addition, the Treasurer in Annapolis paid out $78,749 toward the cost of the Development Office for the period ending June 30, 1967. Modest further addition of $61,965 were received toward the endowment fund in Annapolis, including gifts to the funds established in memory of Alfred Houston, George A. Bingley and Victor Zuckerkandl. All of these gifts were matched by the Trustees of Old Dominion Foundation, who generously agreed to extend to June 30, 1968, their offer to match gifts for the permanent endowment of the Annapolis campus. As of June 30, 1967, the book value of the Annapolis endowment fund was $8,206,248, as compared to a market value of $8,309,867. • 10 • �The financial position of the Santa Fe campus is an increasingly difficult one. A total of $1,200,142 was expended as follows. $780,691 for current expenditures, $49,567 for capital outlay, largely in equipment and library books, $77,839 to complete the women's dormitories, $127,243 for debt service, $162,864 for Peace Corps expense, and $1,938 for miscellaneous summer programs. To meet these expenditures, the Treasurer in Santa Fe received a total of $1,048,838 as follows: $418,041 in student fees, $191,172 from the Peace Corps, $40,027 from miscellaneous sources, and $399,598 in unrestricted gifts. There was, therefore, a deficit in current operations of $151,339 for 1966-67, and a cumulative operating deficit to date of $202,692. Western Consolidation Campaign A promising start was made on the Western Consolidation Campaign, first phase in A National Program for St. John's College. Under the able chairmanship of Walter Evers, of the Class of 1935, nearly a million and a half in gifts and pledges have been obtained from Board members. A matching pledge of $400,000 has been offered as soon as the total of Board giving reaches the two-million mark. Solicitation of major gifts outside of the Board has now begun. The following table is of interest in analysing all cash gifts received for the Santa Fe campus from the inception of the project in February of 1961 through June 30, 1967: Alumni 1960-61 1961-62 1962-63 1963-64 1964-65 1965-66 1966-67 TOTALS Board Foundations $ 50,800 50,411 21,691 200,000 3,065 4,420 $ 209,709 219,740 201,644 683,688 393,096 $ 75,000 5,000 5,000 5,000 60,750 General $ 12,065 75,471 372,259 168,331 13,391 129,679 41,725 $330,387 $1,707,877 $150,750 $812,921 $ Total 12,065 126,271 702,379 414,762 420,035 821,432 499,991 $3,001,935 Totals for the years 1965-66 and 1966-67 are applicable to the goals of the Western Consolidation Campaign. It is a significant indication of the Board's commitment to the Santa Fe project that the grand total of all its gifts and of all its pledges to the Santa Fe campus aggregate $2,895,532. In other words, the Board has given in cash $1,707,877 and pledged an additional $1,187,655. Gifts and Grants to Annapolis Gifts and grants to the Annapolis campus for the year just ended totaled $181,340, distributed as follows: $43,803 from • 11 • �alumni, $13,830 from Board members, $64,707 from corporations and foundations, $38,962 from friends, and $20,038 through the efforts of the Association of Independent Colleges in Maryland. Of these monies $47,742 were unrestricted, $34,548 were designated for the library renovation, $79,250 were given for endowment purposes, and $19,800 were given for other capital purposes. I take this opportunity to express on behalf of the Board, the administration, the Faculty and the students the deep debt of gratitude which all of us feel to each alumnus, supporter, and friend. The College could not sustain itself without their generous and loyal giving. * * * * * Responsibilities outside of the College but related to it in an important way continue to occupy my time and 'attention. In January I was elected Chairman of . the Association of American Colleges at the annual meeting in Los Angeles. This is a one-year appointment. It pleases me very much that St. John's College, one of the smallest in the country, should hold this office in a body which numbers nearly 900 colleges and universities in its membership. By coincidence, I was also elected Vice-Chairman of the Independent College Funds of America, an organization of 509 independent colleges dedicated to the common task of raising funds from business and industry through state associations of colleges. A third responsibility has resulted from my appointment by Governor Spiro T. Agnew to be Chairman of the Maryland Commission on the Capital City. This body of ex officio and appointed members is charged with planning for the orderly development of the city of Annapolis so that the interests of the State, the county, the city, the Naval Academy and other groups will be appropriately and judiciously cared for. In April and earJy May Mrs. Weigle and I were able to take a pleasant vacation trip to New Zealand, Australia, Singapore, Hong Kong, the Philippines, and Hawaii. This provided a welcome respite from our work at the College. We would like to express our warm thanks to the members of the Board of Visitors and Governors for making the trip possible. We have returned refreshed and eager to find solutions to the manifold problems which continue to confront the College. RICHARD D. WEIGLE President August 25, 1967 • 12 • �FINANCIAL STATEMENTS �ST. JOHN'S Annapolis, BALANCE SHEET~ ASSETS CURRENT FUNDS Unrestricted Cash........... . . . ..... .. .. . ............... . ..... .... Accounts Receivable ................... . .......... . . . . . Sundry Receivables ... . ...... . .............. ... ... .... . Inventory-Bookstore .......... . ......... .. .... . ...... . Total.. . ................ . . . . . . . . . . . . . . . . . . . . . . . . . . $ 98,656 1,892 10, 101 22,949 $ 133,598 Restricted Cash ......... .. ........... . .. . ...... ......... . . ..... . Loans Receivable ................ ... .. . .... . ..... . .... . Due from U.S. Government . ..... ............ ... . . .. .. . Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 , 615 73,922 9,891 $ $ 213, 428 347, 026 $ 47,642 1,594,687 45,640 6,525,268 7,041 ENDOWMENT FUNDS Cash .. . ..... . . ........ .. . . ... ...... . . ............... Accounts and Notes Receivable .. .... .. .. . ... ... .. ...... Matching Funds and Pledges Receivable .. ........ ....... Investments at Cost ................................... Accrued Income .. . . . ........... .. . ... . ............... . . . . . Total Endowment Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 8, 220, 278 PLANT FUNDS Cash .... ............................................ Land and Campus Development ............... . ........ Buildings and Improvements ..... ... . . . .. ... . .......... Equipment .................. . ..... .. .. ..... .. ... ..... . . . . $ 401,091 280,269 4,514,995 389,367 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 585, 722 Total Funds. ... .. .... ... . ... . . . ...... .. .... . ...... $14, 153,026 • 14 • �COLLEGE Maryland June 30, 1967 LIABILITIES AND CAPITAL CURRENT FUNDS Unrestricted Accounts Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Due to other Funds .............. . ..... .. . .... . . .... .. . Student Advance Deposits . ............ . ...... .. ... .... . $ 16,979 6,057 31,448 54,484 79, 114 Fund Balance .. . .. ........... ....... ..... ... ... ...... . Total. .................... . ..... . ···· ·· ·· · ········ $ 133,598 Restricted Notes Payable to Bank-Peace Corps. . . . . . . . . . . . . . . . . . . . Advanced from U. S. Government ...................... . $ 25,005 65,181 90, 186 123,242 Fund Balance ... .. . ..... ... .. ... . .... .. . ..... . ... . . .. . Total......... ... ..................... . .. .. . .. .. . . Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 213,428 347,026 $ 9,870 $ ENDOWMENT FUNDS Funds Functioning as Endowment .... .. .................. . Principal-Income Expendable Unrestricted Endowments .... ..... . . .. . . . ........... . .. . Restricted Endowments . .. .... . ... . .. . . .. ..... ....... . . . Reservation of Profits-Sale of Securities ................ . Unexpended Income ............. .. ... .. . . . ......... . .. . Total Endowment Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . 5,937,851 855, 911 1,412,486 4,160 $ 8, 220, 278 PLANT FUNDS Funds Available for Plant Expansion....................... Investment in Plant. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 401,091 5, 184, 631 Total Plant Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 585, 722 Total Funds....................................... $14, 153,026 15 • �ST. JOHN'S Santa Fe, BALANCE SHEET, ASSETS CURRENT FUNDS General Current Cash .. .... . . .... . . . ... . ....... . .......... . . . . . ....... . Due from Other Funds ..... . ....... . .... . ........ . . .. . . . Notes and Accounts Receivable, less Reserve of $946 ..... . . . Deferred Expenditures ......... . .. . ... . .. . . . .... . . . ..... . Other Assets . . ..... ... .... . . . ... . . ... ...... . ...... .... . Total. .... . ........... . . . . . . . . . . . ..... . . . . . . . ... .. . Restricted Current Cash-Restricted ....... . ...... . . . . . .. .. . .. .... . . . .... . . Cash-Loan Fund . ...... . ..... .. .. .. ..... .. .. . ........ . Notes Receivable-Students .... .. ....... . ............... . United Student Aid Fund Deposit ... . ... . ........... . .. . . Total .. . . .. ...... .. . . .. . ..... .. ............. . ..... . Total Current Funds ............ . ....... . . .. ...... . . $ 107,405 8,747 3,371 19,432 10,198 $ 149, 153 $ 57,588 9,164 65,041 1,000 $ 132,793 $ 281,946 ENDOWMENT FUNDS Cash.... . . . ................... .. ... . .............. .. .. Investments .. . . . . ........... . ... . .. . .. . .. . .. . .......... $ 30, 709 2,219 Total Endowment Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 32, 928 Due from Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 250, 000 Total Annuity Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 250, 000 ANNUITY FUNDS PLANT FUNDS Cash ... . . .. . . .. . .. . .......... . ........... . ... .. .... . . . Retirement of Indebtedness Funds ... .. .. . .. .' . .. .. . . ... . . . Land and Land Improvements .. . ...... . . . .. .. ......... . . . Buildings ... . . . .. .. . . ......... .. . ..... .. ... ......... . . . Equipment and Furnishings .... . .. . . ..... . .. ... . .. . . . ... . Library Books ... . ........... . .. . . .. . ..... . . ... . . . . .. .. . Other-Land and Buildings . .. . .. .. . . .... .. . . ..... . . . ... . $ 17,065 16,934 245,545 4 , 766, 130 328,681 50,435 79,465 Total Plant Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $5, 504, 255 Total Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $6, 069, 129 16 • �COLLE GE New Mexico June 30, 1967 LIABILITIES AND CAPITAL CURRENT FUNDS General Current Notes Payable . . . ............ .. ..... . .... . . . .... . . .. .. . Accounts Payable and Accrued Expenditures ... . ..... .. . . . Deferred Income . .. . ....... . . . ....... . ...... . .. .... ... . T otal ..... .. .. . . . ... . ... .. .. . .. . .. . ..... . .. ... ... . Cumulative Fund Deficit for Years 1963-67 .... . ... . .. . .. . Total ... . . . ... . . .... . . . .............. . . .. ... . .... . Restricted Current Fund Balances- Restricted .......... . ............. ... .. . Loan Fund- Principal of Funds .... . .... . ............ . . . 308,708 15,200 27 ,937 $ $ 351,845 (202' 692 ) $ 149, 153 57,588 75,205 $ Total . ... . .... . . . . . . . .. .. . ... . . . ...... .. .... . .... . $ 132,793 Total Current Funds .. ... ... . . . . . . ....... . . . .. . ... . $ 281, 946 ENDOWMENT FUNDS Total Endowment Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 32, 928 $ 250, 000 $ 17 ,065 16,934 ANNUITY FUNDS Total Annuity Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PLANT FUNDS Unexpended ... . ...... . ....... . ........... .. ... . .... .. . . . Retirement of Indebtedness Funds . . ... .. .. . ... .. ......... . Invested in Plant Dormitory Bonds of 1964 . .... .... ... .. .......... .. .... . Notes Payable ..... ... .. . . . .. . . . . . . ........... .... ... . . Due to Other Funds ....... . .. . ....... . ... . .. .. . . ...... . From Contributions and Current Funds . .. . . . . .... . . . . . . . Construction Account Payable . . ..................... . . . . 888,000 2, 361,000 255,000 1,964,256 2,000 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $5, 504, 255 Total Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $6, 069, 129 17 • �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1967 INCOME Education and General Tuition Fees . ....... .. .... . . ..... . ... . . .... . . .. . .. . . .. . Adult Education .. . . ... .... .. .. ....... ..... . ........... . Endowment .. . ... . ... . ...... .. .. ·.... . . . . . . .. . . .... . ... . State Appropriations .. . . .. ....... .... .. . . ..... . . . .... .. . Miscellaneous . . .. ...... . . ......... . ......... ...... . . . . . Total ... ................ .. .... . . . .. . ... .. ... .... .. . $ 550,501 670 272,826 99,000 24,890 $ 947,887 Auxiliary Enterprises 1 g~~~ft!~ ~: : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : $ 125,858 125 ,643 33,213 1,285 Total .. . ... .. . . . ...... .. ... . . . .. ..... . . . .. ... .... . . $ 285,999 Other Non-Educational Income . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 65, 629 Gifts and Grants. . ............ . . . ..... ..... . .. .. . .. . ... ... $ 44, 132 Bookstore ... . ... ... .... . ... . .......... . . .. ... ......... . Coffee Shop . . . . .... . .. . .. . . . .. . . . .. .. ..... .. . ......... . Total Income. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $1 , 343, 64 7 EXPENDITURES Educational and General Administration .. ..... . . .. . . .. .. .. . . . .... .. . . .. . ... .. . . . General .. ....... . . . ....... ......... . ..... .... . .. .. .... . Instruction ... . .... ...... . .. . ............ ..... . .. ... ... . Student Activities .... . . .. . . .. . . . ..... ... ..... . ... .. . .. . . Adult Education .. .. ... . . ..... . . .... ..... . . . . . . ... .. ... . Plant Operation and Maintenance .. . .. . ....... .... .. .. .. . . Total .... ... . . ...... . . . . .. . . .... . . . . .. . ... ... . . . .. . $ 162,295 91,624 519,881 12,972 585 226,614 $1,013, 971 Auxiliary Enterprises Bookstore .. . . . . .. .... . .. .. ..... ... ... . ... ... ....... ... . Dining Hall . ....... .. . . .. .... . .. .. . .......... ... .. .... . $ 33,560 105,323 Total . ..... ........ ... . ..... .. .. . .......... . ...... . $ 138,883 Other Non-Educational Expenditures Scholarships and Grants in Aid . .. . . .. . ...... .. . . .. . .. . .. . Others .................. .. ... .. ... ... ... . .. . . . . . . .. ... . $ 176 , 959 8,914 Total .... ...... . . .. . .. .... . ... . $ 185,873 Total Expenditures .. .. . . . ...... . $1,338,727 Income in Excess of Expenditures. . . . . . . . . . . . . . . . . . . . . . . . . 18 • $ 4,920 �ST. JOHN'S COLLEGE Santa Fe, New Mexico CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1967 INCOME Educational and General Tuition . . . . . .. . ...... ... . . . .. . .... . . . . .. . . .. . .... . ... . Adult Education .. . .. . ... . .... . . . . .. . ........... . ..... . Endowment .. . .. . ..... . .. . ....... ... . . ....... . ....... . Miscellaneous . . .... . .... . .. . . .. .. ... .. . . ........... . . . $ 270,485 2, 181 330 4, 186 Total ...... . .... . . .. . .. . .. . .. . .. . .. . ... . .. ....... . Auxiliary Enterprises $ 277' 182 1 g~~~ft~ie~: : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : $ Bookstore ...... . ........... . . .. . ..... . ............ . .. · 67,476 76,606 13,978 Total . .. ... . .. . ..... .. . .. . ................ . ... . .. . Other Non-Educational Income ........ . . . ... .. ........... . Gifts and Grants .... .... . . ..... . . . . . .... . .. . . . ........ . . . Organized Activity Relating to Instructional Departments . . . . $ 158,060 $ 11,167 $ 411,501 $ 162,864 Total Income ..... . . . ......... ... . ... . . . . ... . .... . . $1,020,774 EXPENDITURES Educational and General Administrative and. General ..... . . ... .. . . ... . ... . .... .. . Instruction . .. . ... . ...... . .. . .. . . . . . . ... .... .. ....... . . Student Activities .. .. . .. . ... . . . ... . . . ..... . .. . . . . . ... . . Operation and Maintenance .. . . .. . . .. . ..... . . .. . . . ..... . $ 158,750 338,431 5,721 121,367 Total. .... .. .. . . . . .......... . .. . . . ........ ··· · ···· Auxiliary Enterprises Dining Hall . ..... ......... ..... . . . . ... ... .. . .... . .... . Dormitories, including $32,625 debt service . ....... . ... . .. . Bookstore ...... . . .... .. . . . . . . . .. .... ... . . .. ...... . .. . . $ 624,269 Total. ... . . ... . .. ... .. ... . ... . ....... . ....... . .. . . Other Non-Educational Student. Aid . ..... . . ... . .. .. . ... .. . ... .. . . . ........ . . . . Interest .. . .. . . . . . . . ... ... .. . ..... . ..... .. . . . . ........ . Annuity Payments . .. .. .... .. .......... . . . . . . ...... . .. . Summer Program ...... . . . . ... .. . ........ ............. . Organized Related Activities ..... . ...... . .. .. ... .. ... . . . Miscellaneous . . . . . . . ..... . . . .. ..... .. . . ..... ..... . . .. . $ 154,721 $ $ 61,391 77,952 15,378 65,950 67,883 8,217 1,938 134,795 648 Total . ....... . . . .... . .. . .. . .. . . . . . .. . . ... . . ...... . $ 279,431 Total Expenditures . . ........... . .. . .. . .. . ......... . $1,058,421 Appropriations For National Defense Student Loans . ... . . .. .. .... . .. . . . . For Capital Outlay ....... . . . . .. . ... . .. . .. . ... . . . ...... . $ 4 ,839 108,853 Total Appropriations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 113, 692 Total Expenditures and Appropriations. . . . . . . . . . . . . . . $1, 172, 113 Excess of Income over Expenditures and Appropriations. . . . ($ • 19 • 151, 339) �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS TUTORSHIP ENDOWMENTS Addison E. Mullikin, 1895 .. . ....... . . .. ....... Arthur deTalma Valk, 1906 .............. . .. . . . SCHOLARSHIP ENDOWMENTS Annapolis Self-Help .............. .... ......... George M. Austin Memorial, 1908 . . .. . ......... . Chicago Regional . . ...... . ................. . .. Class of 1897 .. . ........... . . .. . . .......... . .. Class of 1898 .. .. ....... . .. . ... .. ........ ..... Corporal George E. Cuniff, III, 1930 . .. ........ . Faculty . . ................... .. .... ... .. ..... . John T. Harrison, 1907 ........ . ............ .. . Hillhouse High School, 1927 ....... . .. . ......... Richard H. Hodgson, 1906 .. ....... . ........... Alfred Houston, 1906-Student Aid . .. . . ... ... .. Houston Regional. ... . ....... .. ........ . ...... Jesse H. Jones and Mary Gibbs Jones .. . .. ...... Robert Edward and Margaret Larsh Jones .... . .. Massachusetts Regional .... . .... . .... ... . ...... Philip A. Meyer, II, 1938 ....... . ...... ... ..... Oklahoma Regional ....... . .. . .... . . . . . ....... Pittsburgh Regional .... . .......... ...... ..... . Reader's Digest Foundation .......... . . .. . ..... Clifton H. Roehle .............. .. .. .. . . ... .... Clarence J. Stryker .. . ..... . ........ ..... . . . ... Friedrich J. von Schwerdtner ..... . ..... . ... . ... STUDENT LOAN FUND ENDOWMENTS George Friedland ... ...... . .. . ... ... .... . ... .. John David Pyle, 1962-Memorial. ... . . . . . . .... ALUMNI MEMORIAL ENDOWMENTS Granville Q. Adams, 1929 ..... ... ...... . ....... Drew H. Beatty, 1903 ... . ......... .... .. . . .... Dr. William Brewer, 1823 ......... . .. .... ... . . . Frederick W. Brune, 1874 ........... .. . .. ...... Henry Duvall Chambers, 1905 .. . ..... . ....... .. Henry M. Cooper, Jr., 1934 .. . .. . ...... .... .... Robert F. Duer, Jr., 1921 ... . .................. In Honor of: Dr. Philip Edwards, 1898 . .. ... . .. . Allen Lester Fowler, 1915 . .. .. . ........ . . . .. ... Charles W. Hass, 1927 ....... . ................. Dr. Amos F. Hutchins, 1906 ... . . .... . ...... .. . . Helen Barnes Jones and Robert 0. Jones, 1916 .... Dr. W. Oscar LaMotte, 1902 .. . . . ........... . .. William Lentz, 1912 .............. Col. Harrison McAlpine, 1909 ..... . .. .. . 20 Gift of Donor Old Dominion Foundation Matching Gift Total Fund $1,902,435 150,215 $ 500,000 150,000 $2,402,435 300,215 $2,052,651 $ 650,000 $2,702 ,651 $ 15,000 25,000 3,070 1,130 87,933 135 12,317 25,025 7,367 150,250 13,500 500 36,000 18,660 22,685 19,362 26,000 560 5,000 7,055 3,498 1,551 $ $ $ 481,601 $ 323,864 $ 805,465 $ 25,049 3,926 $ 20,000 1,470 $ 45,049 5,396 $ 28,975 $ 21,470 $ 50,445 $ 500 200 125 854 2,637 1,000 2,465 1,035 500 40 658 18,357 5, 140 1,020 325 $ $ 500 400 250 1,361 2,637 2,000 2,800 2,020 1,000 40 1,291 25 ,920 5, 140 2,040 650 15 ,000 25,000 3,070 135 2,359 20,025 7,367 150,250 2,500 500 36,000 22,685 9,000 26,000 560 3,413 200 125 507 1,000 335 985 500 633 7,563 1,020 325 30,000 50,000 6, 140 1, 130 87,933 270 14,676 45,050 14,734 300,500 16,000 1,000 72,000 18,660 45,370 28,362 52,000 1, 120 5,000 7,055 6,911 1,551 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift of Donor ALUMNI MEMORIAL ENDOWMENTS-Continued 400 Robert F. Maddox, 1876 .... . ... . ....... .. . . . . . $ 11,885 William L. Mayo, 1899 ..... . .. . . .. ....... . .. . . 100 Ridgley P. Melvin, 1899 . .... . .... . . . ..... . .... 5,000 William S. Morsell, 1922 (Athletic Fund) .... .. . . 10,000 John Mullan, 1847 . . .... . . . . . ...... . .. . .... . . . 4,408 Walter C. Mylander, Jr., 1932 . . ... . . . ... ..... .. 1,000 H . Keith Neville, 1905 .. . . .. . . ...... . . . . . ...... 1,107 Dr. John 0. Neustadt, 1939 . .. . . . . . .. . . . . . .. . .. 840 Blanchard Randall, 1874 ....... . .... . .. .. . . . .. . 87 Susan Irene Roberts, 1966 .. .. . . .. . . . . . . . . . . .. . . 100 Leroy T. Rohrer, 1903 . ... . . .. . . ... .. . .. . ... . .. 500 C. H. Schoff, 1889 . .. . .. . . . . . .. .. . .. . ........ . . 3,000 Rev. Enoch H. Thompson, 1895 ...... . . . ... . . . . 125 Dr. Robert S. G. Welch, 1913 . . ... . ... . . ... . .. . 625 Dr. Willis H. White, 1922 ... ... .... . . . . ...... . . 2,000 Amos W. W. Woodcock Fund, 1903 . ....... ..... OTHER ENDOWMENTS Hertha S. and Jesse L. Adams Concert Fund . . Alumni Memorial Book Fund . . . . . .... . . . . .. . . . . Philo Sherman Bennett Prize Fund . .. .... . . .. . . . Benwood Foundation Library Fund ..... . . .. .. .. George A. Bingley Memorial Fund . ....... . . .. . . Helen Cropsey Davidson and George Davidson, Jr. Walter I. Dawkins Prize Fund ... . . . ..... . .. . . . . Mary Safford Hoogewerff Memorial Library Fund. Fund for Tomorrow Lectureship .. . . ... . .. .. ... . Floyd Hayden Prize Fund ......... . . . .. ... . .. . . Library Fund ... . ..... . ... . .. . . . . . . . . ... . . . . . . Ellen C. Murphy Memorial Library Fund . .. . . . .. Cora Dodson Sasscer Newspaper Fund . . ... . .... . Adolph W. Schmidt Fund . . . . . . . . . . . .. . .. .. ... . Mrs. Blair T. Scott Memorial Prize Fund . . . . ... . Stevens Memorial Prize Fund .... . . . .. . . . . .. . . . Elma R. and Charles D. Todd Memorial Library Fund . . .. . ... ... . .. . . .. .. . . Clara B. Weigle Memorial Fund . . ... . . ... . . ... . Victor Zuckerkandl Memorial Fund .. . . . ...... .. Alumni Endowment .. . ... . . .. .. .. . .. . ... .. .... General Endowment . .. . . . ... . . . ... . . . .. . . .... $ 400 11,885 200 10,000 20,000 4,408 2,000 1,107 1, 170 87 200 1,000 6,000 250 1,250 3,000 100 5,000 10,000 1,000 330 100 500 3,000 125 625 1,000 76,035 $ 34,973 $ 111,008 $ 60,000 350 308 25,000 13,655 7,000 1,033 1,000 3,000 77 560 1,500 1,000 10,181 517 1,250 $ 60,000 $ 120,000 350 308 50,000 13,655 7,000 1,033 1,000 6,000 102 960 3,000 1,000 10' 181 517 1,250 25,000 3,000 25 400 1,500 19,500 19,500 1,127 19' 133 197,275 404,820 $ Total Endowment Principal . . .. . . $ Total Fund $ 768,290 PERMANENT ENDOWMENT FUNDS Old Dominion Foundation Grants Not Applied to Named Funds . . . . . . ... .. . .. .. Reservation of Profits, Sale of Securities .. . .. .. . . Old Dominion Foundation Matching Gift 186,309 295,734 $1,064,024 $2,060, 166 $2,060, 166 $ $1,412,485 $1,412,485 $4,820,041 . 21 . 39,000 1,127 19' 133 383,584 404,820 $3,386,207 $8,206,248 �GIFTS AND BEQUESTS St ..John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, and the gifts of its friends and alumni and from permanent endowment funds. The College's permanent endowment now exceeds $7,000,000, but increasing educational costs will require future additions to these funds . The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to St. John's College in Annapolis, Maryland or in Santa Fe, New Mexico the sum of .. . ... . ... . . ..... . .. ... . . . . .. .. . dollars." The College would prefer gifts and bequests to be applied in the discretion of the College; but gifts and bequests may be made for specially stated purposes. �� 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 The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 21 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College, December 1967 Description An account of the resource Volume XIX, No. 1 of the Bulletin of St. John's College, "Report of the President." Published in December 1967. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1967-12 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXIX_no1_1967_December President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c234b3cda5e5d474a8f6566297b74aa7.pdf 72b2cbd54661a9e44025bce61a4e8548 PDF Text Text No. 3 VOLUME XVIII Bulletin of ST. JOHN'S COLLEGE REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO SEPTEMBER, 1966 Founded as King William's School, 1696. Chartered as St. John's College, 1784 �Volume XVIII SEPTEMBER, 1966 Number 3 Published four times a year in April, July, September and November. Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: Two hundred and seventy years ago St. John's College came into being as King William's School in the colonial seaport of Annapolis. Now the College is firmly established on a mountain slope above Santa Fe as well. As St. John's embarks upon its twenty-eighth decade it may be truly said to span the nation with its distinctive educational program. It therefore seems both fitting and timely that the Board is inaugurating this fall A National Program for St. John's College. This ambitious program envisions the raising of some seventeen million dollars to meet the challenges and the opportunities on both campuses over the next decade. Hopefully this goal will be achieved by 1976, the bicentennial year of the Declaration of Independence and the 280th year of St. John's College. The case for supporting and strengthening St. John's is a compelling one. The small independent liberal arts college with high academic standards and close rapport between student and teacher is urgently needed in this age of big and impersonal institutions. St. John's maintains a ratio of one faculty member for each eight students; it involves the student in active class discussion; it stresses the common character of learning. As a result, St. John's attracts students of serious purpose and of high potential. The 1965 Comparative Guide to American Colleges placed St. John's among the top thirty colleges and universities in the United States in terms of the scholastic ability of their entering freshmen. Moreover, St. John's College has demonstrated the effectiveness of a completely prescribed but well-rounded liberal arts curriculum. The College steadfastly adheres to its basic purpose of inculcating the arts of thinking in its students, of opening to them our common cultural heritage, and of encouraging them to discover reasons and objectives for their lives. The large number of St. John's alumni who attend graduate schools and the records of St. John's alumni in government, business and the professions attest to the wisdom of the College's educational philosophy. Now St. John's is demonstrating its vitality and its versatility by duplicating itself- in physical facilities, in curriculum, in dedicated faculty, and in intellectual atmosphere- in a different .,and exciting section of the country. I am confident that those committed to the ideas for which St. John's stands will join with us in building the financial undergirding which the College so richly merits. Throughout the last twelve months, much time and energy has been expended in planning and preparatory work. John Price Jones, Incorporated, of New York City, completed a study of the College's . 1 . �fund-raising potential and recommended an initial three-year campaign. Walter Evers, of the Class of 1935, Vice Chairman of the Board, accepted the chairmanship of the drive. Richard Pacini, of Cleveland, Ohio, was appointed Vice President for Development to mount the campaign with headquarters in Annapolis. Finally, a distinguished group of some seventy-five men and women from all over the United States accepted the invitation to serve as sponsors of the College through membership on the National Committee for St. John's College. The individual members of the Board have committed themselves wholeheartedly and enthusiastically both to the immediate campaign and to the long-term development program. Gifts and pledges from Board members to the Western Consolidation Campaign already account for more than one-sixth of the entire goal. At the same time I am happy to report that funds in excess of one million dollars have been contributed for the Annapolis campus, nearly half of them for endowment. A challenging start has been made on a most important decade in the College's history. · Instruction Under the revised Polity of the College there is a single Instruction Committee made up of the President, the Dean, the Associate Dean, six tutors elected by the Annapolis Faculty and six tutors elected by the Santa Fe Faculty. The Dean of the College serves as Chairman of the Committee. An annual meeting of the Committee is held each spring, alternating between Annapolis and Santa Fe. Last spring this meeting was held in Annapolis. Procedures for the recommendation of tenure appointments were set up. The proposed summer session on the Santa Fe campus was discussed. All phases of instruction were reviewed and proposals for change in the language tutorials and in the laboratories were debated. Decisions were generally postponed pending further study but a proposal to introduce logic in the first-year language tutorial, with Greek texts and a brief table of traditional forms, was adopted and successfully tried out in Annapolis. On both campuses, faculty seminars were held to discuss parts of the St. John's program. The purpose of this activity was primarily to aid the members of the Faculty in understanding the relationship of the several parts of the program and to give the entire Faculty a synoptic view of what the College is attempting to do. Meetings of tutors conducting the different tutorials and the laboratories continued to serve a useful end, since each campus has assimilated a considerable number of new tutors over the past several years. Preliminary enabling examinations, the major academic hurdle between the second and third years, were given for the first time this spring in Santa Fe. Seven sophomores failed to enable, although two • 2 • �of them may be permitted to enter their junior year if they fulfill certain conditions over the summer months. The Faculty At the end of the second year of the College's dual operation, it is clear that good progress is being made in building a faculty of sufficient size and strength to meet the needs of both campuses. The largest increment of new tutors to date was successfully absorbed both in Annapolis and in Santa Fe. As reported previously, eight new appointments were made to the Annapolis Faculty: Jerry L. Blatt, Peter Brown, Geoffrey Comber, George Doskow, Charles E. Finch, Howard J. Fisher, Carl Linden, and Benjamin Milner; and six to the Santa Fe Faculty: Robert Bunker, Don B. Cook, Thomas H. Jameson, Elliott Skinner, Clare Dodson Smith, and Richard D. Sullivan. For the coming fall only three new tutors are being appointed to Annapolis: Larry Goldberg, who is completing his Ph.D. in English at Northwestern University; Marianne Reiley, who is completing her Ph.D. in the History of Culture at the University of Chicago; and William B. Pitt, who has been teaching mathematics at Monmouth College. Brother Robert of St. Mary's College will be a Visiting Tutor for the year. Robert Bart returns from sabbatical leave, Edward Sparrow from leave of absence at St. Mary's College, and James Tolbert from a leave of absence in Europe. Carl Fezer and Robert Schmeeckle resigned in June to accept other positions. Charles Bell and Hugh McGrath will be on sabbatical leave, and J. Winfree Smith and Lawrence Berns will be on other leave. The Santa Fe Faculty will be strengthened by the arrival from Annapolis of Dean Haggard and Michael Ossorgin. New appointments for the coming academic year include Stuart Boyd, former professor of psychiatry at the University of Missouri and Associate Director of the Division of Psychology in the Greater Kansas City Mental Health Foundation; E. Ray Davis, a St. John's graduate in the Class of 1962, who has done graduate work at the University of Indiana in the Philosophy of Science; Robert J. Kovacs, who has been teaching English at Northern Illinois University; Bill R. Mathews, Jr., for three years a University Fellow at the University of Texas in philosophy; Harvey L. Mead III, who has been teaching philosophy at St. Xavier College and working toward his doctorate at the University of Chicago; Roger S. Peterson, who holds the Ph.D. degree in botany and has been working with the U. S. Forest Service in Utah; and Ralph Swentzell, who has been in the Computer Center at the New Mexico Highlands University. At the end of the academic year, the Santa Fe campus lost the services of Curtis P. Wilson and Mrs. Molly Gustin, the former being granted a leave of absence to teach at the University of California in San Diego, the latter to return to Annapolis. Fortunately, the new • 3 • �appointments to the Santa Fe campus add significant strength to the Faculty in the areas of psychology, philosophy, botany, biology, and the classics. The Students The academic session of 1965-66 opened with convocation in Santa Fe on September 12th and in Annapolis on September 19th. Two hundred freshmen signed the register. With returning upperclassmen they accounted for an enrollment of 489, distributed among the several classes as follows: Annapolis Freshmen Sophomores Juniors Seniors Total 116 107 65 53 Men 73 61 40 29 Women 43 46 25 24 203 138 341 61 39 25 23 86 62 Total 100 48 148 Grand Total 303 186 489 Total Santa Fe Freshmen Sophomores The geographic distribution showed that 41 states, the District of Columbia, Puerto Rico, and seven foreign countries were represented. Interestingly enough, 1965-66 appeared to have been the Year of the Woman on the Annapolis campus. Miss Pattie Turner of BaltimoreJ Maryland, was elected Executor of the Student Polity, the first woman chosen as head of student government. Women directed plays produced by both dramatic groups, the King William Players and the Modern Theater Group. Finally, in a year when seven degrees were awarded magna cum laude, three-quarters of all honor graduates were women. A new feature of student life appeared in the transfer of students between the two campuses. Four Santa Fe students went to Annapolis and five from Annapolis went to the western campus. Even larger delegations are moving between the two campuses this fall, eight to the west and four to the east. Such movement is helpful, particularly at Santa Fe, where the College is, of necessity, small until its full enrollment is reached in 1968. The problem of attrition continues to be a troublesome one. It is clear that the draft was a source of anxiety to some of the men. However, no single cause can be given for withdrawals and dismissals. On both campuses, every effort is made through counseling by tutors, . 4 . �the Deans, and the College Physician, to discover problem cases at an early date and to try to salvage students who might otherwise be forced to withdraw. It is clear that the very smallness of the college community in Santa Fe contributes to the attrition problem. This situation will be ameliorated when the College is larger and when the four classes are present at the start of the academic year 1967-68. Libraries In June the College received word that a Federal Grant of $161,000 had been approved toward the renovation and enlargement of Woodward Hall, the library building in Annapolis. The College had meanwhile been successful in raising matching funds on a twofor-one basis; hence a total sum of approximately $485,000 is available for the project scheduled to begin in the late spring of 1967. The Library Committee continues to work closely with the architects on the plans and specifications for the structure. Santa Fe presents a different picture. Final plans and specifications have been drawn and are ready to go out for bids, but no funds are available. An a.pplication for $300,000 has been submitted to the New Mexico State Commission under Title I of the Higher Education Facilities Act of 1963. The closing date for applications in the State of New Mexico is November 15, 1966, but $600,000 in matching funds must be raised prior to that date if favorable action is to be expected on the application. Meanwhile, the Library is functioning in three locations: the main office and reading room is in the future bookstore; the mathematics, music, and science books area in a laboratory room; and cataloguing and storage is in the basement of the Student Center. As of the end of June, 10,135 volumes had been acquired and catalogued. Among many gifts, particular mention should be made of 51 books from Open Court Publishing Company, a gift of Dr. and Mrs. Edward Carus. Each campus received a grant of $5,000 for book acquisitions from the Department of Health, Education and Welfare in late June. These grants were made under Title II of the 1965 Education Act. Charlotte Fletcher, librarian at Annapolis, reports that most of this sum was expended for books in the fine arts. In Santa Fe the grant was used for the purchase of, among other books, the Dictionary of American Biography, the Dictionary of National Biography, the Encyclopaedic Dictionary of Physics, the Realencyclopaidie der classischen Altertumwissenschaften, a number of volumes on music and composers, and almost the complete Editions Culture et Civilisation. Campus Development In January a contract was awarded to Pecos Construction Company of Roswell, New Mexico, for the Women's Dormitory complex on the Santa Fe campus. This consists of seven two-story units, each • 5 • �housing eighteen women in single rooms. In addition, the new structure includes common rooms, a six-bed infirmary, a tutor's apartment, college guest rooms, and an apartment for the College Nurse. The project is being financed with a $950,000 forty-year loan from the Department of Housing and Urban Development. It is expected to be completed by late November. Three all-weather tennis courts were completed in the fall of 1965, the generous gift of Mr. and Mrs. Don Kirby of Albuquerque as a memorial to Mr. Kirby's mother, Helen Davidson Kirby. These courts provide a much needed athletic facility. Over the summer months, they have been open to local enthusiasts, who report them as the best in the entire state. An athletic center with a swimming pool continues to be high on the priority list for new construction. At Annapolis a ground-breaking ceremony for Harrison House was held in early December. Mrs. John Harrison and her children participated. Construction, however, has been delayed because of the difficulty in arranging the necessary financing. Meanwhile, the program of constructing new brick walkways continues and the appearance of the campus has been much enhanced. Campbell and Iglehart parking lots were resurfaced and the lower athletic field drained, cultivated and seeded. Plans have been completed for the terrace and steps between Campbell and Randall Halls. This project will be undertaken in the summer of 1967. It will include burying the utility lines which now mar the appearance of the rear of McDowell Hall. This development has been planned by Mrs. Cary M. Parker, who has been extremely helpful in landscaping the campus and in directing the planting of new trees to fill in gaps in the existing tree lines. Administration In contrast to the administrative stability of the Annapolis campus, the Santa Fe campus underwent growing pains. The year was marked by a succession of resignations, most of them prompted by personal reasons and opportunities for advancement elsewhere. During the course of the academic year the College lost John Dendahl, the Treasurer; William J. Hooton and James Patton, Assistants to the President; and Maurice Howell, Superintendent of Buildings and Grounds. Mr. Dendahl accepted an executive position in the business world. Mr. Hooton, one of the first appointees in 1962, left to open a restaurant in Santa Fe. At the end of the year John Knego, the Librarian, resigned to accept a position at Indiana University, and Grace Evans, the Assistant Business Manager, decided to devote her full time to a political campaign. The College appreciates the contributions made by all of these individuals during their terms of service. • 6 • �I am happy to report two strong appointments to the Santa Fe administrative staff. After Paul Wilson of Santa Fe had done yeoman's service as interim Treasurer, Wilbur J. Hannon, of Ripon, Wisconsin, assumed the Treasurership on May 1st. Mr. Hannon had long experience in fiscal and business matters. He was Treasurer at Ripon College for four years and later held a position in industry. The second new appointment was that of George Miller, Jr., as Librarian. Mr. Miller received his B.A. at St. John's College in 1950 and his M.L.S. at Columbia University. For twelve years he worked in the New York Public Library and then was head of a research center for an industrial firm. The most important administrative appointment of the year was that of Richard Pacini to be Vice President for Development of St. John's College. Mr. Pacini served for sixteen years as pastor of Fairmount Presbyterian Church of Cleveland, Ohio. He has been active in civic affairs, on National Boards of the United Presbyterian Church, U.S.A., and on the Board of Directors of the Union Theological Seminary. He will direct both the National Development Program for St. John's College and the Western Consolidation Campaign. The following administrative appointments should be noted: in Annapolis, Philip A. Camponeschi, Acting Director of Admissions during James Tolbert's leave of absence; Roy F. Armstrong, Laboratory Technician for chemistry and physics; Mrs. Virginia A. West, Resident Head of Humphreys Hall; Mrs. Elizabeth B. Fields, Music Librarian; Mrs. Joan C. Billig, Secretary in the Alumni Office; Miss Kathryn A. Fedak, Secretary to the Assistant Dean and mimeograph operator, replacing Mrs. Audrey A. Kempton. In Santa Fe: Stanley N ordstrum, Superintendent of Buildings and Grounds; Miss Penny Ulichny, Secretary to the President; Mrs. Diane Trainor, Secretary to the Treasurer; Mrs. Geraldine Foster, Secretary to the Director of Admissions; Miss Ursula Rotzoll, Secretary to the Assistant to the President; and Miss Linda Cook, Assistant in the Library. Miss Carol German, Secretary to the Dean, resigned to return to the East, and her position was filled by Mrs. Marie Winterhaler. Mrs. Laney Bancroft, Secretary to the Director of Admissions, resigned to enter the Peace Corps. Peace Corps St. John's initial venture into training programs for the Peace Corps proved a distinct success. India XVI, as the group trained in Annapolis in 1965 was designated, spent over a month in Israel enroute to India, as they were delayed by the hostilities between India and Pakistan. Philip Camponeschi, of the Class of 1946, Director of the program, accompanied the group and helped with their further • 7 • �training in Israel. Since arrival of the trainees in the field much favorable comment has been received on their preparation and capacity. Over the past summer, training programs were undertaken on both St ..John's campuses: at Annapolis one hundred teachers were trained for the Republic of the Philippines; at Santa Fe college and university teachers for Bolivia, Eduador, and Venezuela. Mr. Camponeschi planned the Annapolis program but resigned to accept appointment as head of the permanent Peace Corps training camp in Puerto Rico. Tom Newman, his assistant, a returned volunteer, replaced Mr. Camponeschi, and Robert Spaeth, of the St. John's Faculty, became Assistant Director. In Santa Fe, Robert Bunker, St. John's Tutor, ably planned and directed the program for the forty-one volunteers. The College and the Public Press releases, radio reports, and college bulletins have been employed to keep the outside world aware of St. John's College and its activities on both campuses. The most successful innovation was the April Bulletin, entitled "about St. John's" . This new publication reproduced certain outstanding student essays and poetry. It contained also a faculty contribution, news of alumni, and a report on the Peace Corps. Purposely done on a modest scale to test reaction, "about St. John's" evoked a decidedly favorable response. It is therefore proposed to publish it twice during the coming year. Jack L. Carr, of the Class of 1950, continued to provide challenging leadership as President of the Alumni Association. Specific plans are now being made in cooperation with John Gump, Assistant Dean, to sponsor a career counseling and placement program for Juniors and Seniors at the College. Alumni will come on campus during the fall and winter to talk with students and to answer questions about specific occupations. It is hoped as well to bring into being or to reactivate chapters of the Alumni Association in various cities throughout the country, both to help with placement of graduates and to cooperate in the College's admissions program. The Alumni are perhaps the most important public as far as St. John's is concerned. The College is eager to do all that it can to help them feel that they are a continuing part of the college community. One of the most exciting suggestions now under consideration is to open the dormitories in Santa Fe to alumni, with wives and husband, for one- to four-week periods in the summer. This would enable those in residence to participate as much as they desire in the summer program which is planned to begin in 1967. Summer Program in Santa Fe In March the Carnegie Corporation of New York announced a grant of $161,000 to St. John's College to inaugurate a summer pro• 8 • �gram for public school teachers and other adults in Santa Fe over a five-year period commencing in 1967. Robert A. Goldwin, of the Class of 1950, was named Director of the program and undertook necessary planning in close cooperation with members of the Instruction Committee. Laurence Berns, of the Annapolis Faculty, worked with Mr. Goldwin during the summer to develop the detailed outline of the first year's program. It is proposed to offer four sequences of work which could be taken in four successive summers, or as the participant elected. The work of each summer will be built around reading and seminar discussion of books in each of four areas: history and political theory, literature, philosophy and religion, and the natural sciences. The seminars will be supplemented by daily tutorials. There would also be preceptorials as the third part of the summer school student's work. It will be possible to earn a Master's Degree in four summers. Three summers will suffice if a master's essay is submitted. St. John's believes that it can make an important contribution to education by offering a program of this sort which will broaden the outlook of teachers and immerse them in the liberal arts. Finances Unrestricted gifts of over $515,000 were instrumental in enabling the Treasurer in Santa Fe to end the fiscal year with a modest surplus, which was applied against an accumulated deficit from former years. Current expenditures amounted to $736,623, in addition to which $68,437 was expended for capital outlay, $11,238 for the Peace Corps Training Program, $3,600 for student loans, and $11,238 for development purposes. In Annapolis current income of $1,396,100, including current gifts of $39,389, enabled the Treasurer to meet expenditures of $1,377 ,856 and use $18,000 of the excess income to reduce a bank loan for the renovation of Chase-Stone House. A major anonymous gift of $200,000 was added to the Annapolis endowment. This and other endowment gifts were matched under the generous offer of Old Dominion Foundation, thus bringing the book value of the endowment fund up to a new high of $7,954,080 as of June 30th. Santa Fe repaid a further $289,000 of the amount loaned by the Annapolis endowment toward construction of the new campus, leaving a balance still payable of $1,461,000. Santa Fe's own endowment showed a most modest increase to $27,358, accounted for largely by small library and memorial endowment funds. The gratitude of the College goes out to all those who made contributions on both its campuses. Included among the gifts and grants were the following: Gifts and Grants for Annapolis Corporate and Foundation gifts and grants for current purposes as follows: $2,500 from the Esso Education Foundation; $1,000 from the National Merit • 9 • �Scholarship Corporation; $1,100 from the Sears, Roebuck Foundation; and other gifts totaling $3,393 from the Campbell Soup Company, the Firearms International Corporation, the Ford Motor Company Fund, the GordonDavis Linen Supply Company, the Household Finance Corporation, International Business Machines Corporation, The John D. Lucas Printing Company, the Washington Steel Corporation, and Wheat and Mullen; for endowment $235,358 from Old Dominion Foundation; and for the Library Fund, $25,000 from the Hodson Trust. Gifts totaling $2,380 from the corporate matching programs of the following: the ARMCO Foundation, the Bristol-Myers Company, the Cerro Corporation, the Esso Foundation, International Business Machines Corporation, Insurance Company of North America, International Telephone and Telegraph Company, M & T Chemicals, the Office of the Messrs. Rockefeller, the Scott Paper Company Foundation, and the Smith, Kline and French Foundation. Gifts totaling $23,550 for scholarship purposes from: the Baltimore Colts Foundation, the Campbell Soup Company, Colonial Dames of America, the Dr. Charles C. Cooke Foundation for Charities, the First Congregational Church of Wauwatosa, the Food Fair Stores Foundation, the Ford Motor Company Fund, the German Society of Maryland, the National Merit Scholarship Corporation, the Schlumberger Well Drilling Corporation, the State of Maryland Scholarship Board, and the United Church Fund for Homeland Ministeries. Bequests of $1,000 from the estate of Mary Safford Hoogewerff to establish a memorial library fund, and $250 from the estate of Dr. John 0. Neustadt, 1939, toward the memorial fund in his name. Other gifts and grants as follows: a grant of $3,000 from the Danforth Foundation to plan a history and study of the College; $5,000 from George Davidson, Jr., 1916, and Mrs. Davidson to establish the Helen Cropsey Davidson and George Davidson, Jr. Fund; $5,500 from Ruth Houston toward the Ruth and Alfred Houston Student Aid Fund; a further gift of $3,000 from Col. Robert E. Jones, 1909, and Mrs. Jones toward the Robert Edward Jones and Margaret Larsh Jones Scholarship Fund; $10,000 from Mrs. Carleton Mitchell for landscaping; $18,000 to establish the Victor Zuckerkandl Memorial Fund and $5,000 for the purchase of a piano, both from Miss Caroline Newton; $2,500 from the Reader's Digest Foundation to establish the Reader's Digest Endowed Scholarship Fund; an anonymous gift of $200,258 to the General Endowment Fund; gifts totaling $6,986 to the Alumni Endowment Fund; $720 in gifts toward the George A. Bingley Memorial Fund; and gifts totaling $932 toward the Clara B. Weigle Memorial Library Fund. Gifts and Grants for Santa Fe Corporate and Foundation gifts and grants: $1,500 from ACF Foundation; $5,000 from The Brown Foundation of Houston, Texas; $500 from the Broughton Food Service; $1,500 from the First National Bank of Santa Fe for scholarships; $500 from Howell Earnest Agency; $500 from The J anal Foundation; $5,000 from Kennecott Copper Company; $5,000 from The Light Foundation; $1,000 from The Robert E. and Evelyn McKee Foundation; $3,000 from Mountain States Telephone Company; $600 from Quinn and Company; $5,000 from the Raskob Foundation for Catholic Activities, Inc.; $1,250 from The Santa Fe Foundation; $2,200 from the Santa Fe Na~ional Bank; $1,000 from The Sears-Roebuck Foundation; and $1,000 from the Willard C. Tilson Foundation. Gifts totaling $1,750 from the corporate matching programs of the following: Kidder Peabody Foundation, P. Lorillard Foundation, The William B. Pollock Company Foundation, and Texas Eastern Transmission Corporation. 10 • �Gifts aggregating $668,133 from Board members, and other gifts as follows: the Robert Hunt House on Atalaya Hill from Witter Bynner, to be the permanent residence of the President of the College; more than 50 volumes from the Open Court Press, donated by Dr. and Mrs. Edgar Carus; an upright piano from Mr. and Mrs. Alexander Girard; a new Steinway concert grand piano for the Great Hall from Mrs. Patrick J. Hurley; $6,958 from Mr. and Mrs. Donald Kirby, to complete the new tennis courts; a contribution from Mr. and Mrs. Jack Morse of the use of their Santa Fe home as a temporary President's residence; an unrestricted gift of $5,473 from Mr. and Mrs. James Oxnard; $7,610 from Mrs. Edgar Rossin, most of it for the Nina Otero-Warren Scholarship Fund; unrestricted gifts of $1,500 from Mr. and Mrs. John Simms and of $10,387 from Mr. and Mrs. L. Corrin Strong; and anonymous gifts totaling $45,500. * * * * * My principal extra-curricular activity continues to be the Association of American Colleges, of which I am presently the Vice Chairman. The primary concern of the Association is the promotion of the liberal arts among its more than 900 constituent members. During the current summer St. John's College in Santa Fe served as host to a conference on Chinese Civilization sponsored by the Association. Twenty college presidents, deans, and faculty members read and discussed in daily seminars two Chinese novels and six books of Chinese philosophy. Professor William Theodore de Bary, Chairman of the Department of Chinese and Japanese at Columbia University, was the scholar-leader, while I had the privilege of working with him as lay leader. This conference provided a stimulating respite from administrative chores and served as well to demonstrate the feasiability of introducing certain eastern classics into future St. John's seminars. I cannot close this report without paying tribute to the members of the Board for the magnificent way in which they have risen to the challenge of the National Program for St. John's College. All of us at the College- administrative officers, faculty members, and students alike- are tremendously heartened by the generous gifts and pledges from the Board and by their enthusiastic commitment of time and energy to assure the attainment of the College's goals over the next decade. RICHARD D. WEIGLE PreS'l'.dent Annapolis, Maryland September 9, 1966 • 11 • �ST. JOHN'S Annapolis, BALANCE SHEET, ASSETS CURRENT FUNDS Unrestricted Cash...... . .................... .... .. .......... . .... . . Accounts Receivable ....... . .. . ........ . .............. . Due from other funds .................. . ....... . ...... . Sundry Receivables ... ... ....... . .. .. . . ............. . . . Inventory~Bookstore .. . ........ . ........... . ....... . . . Prepaid Expenses . . ... . .............. .. ............ .. . . Total... . ................. . ..... . . . ..... . . . . . . . . . . Restricted Cash ........ . ....... . .. . .. . .... .. ... . .. .. ...... . .... Loans Receivable . . .............. . ...... . . . ........... Due from U. S. Government ............. . ......... . ... Investments at Cost .. . ........ . .................. .. ... $ 189,239 3,203 13,859 12,373 17,048 2,081 $ 237,803 49,201 70,870 24,969 9,870 . . . . Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 154, 910 Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 392, 713 $ 23,869 1,520,053 214,416 6, 151, 764 43,979 ENDOWMENT FUNDS Cash . ........................... . ............. . . .. .. Accounts and Notes Receivable .. . ..... . .......... . . . ... Matching Funds and Pledges Receivable .. . .. . ..... . . . . .. Investments at Cost .. . . ... . . . ..................... .. .. Accrued Income . . ................ . ............. . .. . .. . . . . . Total Endowment Funds... . .. . .. . .. .. ............. $ 7, 954,081 PLANT FUNDS Cash ... .... ..... . .......... . .... . .... . ........... . .. . Due from Current Funds ... . .......... . ............ . .. . Land and Campus Development .. . ....... .. . . .......... . Buildings and Improvements ..... . .. . ............. . .. . . . Equipment . . .. ................. . ......... ... . . ....... . $ 275,048 22,820 253, 134 4,499,979 389,367 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 440, 348 Total Funds.. . ...... . ... . .... . . . . .. .. .. ... . .... . .. $13, 787, 142 12 �COLLEGE Maryland June 30, 1966 LIABILITIES AND CAPITAL CURRENT FUNDS V nrestricted Accounts Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Due to other Funds ........ . ........ . ..... . ....... . ... . Student Advance Deposits ...... . ... . ......... .. ....... . $ 86,082 151,721 Fund Balance . .. ........ . .. . . . ... . ................... . Total . ....... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Restricted Notes Payable to Bank- Peace Corps. . ...... ... ... ...... Deferred for 1965 Peace Corps Expenses .. . ...... . .. . .. .. . Advances from U.S. Government ....... . .. . .... ... .. .. . . 32,060 22,820 31,202 $ 237,803 $ 35,000 9,572 63, 162 107,734 47, 176 Fund Balance .......... .... .... . ............ . . . .. .... . Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 154, 910 Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 392, 713 $ 13,859 ENLOWMENT FUNDB Due to Other Funds . ............ . .. . . .. ...... .. ... .. .. . Principal- Income Expendable Unrestricted Endowments ..... . .......... . ... . .. . ... . . Restricted Endowments . ... . ................ . . . ...... . Reservation of Profits- Sale of Securities ...... ... . ... . . Unexpended Income ........ . ............ . .. . .... . ... . Total Endowment Funds . . .. . . . 5,822,293 833,782 1, 270, 112 14,035 $ 7,954,081 PLANT FUNDS Notes Payable- Bank . .. .. ..... . . . ....... .. . . ......... . Funds Available for Plant Expansion ........... . .. . ... . . . Investment in Plant ..... .. . . . .... .. ..... . ... . ......... . $ 34,000 263,868 5, 142,480 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 440, 348 Total Funds. . .. . ........ . .... . ........ . . ....... . . . $13, 787, 142 13 • �ST. JOHN'S Santa Fe, BALANCE SHEET, ASSETS CURRENT FUNDS General Current Cash. ... . ... ... . ... ....... . . .. .. . . .. . ... .. . . .. .. .. . . . . Investments . ... . .............. .. . ....... . .. . . ......... . Notes and Accounts Receivable, less Reserve of $2,000 . . . .. . Deferred Expenditures . . ...... . . . . .. .. . . .. .... ... ... . . .. . Other Assets . . . .... . . ... .. ... .. . . . . . . ...... .. .. . . . ... . . $ 14,055 9,450 16,821 8,907 1,273 $ 50,506 Restricted Current Due from General Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . $ Cash ... . .. . . . .. .. .. ........... . ....... . ........ . .. ... . Notes Receivable- Students . . ... .. . . . . . . .... . .... . .... . . . United Student Aid Fund Deposit .. . .. .. . . . .......... .. . . 352 1,992 23,990 1,000 Total. ....... . . . .. .. . ..... . . ... . · · · · ······· ·· ·· · · ·· Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 27, 334 Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 77, 840 Cash. ..... .. ........ ....... ... . .. . . . . . .. ........ .... .. Due from Other Funds .... . .. ........... .. ....... . . .. . . . Investments ..... .. ..... .. ....... . ....... .. ... . .. . ... . . . $ 19,682 5,457 2,219 Total Endowment Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 27,358 ENDOWMENT FUNDS ANNUITY FUNDS ' : Due from Plant Funds.. . .... . . . .. . . . . . . . .. . .... ... ...... $ 255,000 Total Annuity Funds.. .. .. . . . .... . . . ... .. ..... ..... . $ 255,000 PLANT FUNDS Unexpended- Due from Other Funds . .. ...... . .. . ... . .. . . . Construction in Progress- Women's Dormitory .. ... ... .... . Land and Land Improvements . . ... . .. . . .. ... . .... ..... . . . Buildings . . . .. ... . ... . ..................... . ..... . .. .. . Equipment and Furnishings . .. . ... .. . . ............. . . . . . . Library Books . . .. .. . . . . . ......... . ...... ...... ... .... . . Off-Campus Real Estate . . . .. . ...... . ............ . .. .. .. . $ 2,272 317,385 245,083 3,841,228 250,591 39,579 69,879 Total Plant Funds . ........... . .. . ... . . ... .. .. . . ... . $4, 766,017 Total Funds.. ... ... . . ... .. . . . . . . . . . . . . . . . . . . . . . . . . . $5, 126, 215 • 14 • �COLLEGE New Mexico June 30, 1966 LIABILITIES AND CAPIT AI, CURRENT FUNDS General Current Notes Payable . ... . ..... . . . . . ... . .. . .. . . . .. .. . .. . ... .. . . Accounts Payable and Accrued Expenditures . . .. .. . .. . . .. . . Deferred Income . . ........... .... . .... .. .. . ........ . . . . . Due to St. John's College, Annapolis . . . .. .. .. . .... . . . .... . Due to Other Funds .... .. . . .. . ... . ..... . ... . . . . . ... .. .. . $ 33,060 30,031 14,532 19,908 4,329 Total. . .. .. . ... . . . ..... .. . . . . ... .. .. .. .. .. .... . .. . . Cumulative Fund Deficit for Years 1963-66 . .... . . . . . . . . .. . $ 101,860 (51,354) Total ... . . . .... . . . . . .. . .. . ... . . .. ..... . . . . ... .. ... . $ 50,506 $ 26,000 1,000 334 Total ... .. .. . . . . . . . .... ... . . .. ... ...... .. .. .. . . . . . . $ 27,334 Total Current Funds . .. .. .... .. . . . .. . . .. .. ..... . .. . . $ 77,840 $ 27,358 Restricted Current National Defense Student Loan Fund . .. . . . .. . . .. .. ... . .. . United Student Aid Fund . . ....... . . . ........ . . . . . .... .. . Other .... . .... ..... ... . .. . ... . .. . .. : ..... .. .. .. . . . . . . . . ENDOWMENT FUNDS Total Endowment Funds .. . ... . .. . .. .. ... .. . .. ... .. . ANNUITY FUNDS Total Annuity Funds .. .. . . . . . ... ... ....... .... .. . .. . $ 255,000 PLANT FUNDS Unexpended .. .... .. .. . .... . ...... . .. . . . .... . .. . . . . . . . . . Source of Funds- Dormitory Construction Accounts Payable . .. .. .. ..... . .. . . . . . .. ... ... . ... . . . . . Notes Payable ..... . . . ..... . ........ . .. . .. . .. . ..... .. . Due to General Current Fund .. . . .. . .. .. . . . .. .. ... . ... . Invested in Plant Dormitory Bonds of 1964 .... ... . . . . ....... ... . . .. . . .. . Notes Payable . ....... . ... . .. .. ... .. . . . .. .. . . .. . .. . .. . Due to Annuity Funds ........ ... . .. . .. . ... . ... . .. . .. . From Contributions and Current Funds . ..... ... .. ... .. . $ 2,272 114, 860 198,773 3,752 900,000 1,461,000 255,000 1,830,360 Total Plant Funds ........ .. .. ... . . . .. ... .. . .. .. ... . $4,766,017 Total Funds . .. . . . . . . . .. . . ... . . . $5,126,215 • 15 �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1966 INCOME Education and General Tuition Fees ........... .. . . ........... . ...... . ........ . Adult Education ................................. . ..... . Endowment . . ......... . .... . ... . .............. . .. . . . .. . State Appropriations .. . ... . . . ......... . . . ..... . ... ... .. . Miscellaneous .......... . .......... . ...... . . . ... . ...... . Total. .... . ...... . ... . ... . ... ·· ···· ·········· ··· ·· · Auxiliary Enterprises Dining Hall ................... . ................... ... . . Dormitories ......... .. ... . . . .. . ... . ........ . .......... . Bookstore ........ . ..... . ........ . ..... . ...... . ..... . .. . Coffee Shop . . . .... . ...... . . . . . ......... . .............. . Total. . . . . ...... . ... . .. . . ........ ··················· Other Non-Educational Income............... . . . . . . . . . . . . . . Gifts and Grants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Total Income. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 575,340 1,520 273,988 119, 125 18,510 $ 988,483 $ 137,019 137,815 39,619 1,330 $ 315,783 $ $ 52,445 39,389 $1, 396, 100 EXPENDITURES Educational and General Administration ....... . ........... ... . .. . . .... . ....... . . General .... . . . .. .. .. ... .... . . . ..... .. ........ . ....... . . Instruction . . .. . ........... . .. . ........ . ... . .. .. . . . .... . Student Activities . . . .. . . . ... . .. .. ....... . .......... . ... . Adult Education .... .. ..... . ...... .. ............ . . .... . . Plant Operation and Maintenance .... . ........ . .... . . . ... . Total . . . ........... . .......... . ........ . . .... .. . .. . Auxiliary Enterprises Bookstore .. . .. . . . ... .. .. ....... .. . ... .... . .. . . . ... ... . . Dining Hall . . .......... . . . ... . . .. ..... .. .......... . . . . . $ 151,357 89,685 513,402 16,646 919 234,797 $1,006,806 $ 42,703 122,375 Total. . .. .. . .. .. ........ . ...... . .. . ... . .. .. .. · .. · · . $ 165,078 Other Non-Educational Expenditures Scholarships and Grants in Aid . ..... .. .. . . ...... . .... .. . . Others . .. .. .. . . . . .... . ........ . ....... . .. . . . . . ... . .. . . . $ 190,080 15,892 Total. . ........ .. . . .... . . ····· · ······ ··· ··········· $ 205,972 Total Expenditures .. . . . ... ... .... . ................. . $1,377,856 Income in Excess of Expenditures . . . .. .. ........... . .... . . Less Amortization of Chase-Stone Improvement Loan .... . $ 18,244 18,000 Current Funds AYailable for Future Operations . . . ... .... . $ 244 16 • �ST. JOHN'S COLLEGE Santa Fe, New Mexico CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1966 INCOME Educational and General Tuition . ........ . . .... . ..... Adult Education ... . .. . . .. . .. Endowment .. .. .... . . . .. .. .. Miscellaneous ... .. . ....... .. .... . .. . ........ .. ... .. . .. . . . . . . . . ... ... . .... .. ... ....... . .... .. ...... .. . .. .. .... . . .. . . . . . . . .. .. . . ... .. . . ... .... . . . . $245,684 2,772 307 3,366 Total ... . ... . . . . ...... ..... . .... . ... ... ... .. .. ... ... . Auxiliary Enterprises $252, 129 E~~~rt!i~~: ::::::::::::::::::::::::::::::::::::::::::··· Total .. . . . . . . . ... . . . ............ . .. . . . .. .. . ...... . .. . Other Non-Educational Income . ... .... .. . .. . . . .. . ...... .. ... . Gifts and Grants, including $13,485 Peace Corps .... . ....... . . . . $ 66,560 66,643 $133,203 $ 1,412 $515,069 $901,813 Total Income .. EXPENDITURES Educational and General Administrative ..... . . .. . . . . . . . ...... . ...... .. . . ...... . .. General .. . ... . . . . . ... .... . .. .. . . . ............ ..... . ... .. Instruction ..... . .. ... . ....... . ....... . .. ............ .... Operation and Maintenance . . .. . .. .. . . .... . . ..... . . . . . .... . . . . $100, 192 69,857 267,557 57,877 Total . . ... .. ... .. .... ... . . .. .. ... . . . . .. . . ....... .. .. . Auxiliary Enterprises Dining Hall ....... ... . . . ..... . ...... . .. .... ..... .. ... . . . . Dormitories, including $32,625 debt service . ........... . ..... . $495,483 Total .. ... .... ... ... . . . . ... ... ... ... . . .. . . . ...... ... . Other Non-Educational Student Aid .. . .. . .... . . .. .. .. ... ......... . .... . . . .... . . . . Interest ..... .. . .. . . .. .. ... . . . . ..... . ... . . .. . . .. . ... . . . . . . Annuity Payments .. .. .... ... ......... . ... .... ..... . .. . . . . Peace Corps Program ... . . .. ............. . . . .......... . ... . Campaign Expenditures . .. .. . .... .. . ....... . .. . ..... . .. . . . $137,525 $ 31,485 65,054 7,076 11,238 15,061 Total . .. .. . . . .... .... . . .. .. . . ... .. . ....... . .. . . ..... . $129,914 Total Expenditures ........ . . . ... .. ... . . .. . .. .. . ... ... . $762,922 Appropriations For National Defense Student Loans . .. . ... .. . . .. ........ .. . For United Student Aid Loans . . . .... ........ . . . .... . . ... . . . For Capital Outlay ..... .. .. .... . ..... . . ...... .. .... . ..... . $ 57,004 80,521 $ 2,600 1,000 68,437 Total Appropriations ....... . . . ... . . .......... ....... . . $ 72,037 Total Expenditures and Appropriations ..... .. .... . . .... . $834,959 Excess of Income over Expenditures and Appropriations .. . . .. . $ 66,854 17 • �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift of Donor Old Dominion Foundation Matching Gift Total Fund $1,891,017 150,216 $ 500,000 150,000 $2, 391,017 300,216 $2,041,233 $ 650,000 $2,691,233 $ 15,000 25,000 3,070 1,130 87,933 135 6,373 25,025 7,367 150,250 8,000 500 36,000 10,141 22,685 19,362 26,000 560 2,500 7,056 3,473 1,552 $ $ $ 459, 112 $ 323,864 $ 23,680 3,693 $ 20,000 1,470 $ 43,680 5, 163 $ 27,373 $ 21,470 $ 48,843 $ 500 200 125 855 2,638 1,000 1,965 1,035 500 658 18,357 $ $ 500 400 250 1,362 2,638 2,000 2,300 2,020 1,000 1,291 25,920 TUTORSHIP ENDOWMENTS Addison E. Mullikin, 1895 ...... . . . .. ... . ... . .. Arthur deTalma Valk, 1906 .. . ..... .. . . ........ SCHOLARSHIP ENDOWMENTS Annapolis Self-Help .. . . .. ...... . .. . . .. . .. . .. .. George M. Austin Memorial, 1908 . . ... . . . .. ... .. Chicago Regional . . .... . . .... .. .... . . . . .. . . ... Class of 1897 . ..... . ..... . . . ... . ... . ... . . . .. .. Class of 1898 ... .. ......... ... ........... ... . . Corporal George E. Cuniff, III, 1930 ....... . . . . . Faculty .. .. ....... . . . .. . . . .... . . .... . . .. . . . . . John T. Harrison, 1907 .. . . .. .. .. . ...... . ...... Hillhouse High School, 1927 .......... . . . . .. . .. . Richard H. Hodgson, 1906 .. . .. . .. . ....... . .. . . Alfred Houston, 1906-Student Aid . .. . . . . .. . . . . Houston Regional . .... . ..... . .... . ... .. . .. ... . Jesse H. Jones and Mary Gibbs Jones . . ... .. .... Robert Edward and Margaret Larsh Jones . . ... . . Massachusetts Regional . .. . . . .. .. ... . . . . . .. . . .. Philip A. Meyer, II, 1938 ... . . . . . . . .. . . . . .. . .. . Oklahoma Regional ....... . . .. ......... . .. ... . Pittsburgh Regional . . . .. . .. . . .. . . . .. . . ... . .. .. Reader's Digest Foundation . ..... . .. . . . . .. ..... Clifton H. Roehle ..... ... . . .. . . . ... .. . ..... . .. Clarence J. Stryker ......... . ..... . . . .......... Friedrich J. von Schwerdtner . . . . . . . . . . . . . . .. . .. 15,000 25,000 3,070 135 2,359 20,025 7,367 150,250 2,500 500 36,000 22,685 9,000 26,000 560 3,413 30,000 50,000 6,140 1, 130 87,933 270 8,732 45,050 14,734 300,500 10,500 1,000 72,000 10, 141 45,370 28,362 52,000 1, 120 2,500 7,056 6,886 1,552 $ 782,976 STUDENT LOAN FUND ENDOWMENTS George Friedland . . . . .. . ... . . . ... . . . . . . . . . . . .. John David Pyle, 1962- Memorial. . . ........ ... ALUMNI MEMORIAL ENDOWMENTS Granville Q. Adams, 1929 .. . ...... . .. . ... . . . ... Drew H. Beatty, 1903 .... .. . . .. . ........ . . . .. . Dr. William Brewer, 1823 ....... . ..... .. .. ... . . Frederick W. Brune, 1874 .... . ... . . .. . .... . .. .. Henry Duvall Chambers, 1905 . . .. ... . . . . . .. . .. . Henry M. Cooper, Jr., 1934 ..... . ... .. .. . . . . .. . Robert F . Duer, Jr., 1921 .. . . . . . .. .. . ..... .. . .. In Honor of: Dr. Philip Edwards, 1898 .. .. . . . . . . Allen Lester Fowler, 1915 ..... . ..... . . . . . ... . . . Dr. Amos F. Hutchins, 1906 . .. . . . . . . . ... .. .... . Helen Barnes Jones and Robert 0 . Jones, 1916 .. . . 18 200 125 507 1,000 335 985 500 633 7,563 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift (jf Donor Old Dominion Foundation Matching Gift Total Fund ALUMNI MEMORIAL ENDOWMENTS- Continued William Lentz, 1912 ... . .. . .... . . . . . .. . . .. . .. . . Col. Harrison McAlpine, 1909 ... . ... . . .. ...... . William L. Mayo, 1899 . . . .... . ... . . . . . . .. .. . . . Ridgley P. Melvin, 1899 ... .. ... . .. . .. . . . ... . . . William S. Morsell, 1922 (Athletic Fund) ... .... . John Mullan, 1847 .. ........ .. ... . ...... . .... . H . Keith Neville, 1905 . .. . .. . . . . . . . . . . . . . . . . .. . Dr. John 0 . Neustadt, 1939 .. .. .. .. ... .. ... . . .. Blanchard Randall, 1874 ... .. .. . . . . . . . .. . . . . .. . Leroy T. Rohrer, 1903 ... . .. . ...... . .. . ... . ... . C. H. Schoff, 1889 . .......... . . .. . .. . ........ . . Rev. Enoch H. Thompson, 1895 ...... ... .. .. . .. Dr. Robert S. G. Welch, 1913 . ... . . ... . .... . .. . Dr. Willis H . White, 1922 ... . . . . .... . ...... . . . . Amos W. W. Woodcock Fund, 1903 ..... .. ... 1,020 325 11,885 100 5,000 10,000 1,000 822 331 100 500 3,000 125 625 2,000 $ $ \ 64,665 $ $ $ $ 1,020 325 $ 2,040 650 11,885 200 10,000 20,000 2,000 822 661 200 1,000 6,000 250 1,250 3,000 34,973 $ 99,638 60,000 $ 120,000 175 308 50,000 720 5,000 1,034 6,000 103 1,000 800 3,000 1,000 518 100 5,000 10,000 1,000 330 100 500 3,000 125 625 1,000 OTHER ENDOWMENTS Hertha S. and Jesse L. Adams Concert Fund . .... AlumnVMemorial Book Fund .... . . . .... .. ..... . Philo Sherman Bennett Prize Fund ..... . .. . .. . .. Benwood Foundation Library Fund .. . . .. .. . . . .. George A. Bingley Memorial Fund ... . . ..... .. .. Helen Cropsey Davidson and George Davidson, Jr. Walter I. Dawkins Prize Fund . .. .. .. .. . . . .. . . .. Fund for Tomorrow Lectureship ... . .. . .. . .. .. . . Floyd Hayden Prize Fund .. ... . . . .. . .. . ...... . . Mary Safford Hoogewerff Memorial Library Fund. Library Fund . . .... . . . . . . .. . .. . . . ... . .... .... . Ellen C. Murphy Memorial Library Fund . . .. . . . . Cora Dodson Sasscer Newspaper Fund .. ... . . .. . . Mrs. Blair T. Scott Memorial Prize Fund .... .. . . Elma R. and Charles D. Todd Memorial Library Fund . ..... . .. . ..... . . . . . . . Clara B. Weigle Memorial Fund ... . ....... . . . . . Victor Zuckerkandl Memorial Fund . . . . . .. ... . , : Alumni Endowment . . . . .... . ......... . . . ... ..1. General Endowment . . . ... . .. . . . .. . ..... . . . . . .. 60,000 175 308 25,000 720 5,000 1,034 3,000 78 1,000 400 1,500 500 518 25,000 3,000 25 400 1, 500 500 19,500 19,500 339 18,730 198,212 402,935 $ 783,949 186,309 $ 39,000 339 18,730 384,521 402,935 296,234 $1,035,183 $1,998,201 $1,998,201 PERMANENT ENDOWMENT FUNDS Old Dominion Foundation Grants Not Applied to Named Funds ..... . ........ .. Reservation of Profits, Sale of Securities ... . . .. . . $1,270, 112 Total Endowment Principal .. ..... . . . .. $4,601,445 . 19 . $1,270, 112 $3,324,742 $7,926,187 �ST. JOHN'S COLLEGE Santa Fe, New Mexico PERMANENT ENDOWMENT FUNDS UNRESTRICTED ENDOWMENTS Fletcher Catron Memorial Fund .. . . .... . ... . . . . . ... ... . .. . ... . . . Mrs. Nina S. Garson Memorial Fund . .... ... . .... ...... .. ....... . Dr. Florence R. Kluckhohn Fund ... .. .... . .... . . . .... .. . ... .. . . . Frank Patania Memorial Fund . . .. .. .... .. . . . . .... . . ...... . .. .. . E. I. "Tommy" Thompson Memorial. . . . . . . . . . . . . . . . . . . ... .... .. . SCHOLARSHIP ENDOWMENTS General Fund . . . .. . ... . .. ... . . ... . . ..... . . . . .... . . .. . .. .. . . Nina Otero-Warren Memorial Fund . . .. .. . . .. . . . . ..... .. . . . LIBRARY- PERPETUAL MEMORIALS Ruth Laughlin Alexander Dorothy Calvert Hino Hubert E. Holdaway Judge Levin Claude Bailey George Bart Berger John Mead Howells Josephine Foster Blair Robert H. Isaac Louise M. Clevenger Clarence Lohman Dr. Elizabeth B. Demarest Isaac H. Mayer Jake Dorbin Thomas J. Needham Sarah Dorbin Duane L. Peterson Henry Dendahl Lowell S. Peterson Alice C. Fletcher Bernard Buckley Robinson Bessie Fogelson J. 0. Seth E. E . Fogelson Charles H . Strong Hirsch Fogelson Thomas C. Van Stone Dorothy Friedman James R. Thorpe, Sr. Nina S. Garson Clara B. Weigle Violette Collingwood Glasstone Horace White John Stewart Harvey LIBRARYFrank W. Armstrong Roland S. Bond Vic E. Breeden Mrs. Agnes M. Canning Donald J. Caven Margaret Pond Church Mrs. Gertrude Clarke Miss Flora W. Conrad Mrs. Cecily Cunha Mrs. Margaret W. Driscoll Miss Helen Park Edwards E. E. Fogelson Gayle D. Fogelson Dorothy Friedman Mr. and Mrs. Alexander Girard Samuel Glasstone Mrs. Henriette Harris General Kenner F. Hertford Mr. and Mrs. Henry H. Hoyt $ 1,200 950 1,000 3,341 1,865 $ 8,456 $ 314 ~ $ 1,889 $ 7,713 LIFE MEMBERSHIPS Bishop and Mrs. Everett H. Jones Franklin H. Kissner Mrs. Albert S. Lathrop Mervyn LeRoy Mr. and Mrs. John Gaw Meem Mary Metzger James Merrill John S. Newberry Mrs. Duane L. Peterson Mrs. Joseph H. Quire Harrison Sasscer Adolph W. Schmidt Mr. and Mrs. Winfield T. Scott Dr. and Mrs. Philip L. Shultz Mr. and Mrs. Roger Slakey Paul R. Stein Mrs. Susan A. Turnbull Mr. and Mrs. John K. S. Walter Mr. and Mrs. Paul A. Wilson Total Endowment Principal . . .. . . . . . . .. .. .... .. . .. . .... . • 20 $ 9,300 $27,358 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, and the gifts of its friends and alumni and from permanent endowment funds. The College's permanent endowment now exceeds $7,000,000, but increasing educational costs will require future additions to these funds. The College invites gifts and bequests to its current budget, to its=building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to St. John's College in Annapolis, Maryland or in Santa Fe, New Mexico the sum of. ............................... dollars." The College would prefer gifts and bequests to be applied in the discretion of the College, but gifts and bequests may be made for specially stated purposes. �� 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 The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 20 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College, September 1966 Description An account of the resource Volume XVIII, No. 3 of the Bulletin of St. John's College, "Report of the President." Published in September 1966. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1966-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXVIII_no3_1966_September President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c9166aa699349a372b8b28c62feec898.pdf 9a3d187a5270e0a6cf86ce1afa7e22d0 PDF Text Text No. 3 VOLUME XVII Bulletin of ST. JOHN'S COLLEGE REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO SEPTEMBER, 1965 Founded as King William's School, 1696. Chartered as St. John's College, 1784 �Volume XVII SEPTEMBER, 1965 Number 3 Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: St. John's College in Santa Fe is now a reality. With the formal dedication of the new campus on October 10, 1964, and the successful completion of the first academic year, St. John's has again proven itself an educational pioneer. It has demonstrated the feasibility of establishing other campuses as an alternative to constant growth and expansion of existing campuses. Through duplicating itself St. John's has reaffirmed its faith in the small college as potentially an ideal learning community for both student and teacher and in the St. John's Program as an unusually effective means to the end of liberal education. For the nation at large this has been a year of student ferment and unrest. Demonstrations, sit-ins and picketing at certain of our great universities are a manifestation of student dissatisfaction with the present state of education. Students sense that something is lacking in their college experience; they are not quite sure what it is. By contrast, the students at St. John's have devoted themselves with enthusiasm to their studies. They seem to have been unaffected by the prevalent national malaise. It is just at this point that a small liberal arts college like St. John's can make its greatest contribution upon the American educational scene. This small college, upon both its campuses, holds to the mission of "liberal education of youth," in the words of the ancient Charter. This implies continued resistance to the eroding pressures of expanding bodies of knowledge, demanding graduate schools, and undue specialization. Such resistance is not easy, and most liberal arts colleges have effected compromises, often achieved at the cost of liberal studies. By liberal education St. John's College means that optimum development of a man's intellectual powers that will enable him freely to exercise his highest functions of rational thought and discrimination. Liberal education also implies the effort to gain understandings on the part of a student-understandings of himself and his place in this world, of the long heritage in which he stands, of his relationship to his fellows and to his God, and of his very reason for being. Such ends require the cultivation of the tools to understandingthe tools which are so aptly called the liberal or liberating arts. These are the arts or skills to which the liberal arts college must be primarily dedicated. The student must learn to think, to analyze, to define, to imagine, to experiment, to demonstrate, to communicate, and to • 1 . �decide. In other words, the processes of the mind must command primary attention, not the limitless expanses of information and facts on the one hand or the more specific vocational skills on the other. Learning will always remain essentially an individual enterprise. It is perfectly clear that an earnest and devoted student can gain a good education- and perhaps even a good liberal education- in almost any college or university. The liberal arts college, however, should be best suited to the goals of liberal education. It can be essentially a one-purpose institution without the fragmentation of the large college or university. It can concentrate on teaching rather than research and publication. It can offer the advantages of close teacherstudent relationships rather than the remoteness of the large lecture hall. It can escape, if it wills to, from the multifarious distractions of intercollegiate extravaganzas and of extra-curricular busyness. It can seek to make a coherent and intelligible whole of the student's learning, stressing constantly the interrelatedness of the many fields of knowledge and the liberal quality of every subject taught. This is the St. John's credo. It is gratifying to report significant new interest in the St. John's Program and in the possibility of adapting it to the curricular needs of other colleges and universities. The Acting Chancellor of the University of California at Berkeley invited me to spend two days on that campus in May discussing the possibility of developing a sequence of work for freshmen and sophomores along the lines of the St. John's program. St. Mary's College in California, which offers as an elective an integrated program similar to that of St. John's College, invited the Instruction Committee of the Faculty to participate in a colloquium on liberal education. This introduced St. Mary's faculty members and those of other West Coast institutions to the St. John's concept of education. And one might cite the experimental program being undertaken this summer on the Annapolis campus for trainees in the Peace Corps. Officials of that government agency had been dissatisfied with the training programs previously used and thought that the St. John's seminar might be a fruitful way to give young men and women the necessary understandings in preparation for overseas assignments. Such evidence of interest in the St. John's concept and methods confirm the necessity for the continued vitality and development of the College on both its eastern and western campuses. St. John's College in Santa Fe According to Dean Clarence J. Kramer, "It can be said, without qualifications, that this first year of operation was more successful than we had any reason to expect. That it was so is due in large measure to the splendid spirit of cooperation that existed throughout the year among students, faculty, administration, and staff. Almost • 2 • �without exception everyone associated with this new venture has contributed energies and imagination far in excess of contractual obligations. Without such willing and unselfish efforts our task would certainly have been more formidable." The level of academic performance in the classrooms was remarkably high. Tutors with long teaching experience in Annapolis reported that their Santa Fe tutorials and seminars were. among the best that they had ever taught. The student body itself developed a remarkable coherence and esprit de corps. Attrition, though always painful for a small college to assimilate, was lower than might have been expected. The first class surmounted uniquely difficult circumstances- minimal athletic facilities, a temporary library, the absence of music practice rooms, tenuous transportation to town, and the absence of stabilizing upperclassmen. The Santa Fe communiy extended a warm and enthusiastic welcome to the new college. Qualified individuals volunteered their services for extra-curricular instruction of the students in German, Hebrew, French, Russian, Spanish and the fine arts. Some sixty Santa Fe residents participated in three adult seminars during the year, while large numbers from the community attended Friday night lectures and the Saturday evening film series. During the year a number of exhibitions at the College attracted wide interest in the community. Dr. F. M. Hinkhouse, Director of the Phoenix Art Museum, generously loaned his personal collection of paintings and sculpture at the time of the dedication of the new campus. This was followed by a three-man exhibit of the works of artists Eric Gibberd, I. Bodeur, and John C. Wylie; modern Spanish paintings and sculpture from the New York World's Fair; the ACF exhibit of science, technology and art. The final exhibition in June was a collection of Indian paintings belonging to Richard Pritzlaff, of Las Vegas, N:ew Mexico. St. John's College in Annapolis Dean John S. Kieff er reports that the quality of work done by the students in Annapolis was unusually high. By all accounts the freshman seminars and tutorials were the best in years. Attrition was minimal, reflecting even greater stability in the College at large and a student body of high calibre. It is also gratifying that the College graduated its largest senior class since the 1930's. Fifty-one seniors were awarded the Bachelor of Arts degree at Commencement, four of them magna cum laude. The preceptorial program has now become a regular feature of the curriculum. With the increased size of the junior and senior classes it was necessary to increase the number of preceptorial participants • 3 • �to nine or ten. This did not prove to be the handicap anticipated. Preceptorials offered during the year were the following: A Sequence of Americans; Aristotle's Politics; the St. Matthew Passion; Kant, Critique of Pure Reason; Hegel and His Influence; Sophocles as Artist and Tragedian; Analytic Philosophy, Ethics; Dostoevsky, The Possessed; Two Accounts of the Beginning, Genesis and Hesiod; Aristotle's Metaphysics; Theology in the Twentieth Century; Foundations of Mathematics; Shakespeare's Hamlet; Plato's Theatetus; Shakespeare, Three Plays; and the Watson-Crick Model of D.N.A. After a year's moratorium, music tutorials were resumed, now offered for sophomores only. The faculty music study group had evolved a more satisfactory plan for the tutorial, and bi-weekly tutors' meetings kept the classes in step without sacrificing healthy variation. The Dean reports that revision of the laboratory program continued its deliberate advance. Sophomores tried the new biology program for the first time. The manual proved too optimistic as to what could be accomplished in the allotted time so further revision will be necessary. Meanwhile, most of the work has been completed on revising the junior physics program, which goes into effect in the fall. The Faculty The entire St. John's community felt a deep sense of personal loss in the death of Victor Zuckerkandl at Ascona, Switzerland, in May. An accomplished musician and an inspired teacher, Mr. Zuckerkandl was a member of the St. John's Faculty from 1948 until his retirement in 1964. He was responsible for the initiation and development of the music program at the College, but his versatility as a teacher extended to all branches of the program. Under grants from the Bollingen Foundation he wrote and published two books, Sound and Symbol and The Sense of Music. In tribute to him, a simple but moving memorial service was held in the Great Hall of the College. His memory is to be perpetuated through the gift of a grand piano by his widow and through the creation of a permanent endowment by his long-time friend and admirer, Miss Caroline Newton, of Berwyn, Pennsylvania. As previously reported there were nine new additions to the Faculty in Annapolis: Ida Doraiswamy, Mickey Gibson, John R. Gump, David Jones, Louis Kurs, Roger Schmeeckle, Earl Scott, Deborah Traynor and Arthur Reisz. James I. Gilbert was appointed Artist-in-Residence and will continue in that capacity for the coming academic year. Four members of the Faculty were on leave: Henry Na than, Thomas Simpson, Edward Sparrow and Beate Ruhm von • 4 . �Oppen. Mr. Sparrow is on a two-year leave of absence to take charge of the Integrated Program at St. Mary's College. The opening of the Santa Fe campus drew seven members of the Annapolis Faculty: Clarence J. Kramer, Dean, Robert E. Skeele, Assistant Dean, Ford K. Brown, William A. Darkey, Molly Gustin, Thomas J. Slakey and Curtis A. Wilson. Mr. Brown returned to Annapolis this summer. Samuel E. Brown, Jr., Wiley W. Crawford, David C. Jones and Philip B. Waring are moving from the Maryland to the New Mexico campus. They will be joined by Michael Ossorgin, who spends the coming academic year on sabbatical leave. Two of the Santa Fe tutors resigned at the end of the year, Marcia Bullard and Journet Kahn. Ingeborg Lorenz and Donald Rauber continue, the former with added responsibilities as the second Assistant Dean. It is significant that over 150 applications were received to teach on each of the St. John's campuses. Many of these candidates were unusually well-qualified, and the Instruction Committee was confronted with a difficult task in recommending new appointments. The following members join the Faculty this summer: at Annapolis: Jerry L. Blatt, a bio-chemist and physiologist from Kansas State University; Peter Brown, from the Columbia University Graduate School; Geoffrey Comber, musician and philosopher from the University of Western Ontario; George Doskow, instructor in English at Trinity College; Charles E. Finch, senior English teacher at the Conestoga High School; Howard J. Fisher, University of Rochester graduate; Carl Linden, from the Central Intelligence Agency; and Benjamin Milner, assistant professor of philosophy and religion at Wellesley; and at Santa Fe: Robert Bunker, head of the English and Philosophy Departments at New Mexico Highlands University; Don B. Cook, who has just completed his Ph.D. in chemistry at the University of California (Davis); Thomas H. Jamison, assistant professor of English at New York University; Elliott Skinner, Ph.D. in philosophy from Princeton; Clare Dodson Smith, who completed her Ph.D. at the University of Arizona in zoology; Richard D. Sullivan, instructor in history at the University of Montana; and, on a parttime basis to teach music, Richard B. Stark, Curator at the Museum of International Folk Art in Santa Fe, who holds the degree of Master of Music from Yale University. Dr. Julius L. Wilson, College Physician at Santa Fe, will teach one of the sophomore biology laboratories. The Students Two hundred and seven men and women were selected by the Admissions Committee from more than double that number of applicants for the freshman class which entered St. John's College in the • 5 • �fall of 1964, 123 of them in Annapolis and 84 of them in Santa Fe. This resulted in a total enrollment on the two campuses of 405 students, distributed among the several classes as follows: Annapolis Men Women Total 69 52 30 40 54 32 29 15 123 84 59 55 Total 191 130 321 Freshmen 51 33 84 242 163 405 Freshmen Sophomores Juniors Seniors Santa Fe Grand Total Geographically 39 states, the District of Columbia and nine foreign countries were represented. As expected, half of the students on the Santa Fe campus came from western states, half of these from California. Dean Kieffer reports that the students exhibited mature behavior and great responsibility. The Rules of Residence were well observed. The Delegate Council of the Student Polity functioned well under Gerald Zollars as Executor. At the elections in the middle of the year Pattie Turner was elected to the office, the first woman to achieve this distinction. The St. John's Collegian appeared regularly under the capable editorship of David Lachterman and later Susan Roberts with Eva Brann acting as Faculty Advisor. Leon Rottner achieved an excellent performance of "Much Ado About Nothing," which he directed for the King William Players. The Modern Theatre group presented three plays, climaxed by a highly entertaining musjcal review under the able direction of Jeremy Leven, entitled "The Perils of St. John's." This production with music and lyrics by Michael Littleton and Jeremy Leven effectively capitalized on the foibles of the community and delighted all who saw it. In Santa Fe there seemed objection from the outset to any formal student government. One delegate was elected from each dormitory to meet weekly with the officers of the administration to discuss matters of common concern. These delegates were rotated three • 6 • �times during the year. It is expected that this informal arrangement will continue for the coming academic year. As anticipated, skiing proved to be one of the most popular sports on the new campus, since the Santa Fe Ski Basin lies less than an hour away. Other athletic activities were limited to volley ball, ping pong, fencing, weight-lifting, hiking and calisthenics. Over the summer months tennis courts are being constructed. These courts and the future clearing of a general-purpose field for intra-mural touch football, field hockey and softball, will provide welcome release for student energies. In general, the Santa Fe student body had a pronounced musical inclination. Guitar players and folk singers abounded. Three students joined the Santa Fe Community Chorus and three played regularly throughout the season with the Santa Fe Symphony Orchestra. Student talent was well displayed at the Variety Show in early June, to the delight of St. Johnnies and townspeople alike. Health of the college community presented no major problems on either campus. Over 1500 dispensary calls were handled by Dr. Gerard Church, the College Physician, and Pauline G. Fowler, the College Nurse, at the infirmary in Annapolis. In Santa Fe the College was fortunate in obtaining the services of Dr. Julius L. Wilson, who had retired to the Southwest after distinguished teaching at Tulane and Yale Medical Schools. By mid-winter it was apparent that the assistance of a nurse would be welcome. This position was filled by Mrs. Mordant Elrington, whose husband was Senior Resident in the men's dormitory. Experience of this year clearly demonstrates the need for a small but efficient college infirmary. Such a facility has been included in the plans for the new women's dormitory to be completed by the fall of 1966, if funds are available. Libraries Creation of the second campus in Santa Fe has necessitated the building of a new library collection. John Knego, the Librarian, and his staff have wrought miracles in bringing the new library into being and in acquiring and cataloguing 6,675 volumes during this first year. An additional 7,000 volumes have been received, mostly by gift, and are yet to be acquisitioned. It would be impossible in this report to acknowledge the many donations to the Library, but mention should be made of the gift of all publications by the Bollingen Foundation and of reprints of the Southwestern Classics by the Rio Grande Press of Chicago. Notable bequests of books were received from the late Edith Ames Crosley, Kenneth Foster, Grace Guest, and Robert Hunt. The volunteer Library Committee of Santa Fe citizens and others, under the honorary chairmanship of Witter Bynner and the • 7 • �general chairmanship of Mrs. Alexander Girard, contributed importantly to the development of the Library. Through sponsoring benefits and through seeking Friends of the Library, this Committee obtained gifts of nearly $5,000 to endow the purchase of books and $4,360 in memberships for current book acquisitions. Already space has become the major problem of the Library. Temporary quarters in the Book Store in the Student Center are inadequate. One large room in the basement and a laboratory and preparation room in the Laboratory Building are now assigned as additional temporary space. Detailed plans and specifications for the library building have already been drawn by the architects. Construction of this essential building only awaits a donor. Its cost is estimated at $750,000. Unless this building can be finished by the fall of 1967, the College will be seriously handicapped in its educational program. In Annapolis too the Library is at the top of the priority list of necessary new facilities. Prelimin~ry plans have been prepared for the complete renovation and expansion of Woodward Hall, which has served as the College Library since 1899. Fortunately the General Assembly of the State of Maryland extended to December 31, 1965, its matching offer of $75,000 toward the three-story addition to the building. An appeal was made by mail to the alumni of the College to meet this matching offer and to raise another $250,000 to accomplish the renovation. Thus far only $55,467 has been received in gifts and pledges. The Library Committee and the other members of the Faculty hope that a more generous response will be forthcoming so that construction can be undertaken during the academic year 1966-67. Charlotte Fletcher, the Librarian, reports steady growth over the past year, with the cataloguing of 1,270 new books and the discarding of 830. Reference and bibliographic services grow noticeably, particularly to meet the scholarly needs of the Faculty. The basic set of the British Museum Catalogue of Printed Books was completed during the year. Three volumes by St. John's tutors were included among new acquisitions: Galen's Institutio Logica, English translation, introduction, commentary by John S. Kieffer; Plato's Meno by Jacob Klein; and The First Hundred Years of Wagner's Tristan, by Elliott Zuckerman. Special mention should also be made of a gift in Victor Zuckerkandl's memory from Miss Caroline Newton, a first edition 'of Goethe's Gedichte, inscribed by the author to Jane Carlyle. Polity Revision The third quinquennial review of the College Polity was accomplished during the year, based on study and recommendation by a faculty committee under the chairmanship of Barbara Leonard. The nost important changes concerned the incorporation of the Santa Fe • 8 • �campus into the body politic of the College. A decision was reached to have a single Instruction Committee for the entire College, its membership to be drawn equally from the two campuses. Provision has been made for annual meetings of the Instruction Committee, alternating between the two campuses, to discuss educational policy matters and to recommend tenure appointments to the Faculty. Members of the Instruction Committee on each campus will also serve as local instruction committees to handle specific curricular and instructional matters not affecting the College as a whole. I am highly pleased with the resolution of this matter, since the single Instruction Committee will help to assure the unity of the two campuses. The Polity was also revised to provide for two Vice Chairmen of the Board, one from the East and one from the West. The Executive Committee was enlarged and provision made that a quorum of five members could be convened either in Annapolis or in Santa Fe. The Governor of New Mexico was added as an ex officio member of the Board, and the President of the Maryland Senate and the Speaker of the Maryland House were deleted as ex offido members. Finally, full tenure for faculty members was reinstated in lieu of the twelveyear tenure appointments which had previously been in effect. Campus Development In the early fall construction will start in Annapolis on a small dormitory complex to be known as Harrison House. This building is the generous gift of Gertrude Harrison in memory of her husband, John T. Harrison, 1907, who served for many years on the Board of Visitors and Governors. Final architectural plans are now being drawn by the Baltimore firm of Rogers, Taliaferro, Kostritsky and Lamb. The dormitory will consist of three small units, each housing from eight to ten students. Included as well will be a tutor's apartment, common rooms, and storage space. Harrison House will be loca.ted on a site immediate.ly west of Chase-Stone House, bordering upon the boxwood garden. The Faculty Campus Development Committee, under the thoughtful chairmanship of Dean Haggard, has played a considerable role in planning for both the new dormitory and the library renovation. Helpful advice has also been forthcoming from the landscape committee under the chairmanship of Mrs. Carleton Mitchell of Annapolis. Both committees have served in an advisory capacity to the administration. Last summer and this summer great progress was made on replacing unsightly and broken concrete walks with brick in the entire area around McDowell Hall. The hedge along College Avenue was renewed and shrubbery planted near the gymnasium and the Carroll Barrister House. All of this has done much to enhance the general • 9 • �appearance of the campus. Not readily apparent but equally important was the completion by the city of a storm drain to carry waters off St. John's Street instead of allowing them to flood the lower athletic field. General maintenance of the buildings, both interior and exterior, continues according to schedule. Pinkney Hall received a major overhaul, including the installation of new furniture, wall bookcases, corridor carpeting, and an automatic heating-control system. The entire interior was repainted. Campbell Hall received similar but less attention. For the effective progress in maintaining and improving both buildings and grounds great credit is due Charles T. Elzey, the Treasurer; James E. Grant, the Business Manager; David Tucker, the Superintendent; and the maintenance staff. In Santa Fe surprisingly few problems developed in the operation of the physical plant over the first year. A main concern was to develop appropriately the landscaping of the new campus. A committee was formed under the knowledgeable chairmanship of Mrs. Arthur Musgrave to work with the administration. The committee sought to make the type of shrub and tree which it recommended conform to the College's surroundings. It was also concerned with keeping maintenance and watering to a minimum. Some modifications were therefore made in the master plan, which had been developed by Garrett Eckbo of Los Angeles. The first concern was to plant the rock slope above the pool in the patio area between the Student Center and the academic buildings. A beautiful garden area has emerged. This is a memorial to Mrs. Nina Garson, the gift of her daughter, Greer Garson, wife of Colonel E. E. Fogelson, of the Board. Appropriate planting of fruit trees and shrubs was undertaken in the dormitory patios. This summer the open slopes between the buildings were seeded to native grasses, both to eliminate the barren look of the ground and to prevent erosion. Two new construction projects are about to begin. A contract has been signed for building three tennis courts just north of the arroyo. These will provide urgently needed athletic facilities for the new campus. They are the generous gift of Mr. and Mrs. Don Kirby of Albuquerque as a memorial to Mr. Kirby's mother, Helen Davidson Kirby. The second project is a women's dormitory complex to be located on the slope of Moon Mount just west of the Student Center. Holien and Buckley, the architects, are now drawing plans for these buildings, which will house 126 women and provide space for an infirmary, two apartments, and common rooms. Preliminary approval has been obtained from the Housing and Home Finance Agency for an $850,000 loan to finance the project. • 10 • �Administration In recognition of accomplishment, John H . Dendahl was promoted to the Treasurership in Santa Fe and James E. Grant to the Business Managership in Annapolis. The former appointment releases William J. Hooton to concentrate upon development and public relations in his capacity as Assistant to the President. James Patton, of Chicago, Illinois, was appointed as an additional Assistant to the President in anticipation of a major fund-raising program over the next several years. Another staff appointment was that of Theodore Smith as Director of Admissions in Santa Fe. He replaces Frank Hoback, who resigned to embark upon graduate work in mathematics. In Annapolis, Philip Camponeschi, of the Class of 1946, was appointed to serve as Acting Director of Admissions during the coming year, when James M . Tolbert will be on a well deserved leave. Other administrative appointments in Annapolis were as follows: Margaret Larner, music librarian, and Catherine Tobin, secretary to the Assistant Deans. Mrs. Louise McCarthy became secretary to the Dean, replacing Virginia Cade, who resigned for personal reasons . Mary Frizzell and Georgina Koval relinquished their positions as secretaries in the Alumni and Admissions Offices respectively. In Santa Fe Laney Bancroft succeeded Grace Evans as secretary in the Admissions Office when Mrs. Evans was transferred to the Business Office. Phyllis Willa and Laura Lacey filled the position of receptionist and telephone operator. Lucille Webb served as Manager of the Book Store. Resignations during the year included Florence Van Dresser and Frances Smith, secretaries in the Library and Business Office. Peace Corps Training Program In January the Dean was approached by the Deputy Director of Training of the Peace Corps about the possibility of undertaking an experimental training program at Annapolis this summer. There had apparently been some dissatisfaction with the quality and methods of teaching trainees in area studies and in the courses on the United States, world affairs, and communism. The College was invited to work out a program which would use the St. John's seminar discussions to prepare trainees in these two major areas. A faculty committee under the chairmanship of Robert Bart conferred with representatives of the Peace Corps to plan the program of instruction, and Philip Camponeschi was named Director of the Program. Ninety-four trainees registered for the summer session of twelve weeks on June 18, 1965. The group were destined for India to assist in poultry-management programs. The curriculum for the summer in• 11 • �eluded seminars in Indian and American social problems and institutions, instruction in Hindi, technical poultry studies, and seminars in a selection of readings of books from the St. John's list together with certain Indian classics. Eight St. John's tutors are participating as part of an able staff of instructors, both American and Indian. The program has apparently gone extremely well, though one might be startled at the small village of chicken coops of American and Indian design which have sprung up overnight on the banks of College Creek. The College continued its contractual relationship with the Department of Labor to assist in orienting various groups of foreign nationals. These teams had been brought to this country to study the labor movement in a democratic environment. Publication and Publicity Dedication of the Santa Fe campus on October 10th was the principal public event of the year. One hundred and twenty delegates from colleges and universities attended in full academic regalia. Distinguished guests included the entire New Mexico Congressional delegation, as well as the Governors of both Maryland and New Mexico. Senator Clinton Anderson brought greetings from the President of the United States, and Robert 0. Anderson, of the Aspen Institute of Humanistic Studies, made the principal address. Governor and Mrs. Campbell received delegates and Board members at the Executive Mansion, after which there was a dinner and open house in the Student Center attended by over 1200 persons. Wide publicity in the press and on radio and television was arranged by Jack Wentworth, who continued his able handling of publicity for the College throughout the year. Thomas Parran, Jr., as Assistant to the President, directed the public relations program for the College in Annapolis. The Bulletin of St. John's College continues to serve as the principal publication of the College for both campuses. The new catalogue which appeared in December and the admissions brochure which followed provide basic information about both Annapolis and Santa Fe to prospective students. Special reports on the progress of the Santa Fe campus were sent to selected donors and friends by the President. For the year ahead it is hoped that the number of issues of the Bulletin can be increased to include at least two in magazine format which would be of general interest to alumni and friends of the College. / Alumni Affairs The alumni reelected John Donohue, of the Class of 1935, President of the Alumni Association and at the same time reelected to • 12 • �three-year terms on the Board of Visitors and Governors John D. Alexander, Jr., of the Class of 1953, and Joseph L. Bean, of the Class of 1932. An enthusiastic spirit prevailed at Homecoming in October. Colonel Carey Jarman, of the Class of 1917, received the Alumni Award of Merit. Present for the festivities was Seth Linthicum, of the Class of 1895, of Linthicum Heights, Maryland, then the College's oldest living alumnus, whose death in late July it is my sad duty to report. Only a handful of alumni attended the "Back to College" program scheduled for the two days immediately prior to Homecoming. Those present enjoyed and benefited from the program. It is hoped to repeat it another year. Charles Bell, of the Faculty, addressed the Mid-Winter Dinner in Baltimore in March. The film of the Santa Fe dedication was also shown. This had been underwritten by the Alumni Association. Alumni Annual Giving fell off markedly this year, perhaps as a result of the solicitation of alumni for the Woodward Hall project. A total of $10,605 was contributed for current purposes by approximately 350 alumni, as compared with $18,582 in the preceding year. Alumni gifts and pledges to the Library Fund totaled some $25,000, including a donation of $2,000 from the Alumni Association. Finances Even though St. John's College is a legal entity, the finances of the two campuses are being separately maintained and accounted for. The Annapolis College over the years has built up an endowment fund of $6,946,151, the market value of which on June 30, 1965, was $7,948,008. This fund earned $299,251 last year which represented a 4.313 return on book value of the portfolio. It accounted for nearly one-quarter of the College's income of $1,243,519. The Auditor's statement shows that income exceeded expenditure by $906. Funds actually received by the Treasurer in Santa Fe during the fiscal year under review totaled $603,896. Of these monies $330,332 was used to clear the final balances on the construction of the new campus and on equipment. The sum of $273,564 was applied to current operations, which left a deficit for the first year of $16,849. The balance sheet of the College in Santa Fe shows assets of $5,419,324, against which there are both short- and long-term liabilities of $2,988,644, including a temporary loan of $1,950,000 which had been advanced for construction purposes from the endowment fund in Annapolis. Gifts for current purposes in Annapolis totaled $43,644 for the fiscal year: $10,605 from alumni; $17 ,023 from business' and industry through joint solicitation by the seven colleges comprising the Asso• 13 • �ciation of Independent Colleges in Maryland; $2,178 from Board members; $7,775 from corporations and foundations; and $6,063 from other friends of the College. In addition, $55,467 was received in gifts and pledges in the Library campaign and $39,267 was donated for endowment purposes. This latter sum was matched by Old Dominion Foundation of New York City in accordance with its generous matching offer, which continues through June 30, 1967. For Santa Fe new gifts and pledges including cash, securities and property were in excess of $436,000. This brought the total raised for the Santa Fe campus from February 22, 1961, when the project was born, to $1,859,003. It is interesting to note that 110 individuals contributed $368,815 of the new monies and 24 corporations and companies gave $51,220. On behalf of the entire College community, I acknowledge with deep gratitude the many gifts which have been received over the past year. Within the compass of this report, it is impossible to jnclude all who have contributed so generously. Certain gifts have already been mentioned; the following should also be cited: Gifts and Grants for Annapolis Corporate and Foundation gifts and grants for current purposes as follows: $3,000 from the Esso Education Foundation; $1,000 from the Gulf Oil Corporation Foundation; $1,000 from the Stornaway Foundation; and other gifts totaling $1,200 from the Gordon-Davis Linen Supply Company, the Household Finance Foundation, the Washington Steel Corporation, and Wheat and Mullen; and for the Library Fund $10,000 from the Hodso!} Trust. Gifts totaling $1,977 from the corporate matching programs of the following: Aetna Life Insurance Company, Bristol Laboratories, Clairol, the Ford Motor Company Foundation, the Gulf Oil Corporation, the International Telephone and Telegraph Company, International Business Machines Corporation, the J. Walter Thompson Company, the National Lead Company, and the Office of the Messrs. Rockefeller, the Ortho Pharmaceutical Company, and Towers, Perrin, Foster and Crosby. Gifts and grants totaling $15,272 for scholarship purposes from: the Baltimore Colts Foundation, the Burroughs Newsboy's Foundation, The Colonial Dames of America, the Dr. Charles C. Cook Foundation for Charities, the Edwards Scholarship Fund, the Food Fair Stores Foundation, Mabel L. Gillespie, the Lewis S. Mills Scholarship Fund, the National Merit Scholarship Corporation, the Norristown Parents' Club, the Rotary Club of Cohasset, the Schlumberger Well Survey Corporation, the Williams High School Student Activity Fund, the Norristown Y.M.C.A. Educational Fund, and the Yeadon P.T.A. Scholarship Fund. Bequests of $2,637 from the late Benjamin D. Chambers, of the Class of 1905, and of $11,885 from the late William L. Mayo, of the Class of 1899, both to establish alumni memorial funds. Other gifts as follows: $7,350 in stock from Mr. and Mrs. Jesse L. Adams, representing the final payment on their pledge to endow the concert series of the College; $1,000 from Mrs. Mary F. Duer toward the Robert F. Duer, Jr. • 14 • �1921 Memorial Fund; a further payment of $3,200 from Colonel Robert E. Jones, 1909 and Mrs. Jones toward the Robert E. and Margaret L. Jones Scholarship Fund; gifts totaling $1,124 toward the Dr. John 0. Neustadt 1939 Memorial Fund; gifts totaling $373 toward the Clara B. Weigle Memorial Library Fund; $10,000 from Mrs. Carleton Mitchell for landscaping; $957 toward the Faculty Scholarship Fund, representing the proceeds from a benefit concert by Douglas Allanbrook, of the Faculty; a gift of magnetic components for the laboratory valued at $500 from G-L Industries, Inc., of Westville, New Jersey; a set of the works of Shakespeare from Mrs. Harold D. Jacobs; and a gift of gasoline from Harry Waller. Gifts and Grants for Santa Fe For general purposes, including equipment and scholarships: $1,500 from ACF Foundation; $15,000 from the Brown Foundation of Houston, Texas; $2,500 from Colorado Fuel and Iron Corporation; $5,000 from the Esso Education Foundation; $6,500 from the First National Bank of Santa Fe; $5,500 from the Gulf Oil Company; $2,000 from the Crescent Porter Hale Foundation; $15,000 from the Kennecott Copper Corporation; $500 from the Merrill Lynch, Pierce, Fenner and Smith Foundation; $500 from Miller and Smith Manufacturing Company; $5,000 from the Mountain States Telephone and Telegraph Company; $600 from the Sperry and HutJhinson Foundation; $5,000 from the Santa Fe Foundation (Atchison, Topeka, and Santa Fe Railway); $2,000 from the Singer Company Foundation; and $500 from the Tyler Pipe and Foundry Company. Gifts of books for the Library from Mrs. C. L. Bailey, General and Mrs. Percy Poe Bishop, Richard S. Claassen, Phyllis Crawford, Mr. and Mrs. C. P. Dodge, Colonel E. E. Fogelson, Dr. and Mrs. Murray Friedman, Mrs. Boaz Long, Mrs. Aaron Margulis, L. B. Speiss, Amelia Elizabeth White, and Mr. and Mrs. Richard Wormser. Gifts of furniture from Claude Anderson; Indian rugs from Rex Arrowsmith, Al Packard, and J. I. Staley; Indian pots from Witter Bynner; a collection of santos from J. I. Staley; a Mexican bell and Indian rugs and artifacts from Mr. and Mrs. William M. White. The gift of a collection of eight of his paintings by Eric Gibberd; paintings and sculpture from Dr. F. M. Hinkhouse; one of his paintings by Arthur F. Musgrave; Henderson's "Arroyo Chamisa" from his daughter, Mrs. Edgar L. Rossin; a contemporary Ethiopian painting and Bible pages from Stanley Slotkin; etchings from Mrs. Philip L. Travers; a painting from Dr. and Mrs. Stanislav M. Ulam; two lithographs from the family of Theodore Van Soelen; lithographs and maps from Mr. and Mrs. Alexander V. Wasson; and' three of his paintings by John C. Wylie. Development Program Now that St. John's College is fully established and carrying on its distinctive educational program both at its traditional location in Annapolis and at its new western site in Santa Fe, New Mexico, the time seems propitious to embark upon a major development program to assure the requisite financial support for both campuses. A single major campaign for funds seems desirable, for St. John's has achieved nationwide stature through its colonization plan. I am convinced that many thoughtful people all across this country recognize im15 �portant principles in the St. John's Program and in the College's emphasis upon a small learning community. St. John's College has a real mission upon the American educational scene. The Board has wisely recognized the need for a development program for $16,500,000 to be undertaken as rapidly as feasible over the next decade . The proposed objectives of such a development program are these: Annapolis Campus Renovation and Expansion of the Library New Dormitories for 60 Men Renovation of Existing Dormitories Athletic Center and Swimming Pool Conversion of Gymnasium to Dining Hall Miscellaneous Campus Landscaping Additional Endowment Funds for Current Operations (three years) Total $ 400,000 450,000 200,000 1,000,000 3.50 ,000 100,000 2,000 ,000 150,000 $ 4, 650, 000 Santa Fe Campus Library with Music and Art Facilities Auditorium Athletic Center and Swimming Pool Administration Building New Dormitories and Infirmary Endowment Funds for Current Operations (three years) Repayment of Construction Loans on Existing Buildings $ 750,000 1,100,000 1,000,000 350,000 900,000 5,000,000 800,000 1,950,000 Total $11,850 ,000 Grand Total $16 ,500 ,000 In anticipation of embarking upon this major fund-raising effort, the Board has retained the firm of John Price Jones Company, Inc., of New York City, to do a study, analysis, and plan. The findings will be reported at the October meeting of the Board. Meanwhile, a national committee of sponsors is being enlisted and other preparations are being undertaken. • 16 • �I have every confidence that St. John's College will command the active interest and support of foundations and individuals who are concerned with the future of education in this country. Provision of the proper financial undergirding for both campuses will free the College for what must always be its principal function- the education of young men and women. I hope that the year immediately ahead will see us make great strides toward this goal. * * * * * The future of St. John's College is both exciting and challenging. In an era of bigness and impersonality in education, St. John's is making a contribution out of all proportion to its size. Its institutional purposes and program are clearly delineated. Its commitment is to liberal education as the best preparation both for vocation and for living. Its faculty members believe teaching and learning in common with their students to be their primary opportunity. Its students manifest a seriousness of purpose and a desire to learn for learning's own sake. These factors work toward liberal education of a high order and make St. John's College a small college of distinction. RICHARD D. WEIGLE President Santa Fe, New Mexico August 12, 1965 • 17 • �WHEAT 8c MULLEN CERTIFIED PUBLIC ACCOUNTANTS COLONIAL 3·2888 ANNA,.OLl8. MA"YLAND August 31, 1965 Board of Visitors and Governors St. John's College Annapolis, Maryland Dear Mesdames and Sirs: We have examined the Comparative Balance Sheet of St. John's College located at Annapolis, Maryland as of June 30, 1965 and 1964 and the related Statement of Income and Expenditures for the years ended June 30, 1965 and 1964. Our examination was made in accordance with generally accepted auditing standards and accordingly included such teats of the accounting records as we considered necessary in the circumstances. We did not examine any of the records of the new St. John's College in Santa Fe, New Mexico. A separate audit has been made by Peat, Marwick, Mitchell and Company, Certified Public Accountants of Albuquerque, New Mexico. Any liability that the College in Annapolis may incur because of the financial activities of the College in Santa Fe is not noted in this report except for the loan of $1,950,000.00 as shown on Exhibit "A". In our opinion, subject to the realization of the above loan, the accompanying Comparative Balance Sheet and related Statement of Income and Expenditures present fairly the financial condition of St. John's College of Annapolis, Maryland at June 30, 1965 and 1964 and the results of its .operations for the years then ended in confo;nnity with generally accepted accounting principles, applied on a basis consistent with that of the preceding year. Respectfully submitted, WHEAT & MULLEN EFM:lf 18 �PEAT, MARWICK, MITCHELL & Go. GEHTIFIED PUBLIG AGGOUNTANTS BANK OF NEW "MEXICO BUILDING ALBUQUERQUE, NEW MEXICO 8?101 ACCOUNTANTS' REPORT The Board of Visitors and Governors St. John's College in Santa Fe: We have examined the balance sheet of St. John's College in Santa Fe as of June 30, 1965 and the related statement of current income and expenditures and the several statements of changes in funds for the year then ended. Our examination was made in accordance with generally accepted auditing standards, and accordingly included su~h tests of the accounting records and such other auditing procedures as we considered necessary in the circumstances, except as noted in the following paragraph. In accordance with your instructions, we did not confirm by direct correspondence amounts due from contributors nor did we verify the due dates of such pledges. Accordingly, we do not express any opinion concerning such pledges receivable stated at $829,370.43. Because the pledges receivable at June 30, 1965 enter materially into the determination of financial position and results of operations, we do not express an opinion on the accompanying financial statements taken as a whole. Albuquerque, New Mexico August 16, 1965 19 �ST. JOHN'S Annapolis, BALANCE SHEET, ASSETS CURRENT FUND Unrestricted Cash.... . ............ . ... .. ......... . .. .. .. ..... . . ... Accounts Receivable ...... . ....... . ..... . ............. . Sundry Receivables ........ .. .... . ......... . .......... . Inventory-Bookstore ....... ... ...... . . .. .... . ....... . . Prepaid Expenses ........ . .. ... .... .. ............ .... . . Due from Other Funds ... .. .. . ............. . . . ..... . .. . Total. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 138, 471 4,282 10,382 19,061 1,183 22,658 $ 196,037 Restricted Cash . . . .. . ........ . .. .. .. ... . . . ...... .. . . .... . ...... . Loans Receivable .................. . . . ................ . Due from U.S. Government ...... . .................. . . . Investments at Cost .... . ........ . ... . . . ......... ... ... . 75,870 11,316 17,958 9,870 Total... ... . . .. .. . . ... . ... .. ......... . ... .. .. . .. . . $ 115,014 Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 311, 051 $ 11, 904 2,054,051 1,095 4,870,959 37' 911 ENDOWMENT FUND Cash ..... . . .. . .. ... . . . .... . .... ..... ... . . .. .. . ..... . . Accounts and Notes Receivable ................. . ..... . . . Pledges Receivable .......... .... ........... . ...... .. .. . Investments at Cost . .. . ..... .. .... . . . .............. . .. . Accrued Income .... . . . . .. .. . ...... . .. .. .. . . .... .. ... . . Total Endowment Funds ..... . . .. . .. .. . . . ... .. . ... . $ 6,975,920 PLANT FUNDS Cash ...... . ..................... . ............... . ... . Land and Campus Development ... . ... . ... . ............ . Buildings and Improvements ......... . ........... .... . . . Equipment .. . .... . .. .... . .. . ... .. . ...... . .. . . . ....... . $ 85, 139 252,438 4,482,845 389,367 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 209, 789 Total Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $12, 496, 760 • 20 • �COLLEGE Maryland June 30, 1965 LIABILITIES AND CAPITAL CURRENT FUND Unrestricted Accounts Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Deposits and Credits ... . . . ...... . ... . .. . ....... . $ 16,413 32,564 48,977 147,060 Fund Balance ........ . ... . ... .. . . . .... .......... . .... . Total.......... . ........ . ........ . .. . . . . . . . . . . . . . . $ 196,037 Restricted Notes Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Advances from U. S. Government .... . . . . ....... . .. .. ... . $ 25,000 49,342 74 , 342 40,672 Fund Balance . . .... . .............. .... . . ............. . Total.... . ....... . ........ . . ... .. . ........ .. . .... . $ 115,014 Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 311, 051 $ 22,658 ENDOWMENT FUND Due to Other Funds . . . . .. . .............. . ..... . .... . .. . Principal-Income Expendable Unrestricted Endowments ......... . . . . . . . .... . .. ... .. . Restricted Endowments ..... . . .. ................ . .... . Reservation of Profits-Sale of Securities ... . ...... ... . . 5,265,859 827,011 854,968 Total..... . ........ .. ... . . . . . . . . . . . . . . . . . . . . . . . . . . $ 6, 947, 838 U nexpertded Income. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Total Endowment Funds...... .. . . . . .. . .. ..... .... . 5, 424 $ 6,975,920 PLANT FUNDS Notes Payable ...................... . ................ . . Funds Available .for Plant Expansion ... . .... . .. .. . . . . ... . Invested in Plant . . ....... . .. . .. . ................... . . . $ 49,000 36, 139 5,124,650 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 209, 789 Total Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $12, 496, 760 • 21 • �ST. JOHN'S Santa Fe, BALANCE SHEET, ASSETS CURRENT FUND ASSETS Cash . . ... .. . . ....... . .. . .. . ... . .... .. . . . . ..... . ... . . . . . . Notes and Accounts Receivable .......... . .. .. . ............ . Pledges Receivable Due within One Year. . . . . . . . . . . . . . . . . . . . . . . . $ 337, 695 Due after One Year . . . . . . . . . . . . . . . . . . . . . . . . . 439, 476 $ 777' 171 Investments at Cost . .... . . . . . .............. . ........ . .... . Due from Other Funds .... . . . . . ................. . .. . .. . .. . Other Assets . . . . . . . . ... .. ... .... . . .. . . .. ........ . ... . . .. . Total Current Fund Assets ... .. .. . ............. .... . . 84 4,518 4,349 5,358 768 $ 792,248 Cash in Savings Accounts... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pledges Receivable . . .. . .. . ......... . .................. . .. . Investments at Cost . ... . ...................... . . . ....... . . $ 17,945 2,200 2,219 Total Endowment Fund Assets . . . . . . . . . . . . . . . . . . . . . . . $ 22,364 $ 4, 928 197,647 ENDOWMENT FUND ASSETS ANNUITY FUND ASSETS Accounts Receivable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Investments at Cost. .. . . ... . ......... . ........... . . . .. . .. . Total Annuity Fund Assets . . . . . . . . . . . . . . . . . . . . . . . . . . $ 202, 575 PLANT FUND ASSETS Unexpended Pledges Receivable. . . . . . . . . . . . . . . . . . . . . . . . . . Due from Other Funds................... . . . $ Invested in Plant Land and Land Improvements ... . ........ . .. . Buildings ....... . ... . .... .. ...... . .. . . .. . . . Equipment and Furnishings ..... . ...... . .... . Library Books .... . .... . ....... . ...... . ... . . Off-Campus Real Estate ....... . ............ . $ 218,918 3,839,302 202,750 26,654 63,838 4,351,462 Total Plant Fund Assets....... ... . ... ............... $4,402, 137 Grand Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $5, 419, 324 22 • 50, 000 675 $ 50,675 �COLLEGE New Mexico June 30, 1965 LIABILITIES AND CAPITAL CURRENT FUND LIABILITIES AND PRINCIPAL Notes Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... Accounts Payable and Accrued Expenses ..... . . .. .. . ... .. ... . Interest Payable . . ........ .. ..... .. .......... .. .... .. .... . Students' Deposits ... .. ....... .. .. . ... . . . ......... . .. ... . . Due to Other Funds .. . . ... .......... .... ............. .. .. . 75,000 23,820 19,500 14,290 675 $ Fund Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133,285 658, 963 Total Current Fund Liabilities and Principal. . . . . . . . . . . $ 792, 248 ENDOWMENT FUND LIABILITIES AND PRINCIPAL Due to Other Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unrestricted Endowment ....... . ... .. .. . .. .. ......... . .. . . Restricted Endowment . . . ... . . . ... .. . .. . . ........... .. .. . . $ 431 9,406 12,527 Total Endowment Fund Liabilities and Principal. . . . . . . $ 22,364 $ 4, 928 197, 64 7 ANNUITY FUND LIABILITIES AND PRINCIPAL Due to Other Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fund Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Total Annuity Fund Liabilities and Principal. . . . . . . . . . . $ 202, 575 PLANT FUND LIABILITIES AND PRINCIPAL Unexpended Fund Balance.. . ... .. . . . . ..... . ... .... ... . . . .... . ..... . Invested in Plant Notes Payable ... .... ...... ... .... ... ...... . Bonds Payable .. . .... . ....... . . . .. ... ..... . Net Invested in Plant ...... . . .. .. ... . . ... .. . $ 50,675 $1,950,000 900,000 1, 501,462 4,351,462 Total Plant Fund Liabilities and Principal. . . . . . . . . . . . . $4, 402, 137 Grand Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $5, 419, 324 23 �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1965 INCOME Educational and General Tuition Fees .. . . . .. .. ..... . .. .. . . .. . ... . ..... ... .... .. . Adult Education .. ..... . . . . .... .. ... . .. .. . .......... . .. . Endowment ........ . ... ... ...... ..... .... .... . .... .. .. . State Appropriations ..... . . . . ... .... .... . . . ...... .. ... . . Miscellaneous .. ...... .................. .... .......... . . Total .. .... . . . .. .. .... ..... ... .. . ... .. . ... .. . ..... . Auxiliary Enterprises Dining Hall .... . .. ... .. ..... ... . .......... ..... . .... .. Dormitories ............ .. ...... .. ......... . ..... ... ... Bookstore .. . .... .... ... . . ....... ........ ........ .... .. Coffee Shop .. ... . ... . ........... . . .. .... . ..... .... . ... $ 505,616 775 266,352 80,000 15,326 $ 868,071 ----. . . . $ 135,299 108,095 38,428 1,176 Total .. . .. .. ... .......... ... .. . .. .... ........ .... . . $ 283,000 Other Non-educational Income . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 52, 482 Gifts and Grants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 39, 966 Total Income ... . . .... .. . .... . ..... ... . . ... ... . . ... . $1,243,519 EXPENDITURES Educational and General Administrative .. . . ..... .. . . . .. . ... . . ....... . . . . . . . .... . General . . .. . .... .... .... . ....... . . .... . . . .. . .. . ....... . Instruction .... ....... .... . ....... . . . . . . ... ....... ... . . . Student Activities .. . ... ............ . ... ... ..... ..... . .. . Adult Education ..... . . . ... ................ . . . .. . ...... . Plant Operation and Maintenance ... .... ..... . .. .... .... . . $ 148,371 78,865 449,571 16,867 1,066 221, 548 Total . ..... ... ...... ... . . . . . ........ .. .. . . ...... .. . $ 916,291 Auxiliary Enterprises Bookstore ...... .. . . .. .. . . ... ... . . . ... . .. ... . .... . ... .. . Dining Hall . . . . ..... . ................ . . .. . .. . .. ... ... . . Others . . .. ..... .. ........ . .. ... ...... .. . . .. . .. .... .. .. . $ 42, 158 115, 176 80 Total ..... ... ....... . .. ..... ..... ....... .. .. .. .... . $ 157,415 Other Non-educational Expenditures Scholarships and Grants in Aid ... .. .. . .. . . ...... ........ . Others ........ ... .... .. ......................... . .. . .. . $ 136,998 16,909 Total .. ........ . ... . ... . ... .... .. ..... .. . .. ..... .. . Total Expenditures ....... . . ......... . . . ..... . ... . . . . $ 153,907 $1,227,613 ----- Income in Excess of Expenditures ........ . .. . . ... . . . . .... . Less Amortization of Chase-Stone Improvement Loan .... . $ 15,906 15,000 Current Funds Available for Future Operations .... . . . .. . . $ 906 • 24 • �ST. JOHN'S COLLEGE Santa Fe, New Mexico CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1965 INCOME Educational and General Tuition ........ .. ... ............ . . ... ....... .. .......... . Adult Education . .. .............. ... .. .... . . ........ .. ... . Endowment and Annuity .............. . ............. . ... . . Miscellaneous ................... . ...... .. ........... .. .. . $121, 707 2,970 2,266 837 Total . . ... . ... .. ...... .. .... .............. . ...... . .. . $127,780 Auxiliary Enterprises g~~~ft!~~: ::::::::::::::::::::::::::::::::::::::::::::: Total ..... . .... . ........ ... ............ . . . .. ........ . $ 36,570 29,677 $ 66,247 Other Non-educational Income .... . .......... ... .. .. .. .. .... . $ 6,661 Gifts ... .. ...... . . . .... .. . . . . .... . ......... . ............ .. . $273,564 Total Income .... . . .. ..... .. .... .. .. .. ... . ... ... ..... . $474,252 EXPENDITURES Educational and Generai Administration and General ... . . .. . . . ...... . .. .. . . ..... . .. . Instruction .......... .... ....... . . ..... . ................. . Adult Education ............. ... .................. . . . ... . . Plant Operation and Maintenance ... . .. ..... . .............. . $136,423 158,424 2, 130 41,784 Total ................. . ... ... ...... .. ..... . . ... .. . .. . $338,761 Auxiliary Enterprises g~~~ft!~~: ::::::::::::::::::::::::::::::::::::::::::::: $ 31, 906 32,322 Total .... ........... . ........ . ........ ....... .. . . . . . . $ 64,228 Other Non-educational Expenditures Scholarships and Grants-in-aid ...... .. . .. .. . .......... .. ... . Interest . .... .. . . ....... . .... . .... . ... .... .. .. ..... . ..... . $ 17,473 70,639 Total. .... .. .. . . . . . ....... . .. .. . ....... ...... .. . .... · $ 88, 112 Total Expenditures ..... .. ..... . .. ..... ... . ....... . . . . . $491, 101 Excess of Expenditures over Income ... .. ... ..... . .......... . $ 16,849 • 25 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift of Donor Old Dominion Foundation Matching Gift Total Fund TUTORSHIP ENDOWMENTS Addison E. Mullikin, 1895 ... . .. ..... ... . .. .. . . Arthur deTalma Valk, 1906 . . . ... ... . .. . .... .. . $1,817,955 150,216 $ 500,000 150,000 $2,317,955 300,216 $1,968,171 $ 650,000 $2,618,171 $ 15,000 25,000 3,070 1,130 87,933 135 5,233 25,025 7,367 150,250 2,500 500 36,000 7, 141 22,685 19,362 26,000 560 7,056 3,448 1,552 $ 15,000 25,000 3,070 $ 446,947 $ 323,864 $ 29,316 3,452 $ 20,000 1,470 $ 49,316 4,922 $ 32,768 $ 21,470 $ 54,238 $ 200 125 855 2,637 1,000 1,360 1,035 500 658 18,357 $ 200 125 507 $ 400 250 1,362 2,637 2,000 1,695 2,020 1,000 1,291 25,920 SCHOLARSHIP ENDOWMENTS Annapolis Self-Help . . ... . . ... . . . . .... .. .. . . ... George M. Austin Memorial, 1908 . . .. . ... . . . .... Chicago Regional ... . . .. ... . . . . ...... . ..... . .. Class of 1897 .. . . . ..... . . . . . .... . ... . . . . . . .... Class of 1898 . .. . ......... . .... . . . . . ... . .. ... . Corporal George E. Cuniff, III, 1930 .. . . . . .. ... . Faculty . . .. . . ..... . . . ... . .. . ... . . . . . ... . .... .. John T. Harrison, 1907 . .. . ........ . .... . ...... Hillhouse High School, 1927 .... . .. .. . .... . ... .. Richard H. Hodgson, 1906 ..... . . . . ... . . . .. .. . . Alfred Houston, 1906-Student Aid . .. .. .... . . . . Houston Regional .. . ..... .. . . . . . . .. ........ . . . Jesse H . Jones & Mary Gibbs Jones . .. .... ..... . Robert Edward & Margaret Larsh Jones .... . . . .. Massachusetts Regional. ..... . .... . ... .. . ...... Philip A. Myers, II, 1938 ...... . . . . .. ... . .. .. . . Oklahoma Regional . . .... . . . . . .. ... . .. . . .. . . . . Pittsburgh Regional . . . ..... . . . . . ... . ... . . . . . .. Clifton C. Roehle . ........ . . . . . . .... .... .. . . .. Clarence J. Stryker . ... ... .. . . . .. . .. . ... .. . .. .. Friedrich J. von Schwerdtner . . .... . .. .. . . . .. . . . $ 135 2,359 20,025 7,367 150,250 2 , 500 500 36,000 22,685 9,000 26,000 560 3,413 30,000 50,000 6, 140 1,130 87,933 270 7,592 45,050 14,734 300,500 5,000 1,000 72,000 7, 141 45,370 28,362 52,000 1,120 7,056 6,861 1,552 $ 770, 811 STUDENT LOAN FUND ENDOWMENTS George Friedland . . . ... . ........ .. ... . .. .... . . John David Pyle, 1962, Memorial. . ... . . . . .... . . ALUMNI MEMORIAL ENDOWMENTS Drew H . Beatty, 1903 .. ... . ... .... . . .. . . . ..... Dr. William Brewer, 1823 . . . ... . .... .. . ... . . ... Frederick W. Brune, 1874 .. . ... .. .. . .. . . .. . . ... Benjamin Duvall Chambers, 1905 . . ...... . .... .. Henry M. Cooper, Jr., 1934 .. .. . . . . . ...... .. .. . Robert F. Duer, Jr., 1921 .. . .... . . . . . .. . . . . . ... In Honor of Dr. Philip Edwards, 1898 . . . . ..... . . Allen Lester Fowler, 1915 . . . . ... . . . ... . . .... .. . Dr. Amos F. Hutchins, 1906 . .... . .. . ..... . . .. .. Helen Barnes Jones and Robert 0. Jones, 1916 ... . 26 . 1,000 335 985 500 633 7,563 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift of Donor Old Dominion Foundation Matching Gift Total Fund ALUMNI MEMORIAL ENDOWMENTS- Continued William Lentz, 1912 ...... . ...... . ............. Col. Harrison McAlpine, 1909 . . . ..... . . . .. .. ... William L. Mayo, 1899 . . .......... . . . ....... . . Ridgely P. Melvin, 1899 . ... . ............ .. . . . . William S. Morsell, 1922 (Athletic Fund) . ... . . . . John Mullan, 1847 ........................ . ... H. Keith Neville, 1905 .. . .... . ..... . ....... . ... Dr. John 0. Neustadt, 1939 .. . . ........... .. ... Blanchard Randell, 1874 ............ . .......... Leroy T. Rohrer, 1903 .... . . . .......... . ... . ... C. H. Schoff, 1889 .. .. ... . ... . . . . . ..... . ....... Rev. Enoch H. Thompson, 1895 ...... . ......... Dr. Robert S. G. Welch, 1913 . .. ... .. ...... . .. . Dr. Willis H. White, 1922 .... .. ...... .. ... . . . .. Amos W.W. Woodcock, 1903 .. . . . . .. ..... . .. . . 1,020 325 11, 885 100 5,000 10,000 1,000 597 331 100 500 3,000 125 625 2,000 $ $ 63,335 $ $ 60,000 150 308 25,000 1,034 3,000 77 400 1,500 500 518 $ $ 1 ,020 325 $ 2,040 650 11, 885 200 10,000 20,000 2,000 597 661 200 1,000 6,000 250 1,250 3,000 34,973 $ 98,308 60,000 $ 120,000 150 308 50,000 1,034 6,000 102 800 3,000 1,000 518 100 5,000 10,000 1,000 330 100 500 3,000 125 625 1,000 OTHER ENDOWMENTS Hertha S. and Jesse L. Adams Concert Fund .. . . .. Alumni Memorial Book Fund ............... . ... Philo Sherman Bennett Prize Fund . . ... . . . ...... Benwood Foundation Library Fund . . . . . . ... .. . . Walter I. Dawkins Prize Fund ....... . . . .... . ... Fund for Tomorrow Lectureship .. .. .... . .... ... Floyd Hayden Prize Fund . .............. . .. . ... Library Fund . . . . ..... . ...... .. .. . ............ Ellen C. Murphy Memorial Library Fund . . ...... Cora Dodson Sasscer Newspaper Fund . . . . .. . ... Mrs. Blair T. Scott Prize Fund .. . .. . ........ . .. Elma R. and Charles D. Todd Memorial Library Fund ...... . .... . ..... . . .. Clara B. Weigle Memorial Fund ...... . ........ . Alumni Endowment ........ . ....... ... ... . . . . . General Endowment . .. .. .............. . .. . .... $ 25,000 3,000 25 400 1,500 500 19,500 189 191,026 202,357 19,500 186,309 39,000 189 377,335 202, 357 505,559 $ 296,234 $ 801, 793 $1,749,549 $1,749,549 PERMANENT ENDOWMENT FUNDS Old Dominion Foundation Grants Not Applied to Named Funds .... . . . . . ...... . Reservation of Profits, Sale of Securities ..... .. .. Total Endowment Principal . . ... . .. . ... . 27 $ 854,968 $3,871,748 . $ 854,968 $3,076,090 $6,947,838 �ST. JOHN'S COLLEGE Santa Fe, New Mexico PERMANENT ENDOWMENT FUNDS UNRESTRICTED ENDOWMENTS Fletcher Catron Memorial Fund . . . . . .. .... . .. . .. . . .. . . .. . .. .. . . Mrs. Nina S. Garson Memorial Fund . . ... .. . ......... . . . .... . .. . Dr. Florence R. Kluckhohn Fund . . . .. . . . . . ... .. . . ... . . . . . . . ... . Frank Patania Memorial Fund . .. . . . .. . . ... ...... ..... . . ... . . .. . E. I. "Tommy" Thompson Memorial. . .. . . . .. . .. . . .. .. .. . .. . ... . $1,300 2,000 1,000 3,341 1,765 $9,406 SCHOLARSHIP ENDOWMENTS General Fund . . .. .... . . . . . ... . . .. . . . . . .... . . ... . ........... .. . Nina Otero-Warren Memorial Fund . . .. . . . . . ........ . .. . .. . . ... . $ 200 465 $ 665 LIBRARY-PERPETUAL MEMORIALS Ruth Laughlin Alexander Judge Levin Claude Bailey George Bart Berger Josephine Foster Blair Louise M. Clevenger Dr. Elizabeth B. Demarest Jake Dorbin Sarah Dorbin Henry Dendahl Alice C. Fletcher Bessie Fogelson Hirsch Fogelson Nina S. Garson Violette Collingwood Glasstone John Stewart Harvey Dorothy Calvert Hino Hubert E. Holdoway John Mead Howells Clarence Lohman Isaac H. Mayer Thomas J. Needham Lowell S. Peterson Bernard Buckley Robinson J. 0. Seth Charles H. Strong Thomas C. Van Stone Jam es R. Thorpe, Sr. Clara B. Weigle Horace White $5, 112 LIBRARY- LIFE MEMBERSHIPS Frank W. Armstrong Roland S. Bond Vic E. Breeden Mrs. Agnes M. Canning Mrs. Gertrude Clarke Miss Flora W. Conrad Mrs . Cecily Cunha Mrs. Margaret W. Driscoll Miss Helen Park Edwards E. E . Fogelson Gayle D. Fogelson Mr. and Mrs. Alexander Girard Samuel Glasstone Mrs. Henriette Harris General Kenner F. Hertford Mr. and Mrs. Henry H. Hoyt Bishop and Mrs. Everett H. Jones Franklin H . Kissner Mrs. Albert S. Lathrop Mervyn LeRoy Mrs. John Gaw Meem James Merrill John S. Newberry Mrs. Duane L. Peterson Mrs. Joseph H. Quire Harrison Sasscer Adolph W. Schmidt Mr. and Mrs. Winfield T. Scott Dr. and Mrs. Philip L . Shultz Mr. and Mrs. Roger Slakey Mrs. Susan A. Turnbull Mr. and Mrs. John K. S. Walter Mr. and Mrs. Paul A. Wilson $6,750 Total Endowment Principal .. . .. . . .. . ... . . ... . ... . . . . . . . • 28 $21,933 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, and the gifts of its friends and alumni and from permanent endowment funds. The College's permanent endowment now exceeds $7,000,000, but increasing educational costs will require future additions to these funds. The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to St. John's College in Annapolis, Maryland or in Santa Fe, New Mexico the sum of ................................ dollars." The College would prefer gifts and bequests to be applied in the discretion of the College, but gifts and bequests may be made for specially stated purposes. �� 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 The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 28 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College, September 1965 Description An account of the resource Volume XVII, No. 3 of the Bulletin of St. John's College, "Report of the President." Published in September 1965. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1965-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXVII_no3_1965_September President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/50579e74630c9d01e77dc8b8710f588e.pdf 5086d650c0e06c3fc8fb6eba0e5d5ce5 PDF Text Text No. 3 VOLUME XVI Bulletin of ST. JOHN'S COLLEGE REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO SEPTEMBER, 1964 .Founded as King William's School, 1696. Chartered as St. John's College, 1784 �Volume XVI SEPTEMBER, 1964 Number 3 Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GovERNORS OF ST. JoHN's CoLLEGE: This my fifteenth annual report is being written in a spacious new office on the campus of St. John's College in Santa Fe. The window to the south commands a view of Monte Sol, the College's landmark in the southeast corner of the city. The window to the north affords a panorama of the Sangre de Cristo Mountains, twenty miles distant. The quiet and beauty of the scene are rudely interrupted by the drill of a telephone installation crew, the roar of a bulldozer grading roads, and the ring of carpenters' hammers from the neighboring dormitories. All administrative offices and the college library moved from scattered temporary quarters and began functioning on the new campus on August 31st. Meanwhile, nearly 200 men are still working against time to complete the interiors of the various buildings before some seventy-five entering freshmen arrive on October 1st. Remarkable progress has been made in construction since ground was broken eighteen months ago. Another month will see the completion of the classroom building to be known as Santa Fe Hall, the laboratory building, the student center, and nine small dormitory units, together with two tutor's apartments. The overall construction cost, including all utilities, roads, landscaping, equipment and furnishings, will amount to approximately four million dollars. An additional hundred thousand dollars will have been spent for interest on construction loans. I am confident that each of you as he visits the new campus will be impressed by the quality of the materials and workmanship, by the beauty and durability of the buildings and by the actual size of the physical plant as compared with the amount of the College's investment. Simplicity of design will be the keynote within the several buildings. Alexander Girard, Architect, of Santa Fe, agreed to design the interiors with Frank Woods, AID, as Associate. The effects achieved so far have been most pleasing, particularly in the student center, where square brick has been used to advantage in certain walls and simple vertical paneling in others. Most of the furniture- executive and student desks, dining room and coffee shop tables, and common room furniture- has been designed by Mr. Girard and custom built for the College. Use of a laminated wood-block top throughout has resulted in significant economies and has produced a harmony of appearance. Appropriately enough there will be a tie with Annapolis tradition through the use of the same kind of seminar chair as has endured thousands of hours of dialectic over the years. • 1 . �For landscaping and the development of the patio between the student center and the academic buildings, the firm of Eckbo, Dean, Austin and Williams of Los Angeles, California, was commissioned. The design for this area calls for broad paving on two levels separated by attractive stone walls and by a rocky slope at the base of which there will be a pool of water. Concrete walkways are being poured in a brownish hue to reduce the glare of the New Mexico sun. All of the stone for the walls has come from the College's hillsides; it possesses a unique beauty, much of it retaining the green lichen from its native resting place. The landscape architect's future plans call for various kinds of trees, shade trees, small pinon pines, and the tall ponderosas which normally grow at an elevation just higher than the 7300 feet of the new campus. As the new campus has approached completion an ever-increasing number of visitors have crossed the causeway to see it. Much of this is a direct result of the many stories which, through the able efforts of Jack Wentworth, the College's Consultant on Development, have appeared in the Santa Fe New M exfran, in the Albuquerque papers and in other papers in the Southwest. The College has also been the subject of numerous radio and television programs and of articles in national journals and magazines. Interest appears to be great in this unique venture of establishing a second campus in the western part of the United States. The principal item of unfinished business continues to be the problem of finance. With a few notable exceptions there has been a dearth of major new gifts and pledges during the year under review. Nearly $415,000 was received, most of it payments against pledges made in the earlier campaign. Fortunately, the Housing and Home Finance Agency increased the size of the dormitory loan from $700,000 to $900,000. At the same time the capacity of the proposed dormitories was increased from 106 to 146 students. Within the next fourteen months the College must raise two million dollars in order to pay off the major construction loan due on October 25, 1965, and in order to operate the new campus for the coming academic year without incurring a deficit. Faculty The scheduled opening of the Santa Fe campus compelled both the College and individual members of the Faculty to reach a number of crucial decisions. After careful search by a committee of tutors having tenure, Clarence J. Kramer, a graduate of the College in the Class of 1948 and for ten years a member of this faculty, was unanimously recommended for appointment as Dean of St. John's College in Santa Fe. This position carries with it the associate deanship of • 2 • �St. John's College. The Board made this appointment at its September meeting. Members of the Faculty were all canvassed for their interest in present or future assignment to the Santa Fe faculty. The initial roster as recommended by the two deans and the Instruction Committee consists of: Clarence J. Kramer, Dean; Robert E. Skeele, Assistant Dean; Ford K. Brown, Marcia Bullard, William A. Darkey, Mrs. Molly Gustin, J ournet Kahn, Mrs. Ingeborg Lorenz, Donald Rauber, Thomas J. Slakey, and Curtis A. Wilson. Seven of these tutors have a total of 98 years of teaching experience in the St. John's Program, ranging from Mrs. Gustin's two years to Mr. Brown's 39 years. Mr. Kahn is himself an alumnus of the College and taught briefly after his graduation. Mrs. Lorenz, Miss Bullard and Mr. Rauber all present interesting experience in other institutions. These eleven initial appointments are a promising cadre around which to build the faculty in succeeding years. Because of the program of preparation for Santa Fe, the College in Annapolis benefited during the year from a faculty of fifty tutors for the 319 students. This figure excludes tutors on leave. Both Mr. Kramer and Mr. Darkey had sabbatical leaves, which they spent for the most part in study in Mexico. Miss Beate Ruhm von Oppen was on leave to teach at Smith College. Thomas K. Simpson held a Danforth Fellowship and worked toward a Ph.D. in the History of Science Department at the Johns Hopkins University. Victor Zuckerkandl had leave for the first semester to work in Europe on Beethoven's notebooks under a grant from the Bollingen Foundation. Jacob Klein, having reached the age of 65 during the current academic year, retires as a tenure tutor. He will, however, continue full-time teaching for the coming year on one of the annual appointments provided for in the College Polity. Richard Kennington and Robert N eidorf resigned at the end of the year to accept appointments elsewhere. Both will be missed. Four other tutors will be absent on leave during the coming academic session, Mr. Simpson to complete his Ph.D. on a National Science Foundation fellowship, Mr. Sparrow to teach at St. Mary's College in California, Miss von Oppen to teach at the University of Massachusetts and to write, and Mr. Nathan to study at Harvard University in a special program for teachers of mathematics. In addition to the new appointments for the Santa Fe campus, the following tutors have been appointed for 1964-65 in Annapolis: Ida Doraiswamy, mathematician from Lady Doak College, Madurai, India (concurrently to be resident head of Humphreys Hall); Mickey Gibson, anthropologist, from Goucher College; John R. Gump, former assistant minister of the First Presbyterian Church in Annapolis (concurrently to be Assistant Dean); David Jones; of the Class of 1959, who studied Philosophy in Australia and has satisfied • 3 • �all Ph.D. requirements but the dissertation at the University of Texas; Louis N. Kurs, geologist, from the University of Illinois; Roger Schmeeckle, former Benedictine novice; Earl Scott, chemical engineer and professor of theology, from the Austin Theological Seminary in Austin, Texas; Deborah Traynor, who studied English Literature at the University of Chicago; Arthur C. Reisz, of the Class of 1955, Classics (to be a part-time visiting tutor); and James I. Gilbert, retired professor of Art from the University of Chicago (to be Artist-in-Residence). I nstritction A second successful year of the preceptorial program means that this can now be considered a permanent part of the curriculum. The resultant reduction in the number of books read in the junior and senior seminars has apparently not caused too serious a sacrifice of essential reading. The revised laboratory program for the freshman year functioned well. Measurement exercises in the first semester were later followed by a chemistry sequence. Next year all sophomores will have a full year of biology. After study of body chemistry the laboratory will proceed through anatomy and physiology to embryology and genetics. A committee under the chairmanship of Mr. Douglas Allanbrook has prepared a recommendation for revising the music tutorial. This will now be taught in the sophomore year. There will be three meetings weekly, with more attention paid at the beginning to the relation of music and poetry, especially through their common rhythmic qualities. Since this change will bring about a closer relationship between the music and language tutorials, the sophomore language tutorials will meet only three times weekly instead of four. They will be devoted more completely to the study of grammar and logic. More Greek will be read at the end of the year and a new logic textbook substituted for the present manual. In March the College was visited by an evaluation team from the Middle States Association of Colleges and Secondary Schools. This was a periodic visit, eleven years having elapsed since the previous visit. The team, under the chairmanship of Dean Ruth Adams of Douglass College, submitted a favorable recommendation. In June the Commission on Higher Education of the Middle States Association reaffirmed the College's accreditation for a further ten-year period. This accreditation automatically extends to St. John's College in Santa Fe for a period of two years. At that time a joint visit will be conducted by a team from the Middle States Association and the North Central Association to appraise the new college and to evaluate both campuses after two years of operation. . 4 . �The Students St. John's College in Annapolis opened in September of 1963 with an enrollment of 310 students. Nine former students re-enrolled at midyear, making the total enrollment for the year 319. There were 38 withdrawals during the year, as compared with 51 in 1962-63. The tabulation on total enrollment follows: Freshmen Sophomores Juniors Seniors Grand Total Men 78 41 47 28 Women 53 41 17 14 194 125 Total 131 82 64 42 319 Like all colleges, St. John's has experienced a steadily nsmg number of applicants over the last several years. For this fall, a total of 420 formal applications for admission were received, as compared with 215 in 1962 and 262 in 1963. These developed from 2,447 inquiries as compared with 1,589 in 1962 and 1, 719 in 1963. A total of 200 entering freshmen will arrive on the two campuses later this month: 120 registering at Annapolis on September 17th and 80 at Santa Fe· on October 1st. Of these new students, 115 are men and 85 are women .; they come from 25 states, the District of Columbia and three foreign countries, Germany, Mexico, and Spain. James Tolbert, the Director of Admissions, is continuing to follow an extensive program of school visits. He is assisted by Frank Hoback, of the Class of 1964, Admissions Officer in Santa Fe, and by Mrs. Patricia Grady Bassine, of the Class of 1958, who has been visiting schools in the New England area. A lower rate of attrition in all classes, itself a most desirable development, caused the College to institute an advance-payment plan for returning upperclassmen. The purpose of this was to predict with greater accuracy the size of the upper classes so that a maximum number of entering freshmen could be admitted within the limits of the College's facilities. Deposits were received from 90 sophomores . 55 juniors and 55 seniors. This will permit the College to enroll approximately 120 freshmen. The session began with the enforcement of the Rules of Residence in the hands of the Dean, after three years of experimentation with their administration by students. After a number of early violations had resulted in individual suspensions, the student body appeared to understand and accept the situation. The rules appeared to be better enforced than in preceding years. In other areas of student activity the Student Polity functioned well under capable leadership. A movement to revise the Polity in the direction of a community • 5 • �government proved abortive. The Dean will continue to welcome any serious proposal looking toward responsible student self-government. The Library Over the past twelve months the Librarian and the Library Committee had the simultaneous tasks of compiling the basic list of books for the new college in Santa Fe, bringing the Annapolis collection up to date, and at the same time planning renovation of and an addition to Woodward Hall. On December 1st much of the responsibility for Santa Fe was shifted to John Knego, the new Librarian, who spent two months in Annapolis before setting up temporary headquarters in Santa Fe. The most helpful source of titles for book purchase for the western campus was found to be the Annapolis shelf list. The architectural firm of Rogers, Taliaferro, Kostritsky & Lamb was chosen to execute the preliminary plans for the addition to Woodward Hall and for its general renovation. Specifications had been drafted by the Librarian, the Library Committee and the Treasurer of the College over a period of years. A first proposal based on these specifications was submitted by the architect in May. It is hoped that final plans can be drawn this fall at the same time that monies are being sought to execute the project. Another task accomplished during the year was the reorganization of the music library under the capable administration of Mrs. June Main. A re-cataloguing of the collection was completed and an inventory taken. Circulation of records and scores was greater than in any preceding year, as was the circulation of books both among students and tutors. The Library benefited by the return from leave of Mrs. Candida Allanbrook to her position as circulation librarian and inter-library-loan assistant. Administration There were a number of changes in the administrative staff during the year under review. In January the College appointed David Tucker as Superintendent of the physical plant. Mr. Tucker had supervised the renovation of Chase-Stone House. His technical knowledge and managerial ability will greatly strengthen the College's entire maintenance program. Marion Catterton, who had served loyally as Superintendent of Buildings and Grounds for some years, resigned in June to accept a position in the Engineer's Office of the City of Annapolis. James E. Grant replaced William E. Thomas as Assistant Business Manager at the beginning of the fiscal year. At the same time • 6 • �Mrs. Jorie Hopkins became Bookstore Manager, since Mrs. Rozanne Kramer accompanied her husband on sabbatical leave. Mrs. Louise McCarthy was appointed secretary to the Assistant Deans in the place of Mrs. Audrey Kempton, who assumed the responsibility for the mimeograph room. Mr. Gerald Fitzgerald was appointed Director of the International Labor Center when the College undertook a new one-year contract for the United States Department of Labor to conduct an orientation program for Japanese and other nationals visiting the United States. Mrs. Mary Frizzell served as secretary in this office until May, when she replaced Mrs. Barbara Simpson in the Alumni office. Mrs. Virginia Cade resigned as secretary to the Dean in June, when she was replaced by Mrs. McCarthy. Other secretarial appointments included Mrs. Thyrrice Lewis, secretary to the Assistant to the President and Mrs. Georgina Koval, additional secretary in the Admissions Office. In Santa Fe, William Hooton, as Treasurer and Assistant to the President, did yeoman service in discovering and recommending appointment of able staff assistants. John Dendahl was named Business Manager of the new college and undertook his duties in December. In April 1 Maurice Howell joined the staff as Superintendent of Buildings and Grounds after considerable experience in the Army and at the State Hospital in Las Vegas. Both Mr. Dendahl and Mr. Howell followed closely the progress of construction to familiarize themselves with the developing buildings. Mention should also be made of the temporary office space provided for the young college in downtown buildings during the construction period. The College is grateful for helpful contributions of space by Harvey Durand of La Posada Inn and by Seth, Montgomery, Federici and Andrews, and of office furniture by John Dillon, Jr., of Santa Fe Book and Stationery Company. Mrs. Marie Winterhaler was appointed secretary to the President and the Assistant to the President; Miss Carol German, secretary to the Dean; and Mrs. Grace Evans, secretary in the admissions and adult education office. In the Library the following appointments were made: Mrs. Florence van Dresser, secretary; Mrs. Margaret Frazier, library assistant; Mrs. Diana Chaffee, library assistant; and Miss Ruby Rubidoeaux, cataloguer. Maintenance Program Great strides were made in improving the general condition of the buildings and enhancing the attractiveness of the common rooms on the Annapolis campus. McDowell and Pinkney halls underwent major exterior repairs. The ivy was removed and the brickwork cleaned, pointed and siliconed. Interestingly enough, this facelif ting revealed the names of many former St. Johnnies etched in the • 7 • �sandstone of McDowell and the brickwork surrounding the Pinkney doorways. One such name, still quite legible, was carefully etched by a member of the Class of 1800, some 164 years ago! The major construction project of the year was the renovation of Chase-Stone House, completed in November. From sagging timbers and cracked walls there was created a superb building providing accommodation for 27 men. The basement is a complex of four small common rooms~ each with fireplace. The College is indebted to James W. Burch, architect, for his imaginative design and careful supervision. Baltimore Contractors, Inc., executed the project with skill and precision at a total cost of $250,000. As of the end of the year a bank loan of $134,000, payable over a six-year period, was stm outstanding on this project. In other campus developments women students relinquished Randall Hall to the men in exchange for Humphreys Hall. Ultimately it is planned that Paca-Carroll House will likewise be converted into a women's dormitory, thus housing all women on the south half of the campus. A mimeograph room was set up in the small wing appended to Pinkney Hall. An intra-campus telephone system was installed which greatly facilitated communications. Unfortunately, a considerable section of underground pipeline gave way from corrosion. This necessitated replacing some 600 feet of pipe. Fortunately, the project was completed before the arrival of cold weather. It is significant that nearly $50,000 was expended on various maintenance projects during the year. A like sum was projected for the summer of 1964. Charles T. Elzey, the Treasurer of the College, deserves high praise for the way in which he has handled the property of the College. His report wisely states that his goals will continue to be the protection of the investment in plant, increased utilization of the College's existing facilities, and the general enhancement of the attractiveness of the campus. Finances Once again, I am pleased to report that the College operated with a slight excess of income over expenditure. Expenses of $1,273,387 exceeded the budget by $22,000, but income of $1,274,288 was some $23,000 greater than had been anticipated. Included in both sets of figures is the sum of $55,473 covering the salaries of tutors in training for the Santa Fe campus. As of June 30, 1964, the principal of the endowment fund had reached a new high of $6,678, 772, representing an increase of approximately $180,000 during the year. The market value of the endowment fund on the same date was $7,660,978. The total income earned by • 8 . �the endowment fund for the year was $293,625, representing a return of 4.4% on book value or 3.8% on market value. In Annapolis, $51,136 was received for current purposes: $18,582 from alumni, $12,255 from business and industry through the Association of Independent Colleges in Maryland, $4, 189 from Board members, $8,351 from corporations and $7,579 from other friends of the College. In addition, $42,832 was received for endowment purposes. For the Santa Fe campus, a total of $414, 762 from 168 donors was received, most of it designated for the construction program and the general purposes of the College. Gifts and Grants from Corporations and Foundations: Gifts for current purposes as follows: $1,342 from the Gulf Oil Corporation Foundation; $500 from John D. Lucas Printing Company; stock valued at $959.23 from Sears, Roebuck and Company; $2,000 from the Singer Company Foundation; and $2,000 from Western Electric Fund as an Appreciation Award; and, for capital purposes, $3,500 from Baltimore Contractors, Inc.; and $3,000 for equipment from the Esso Education Foundation. Other gifts totaling $1,050 for current purposes from the Carling Brewing Company; Gordon Davis Linen Supply Company; Household Finance Foundation; and the Washington Steel Corporation; National Merit Scholarship; the George A. and Mary E. Oursler Foundation. The following gifts and grants for scholarship purposes: $2,050 from the Baltimore Colts Foundation; $500 from the Dr. Charles C. Cook Foundation for Charities, Inc.; $1,500 from the Food Fair Stores Foundation; $500 from the National Association of Secondary School Principals; $2,450 from the National Merit Scholarship Corporation. Gifts and grants for the College in Santa Fe are as follows: $1,500 from ACF Foundation; $2,500 from the Colorado Fuel and Iron Corporation; $1,000 from the Crescent Porter Hale Foundation; $1,000 from Empire Block Company; $10,000 from First National Bank of Santa Fe; $4,503 from Holien and Buckley; $5,000 from Isaac Liberman Foundation, Inc.; $1,000 from Reynolds Electrical Engineering Company; and $57 4 from the Tektronix Foundation for laboratory equipment. Gifts totaling $1,625 from the corporate matching programs of the following: Aetna Life Affiliates Company; Bristol Laboratories; Clairol, Inc.; Chemical Bank of New York Trust Company; Insurance Company of North America; International Business Machines Corporation; International Telephone and Telegraph Corporation; Scott Paper Company; The Smith, Kline and French Foundation; and the National Lead Foundation. Gifts and Grants from I ndividual.s: Thirty-one major gifts toward the new college in Santa Fe were received from the following: C. P. Anderson, Robert 0. Anderson, Mr. and Mrs. Bromwell Ault, Mr. and Mrs. Francis G. Coates, Thomas M. Evans, Col. and Mrs. E. E. Fogelson, Green Garson, Dr. and Mrs. Alvin C. Graves, Mr. and Mrs. Merrill B. Johns, Bishop and Mrs. Everett H. Jones, Mr. and Mrs. Donald Kirby, Dr. Florence Kluckhohn, John R. McCune, Jr., Mr. and Mrs. Robert E. McKee, Mr. and Mrs. John Gaw Meem, Mr. and Mrs. William D. Miller, • 9 • �Mr. and Mrs. Arthur Musgrave, W. T. Old, Jr., Edward S. Pinney, Mrs. Roberta M. Regan, Mrs. Edgar L. Rossin, Mr. and Mrs. Jack Ru~t, Mr. and Mrs. Leland Thompson, Sr., Mrs. Edgar Tobin> Miss Amelia Elizabeth White, Mr. and Mrs. William M. White, Mr. and Mrs. E. R. Wood, James Webb Young, and three anonymous donors. The gift of a music listening room in the Student Center as a memorial to Mrs. James R. Thorpe, Jr., from her husband and family. A gift of $15,000 in stock from Mr. and Mrs. Jesse L. Adams, of Annapolis, representing the fifth payment on their pledge to endow the concert series of the College. A gift of a mahogany table from Dean and Mrs. Thomas P. Brockway, of Bennington, Vermont. A gift of $750 from Ralph E. Campbell, of Annapolis, toward the purchase of athletic equipment. Gifts totaling $1,100 from Mrs. Elinor Wiley Dobbins and Mrs. Elizabeth Dobbins Simmonds, in memory of Mrs. Dobbins' father, Sprignel P. Wiley, of the Class of 1897, toward the Class of 1897 Scholarship Fund. A further gift from Miss Mabel L. Gillespie, of Pittsburgh, Pennsylvania, for scholarship purposes. A bequest of $10,000 from the estate of Mrs. Rebecca Mullan Flather to establish the John Mullan Scholarship Fund in memory of her hther, Captain John Mullan of the Class of 1847. A gift of $3,880.73 from Colonel Robert E. Jones, Class of 1909, and Mrs. Jones of Palo Alto, California, the first payment on a pledge to establish a scholarship fund. A futher gift of $10,000 from Mrs. Carleton Mitchell, of Annapolis, for landscaping. A gift of a year's supply of gasoline for the College car from Harry Waller, of Baltimore. A bequest of $1,000 from the estate of General Amos W.W. Woodcock, Class of 1903, former President of the College, to endow a mathematics prize. Gifts for the Library Building Fund from Mr. and Mrs. Philip J. Levin and Mr. and Mrs . Lawrence R. Fink. Alumni In assessing these fifteen years as President of St. John's College, I confess to a feeling of some disappointment in failing to stimulate more active interest among the alumni of the College. It would seem that St. John's graduates and non-graduates as well would have a keen appreciation of the value of the liberal education for which St. John's stands and that, even given their small numbers, they would demonstrate determined and generous support of the College. There are hopeful signs for the future: the promise of more vigorous leadership under the alumni presidency of John C. Donohue, of the Class of 1935, the general interest in and approbation of the • 10 • �College in Santa Fe, as evidenced by letters from the alumni, and the response to the back-to-college program which was announced for this fall. Under this program, being developed by Thomas Parran, Jr., the Alumni Secretary, alumni and their wives will be invited to spend three days on the campus this fall, immediately prior to Homecoming on October 24th. They will attend classes, seminars and laboratories, participate in special alumni seminars and generally re-acquaint themselves with the College. It is my hope that some rejuvenation of alumni interest in St. John's will follow. * * * * * A new era lies ahead for St. John's College. The Board and the Faculty have committed themselves to a bold venture in Santa Fe, one that has never before been undertaken by another college. It gives promise of an interesting and exciting dialogue between two campuses, two faculties and two student bodies. It should broaden the horizons of the College in Annapolis and free it from any insularity of the past twenty-seven years. Its future success depends upon every person who is committed to the St. John's concept of education- board member, tutor, student, alumnus, and friend. I look forward with quiet confidence to the opening on October 1st and the dedication ceremony on October 10th and beyond that to many future college generations in St. John's College in Santa Fe. A new tradition is being born. RICHARD D. wEIGLE President Santa Fe, New Mexico September 1, 1964 . 11 . �ST. JOHN'S Annapolis, BALANCE SHEET, ASSETS CURRENT ASSETS Cash..... . .. . .. ... . .... . . ... . . ....................... . . Accounts Receivable .... . . ... ... ..... . ........ .. ...... . . . Pledges Receivable .... .... . . .... .. .......... . .... . . .. .. . . Investments ... .. . ..... . ...... ..... ... ..... .... ....... . . . Inventory~Bookstore ..................... . . ... ... ... . .. . Prepaid Expenses . .... .. ... .. .. . . . .. .. .... .. ..... ..... . . . Due from Other Funds ......... . . . .. . .. .... ....... .... .. . $ Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 160,895 6,805 22,563 1,985 8,574 200, 822 19, 125 840 10,634 9,870 Restricted: Cash .. ... . .. . . ............. ... .............. . Accounts Receivable .......................... . Student Loans .......... . ................ .. .. . Investments .... ... ................ .. .. ... . .. . Total. . ....... . . . .. . .. . . . ..... . .... ... .. .. .. . · .... ·· $ 40,469 Total Current Assets .. ...... . $ 241,291 $ 18, 146 1,122,658 22,603 5,508,046 18,419 ENDOWMENT FUND A88ETi-; Cash ................................. .. ............... . Accounts and Notes Receivable .... ...... .. .......... . .... . Pledges Receivable ...... . .. . ..... ... .. .... .. .. ........ .. . Investments . . . . . . . ..... ........ .... . ... . . ... .. ........ . . Accrued Income and Purchase Interest .. ......... ... . Total Endowment Assets ... .......... . ....... . . $ 6,689,872 PLANT FUND ASSETS Cash .... ........ ..... ... . ... ... .. ... . . . ... . ... ··· . . · · · · Land and Campus Development ... ... ... ... .... ......... . . Buildings and Improvements ........ . ...... ... . ..... ... .. . Equipment . ...... .... .. . .... .. . ........ . ...... .. ....... . Investments .......... . . . ......... ..... ..... . ... . . ... ... . $ 67' 106 245,054 4,469,766 389,367 15,675 Total Plants Assets . . ..... . $ 5, 186, 968 Grand Total.............. . . . . . . . . . . . . . . . . . . . . . . . . . . . $12, 118, 131 12 �COLLEGE Maryland June 30, 1964 LIABILITIES AND CAPITAL CURRENT LIABII,ITIES Accounts Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Students' Deposits .... .. ... . . . ... . ..... .. .... ... . . .. .. .. . Accrual Expenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . $ 19,833 33,786 1,084 Total ...... . ....... . . . . . . . . .. . . .. . ................. . 54,703 Reserve for Current Operations ... .. .......... . .... . ...... . Restricted Fund Balances .... . .......... ... ...... . .. . .... . Student Loan Funds ................ . ................... . 146, 119 29,835 10,634 Total... .. ... .. .. .. ... ...... . . ......... . ............ $ 186,588 Total Current Liabilities .. $ 241,291 ENDOWMENT FUND LIABILITIES AND PRINCIPAL Principal- Income Expendable Unrestricted Endowment . . ... . . . . . ...... .. ....... .. .. . . Restricted Endowment . ......... . . .. . ... ...... . . .. ... . . Reservation of Profits- Sale of Securities .... .......... . . . $ 5, 189,827 821, 488 667,458 Total. ............ . ...... ...... . .... . .. . .. .. .... .... $ 6,678,773 Unexpended Income... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accrued Income Not Available for Distribution. . . . . . . . . . . . . . 11, 072 27 Total Endowment Liabilities and Principal. . . . . . . . . . . . . . $ 6, 689, 872 PLANT FUND LIABILITIES AND PRINCIPAL Invested in Plant . .. .. . . . .. . .. . ... .. . .. . ..... . .... . . . .. . . Due Other Funds ...... . .............. . . . .. ............. . Funds Available for Plant Expansion .... . .. . ... . ... . .. . ... . Notes Payable, Chase-Stone Loan ..... . . .. . . . ... . .... .. ... . $ 5, 104, 187 8,574 (100,793) 175,000 Total Plant Liabilities and Principal . . .. . .. . ... . . . $ 5,186,968 Grand Total ......... . .... .. . . .. ...... .. .. . . . . . ... . .. $12,118,131 13 �ST. JOHN'S Santa Fe, BALANCE SHEET, ASSETS CURRENT ASSETS 108 Accounts Receivable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Due from Other Funds . . .. . ..... . .. . . ... .. . .. . Restricted: Due from Other Funds . .. . ..... .. . ..................... . $ Total Current Assets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 7, 199 $ 5, 118 1,200 4,744 $ 11, 062 4,985 2, 106 ENDOWMENT FUNDS AND FUNDS FUNCTIONING AS ENDOWMENT Cash..... .. .. . ..... . . . .. .. . .. . .. . .. . . .... . . .... . . ... . ... Pledges Receivable . . . . .. . .. . .... .. .. .. ... .. ... . .. . .. . .... . Due from Other Funds ... ... . ..................... .. .... . . Total Endowment Funds and Funds Functioning as Endowment . . . . . . . . . . . . . . . . . . . . . . . . . . PLANT FUNDS AND ASSETS Unexpended Plant Funds Cash ... ... . . ............ . . . . .... . . . .. . .. . Investments, at Cost .... . . .. .. .. . . . . . . ..... . Pledges Receivable Due within One Year. . . . . . . . . . . . $317, 615 Due after One Year. . . . . . . . . . . . . 758, 703 Plant Assets Land .. ....... . .. ... . .. . .... . Buildings, Roads, and Utilities under Construction ....... .... . Furniture and Equipment .. .. . . . Library Books .... . ... . ... .... . . . .. . . . ..... . Dormitory Project Cash ..... .. ·......... .. . .. ... . . . . .. . Construction in Progress ... . . ........... .. .. . $ 39,756 39,283 1,076,318 - - - -- 1,155,357 178,575 2,167,211 6,562 6,502 - - -- - 2,358,850 81,335 678,525 759,860 Total Plant Funds and Assets .. $4,274,067 Grand Total $4,292,328 14 �COLLEGE New Mexico June 30, 1964 LIABILITIES AND CAPITAL CURRENT LIABILITIES 5,093 Accounts Payable and Accrued Expenses. . . . . . . . . . . . . . . . . . . . . Restricted: Fund Balance ...... . ... . . .. . .. .. .. .... . . . . . .. .. .... . .. . $ Total Current Liabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 7, 199 $ 107 10,955 $ 11, 062 2,106 ENDOWMENT FUND LIABILITY AND PRINCIPAL Due to Other Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Principal of Funds . . .. . . . ..... . . . ... . . . .. . . ... . .. . . . . . ... . Total Endowment Fund Liability and Principal .. . ....... . .. . . ~ . . . . . . . . . . . . . . . . . . . . . . . PLANT FUND LIABILITIES AND PRINCIPAL Unexpended Plant Funds Due to Other Funds .... . . ....... . . ..... .. . . . Balance of Funds . . . ...... . .. .. .. . . ..... . .. . 11, 728 1,143,629 1,155,357 148,233 136,519 1,085,204 988,894 2,358,850 $ 410, 201 131, 875 57,845 2,969 156,970 759,860 Total Plant Fund Liabilities and Principal. . ..... .. ..... . $4,274,067 Grand Total .. .. .. . . . . . . ... . ... . . . .. . . .. . .. . ...... . . . . $4,292,328 Plant Liabilities Contract Estimates Payable ... . .. . . . ... . . .. . . Retainage Payable . . .... . . .. .. . .... .. ...... . Notes Payable . . . . . .. . . ....... . .. .. . . . . . .. . . Balance of Funds . . . .... . ... .. . .. . . . . .. .. . . . Dormitory Liabilities and Principal Construction Advances .. . . . . .. .... . . . .. . ... . Contract Estimates Payable ... ... .. . . .. . ... . . Retainage Payable .. . . ... ... . . ..... ... ..... . Accrued Expenses .... . . .. ...... . .... .. ..... . Balance of Funds .. . .. ........... .. . .. ..... . 15 $ $ �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF REVENUES AND EXPENDITURES Fiscal Year Ended June 30, 1964 INCOME Educational and General Tuition .... . .... . . ... . . .. ...... . .... . ..... .. .... .. . ... . Adult Education ... .... . . . ... . . .. . ..................... . Endowment ..... . .. . .... ... . . ................. . ..... . . . State Appropriation . . . ...... .. . . .... . ... . ... . . . .. . .... . . Miscellaneous ...... . ... . .... . .. . ... . . . . ....... . ... . ... . Santa Fe Tutorships ........ .. ...... .. . . . ....... .. .. ... . . Total. ... .. . . . . ... . .... . · . . · · .············· · · · ······· $ 479,949 1,799 259,338 80,000 17' 160 55,473 $ 893, 719 Auxiliary Enterprises Dining Hall and Dormitories .... . . . . . . .. . ..... . ....... . . . Bookstore .......... . . . . . ...... . . .. . .. .. . . . . ........ . . . . Other ...... ... . . .... .. ...... . .. . .. . .. . ........ . ....... . $ 250,333 35,818 1,208 Total .. ...... . .. . .... . ....... . .. . . . .. .. ... . . ... . .. .. . $ 287,359 Other Non-educational Income. . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 42, 07 4 Gifts and Grants.. . .... . .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 51, 136 Total Income .. . ..... . ........ . .. ... . ... . . .. ...... . . . .. . Less- Current Expenditures .. ... . ... . . . .... .. . ..... . .. . $1,274,288 1,248,387 Income in Excess of Expense . .. . . ....... . ..... . . . . .. .. . Unused Contingency Transferred to Cash Revolving Fund ...... . .... ...... . Transferred to Building Fund . . ... . ..... . ....... . . . . . Current Funds Available for Future Operations . .. . .. ... . . 25,901 25,000 901 EXPENSES Educational and General Administrative ............. . ........... ... . . . . .. . ... .. . General ... . . . ... . ... . ..... . ... . ........... . ....... . ... . Instruction ... . ............ . . . ....... . . .. . ... . .... . .... . Student Organizations and Art Studio ....... . .. . . .. . . . ... . Adult Education ..... ... . . . .. . .... .. . . ..... .... . ... . . .. . Plant Operation and Maintenance .. ....... . .... . . .. .. . . . . . Total ... .. . . .. . . . . . . . . .... ... . .... . . . . . ... . .. . ... .. . . Auxiliary Enterprises Bookstore ...... . ... . .. . . ... ... . . .... . .. .... .. . .. ...... . Dining Hall and Coffee Shop .... . ....... . .. . ..... .. ... . . . Other .. . ............ .. ........... . .. ... . ·· ···· ·· ···· ···· $ 150 , 172 77,291 469,684 16,519 1, 696 230,002 $ 945,364 $ 37,312 118, 926 2,980 Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 159, 218 Other Non-educational Expenditures Scholarships and Grants-in-aid . . .. . .... . . .. . . .. . . . . . . . .. . . Miscellaneous . . . . .. . ..... . . . ..... . . . . .......... ... ... . . $ 127,922 15,883 Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 143, 805 Total Expenditures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $1, 248, 387 16 �ST. JOHN'S COLLEGE Santa Fe, New Mexico CONDENSED STATEMENT OF REVENUES AND EXPENDITURES Fiscal Year Ended June 30, 1964 INCOME Contributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Less: Loss and Expenses of Conversion to Cash of Donated Securities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $286, 454 Net Contributions ... . .. .. . . . . ..... ... .. . ...... . . . ... .. . Interest on Investments . ... .... .... ....... . . . . . ...... . . .. .. . Net Proceeds from Benefit ..... ... . . .. .. . . . . .. .. . . .. .. . . .. .. . $280,484 3, 102 514 Total Income .... . ... .. . .. .. .. . .. .. . ...... .. . . . . . . . . . . . . Less: Current Expenditures ...... .... . .. . ... . . . .... . .. . $284,100 137,025 Income in Excess of Expense. . . . . . . . . . . . . . . . . . . . . . . . . . . $147, 075 Transferred to Unexpended Plant Funds... .. .. .. . .. . $147,07.5 5, 970 EXPENSES Salaries for Tutors in Training in Annapolis. . . . . . . . . . . . . . . . . . . . $ 55, 503 Administrative and General Expenses Salaries-Executive . . . . . . . . . . . . . . . . . . . . . . . . . $15, 667 Salaries-Other . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20, 601 Interest on Construction Loans . . . . . . . . . . . . . . . . . . . . 14, 038 Travel... . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7, 347 Public Relations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4, 597 Development and Publicity. . . . . . . . . . . . . . . . . . . . . . . 3, 433 Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, 361 Faculty Moving. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2, 822 Office Supplies . . . . . ............. 2, 489 Telephone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 , 394 Legal and Auditing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1, 264 Payroll Taxes. . . . . . . . . . . . . . . . . . . . . . . . . . . . 1, 081 Printing, Postage and Stationery .. . . . . . . . . . . . . . . 934 Automobile. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 614 Office Rent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 600 Loss on Trade of Automobile. . . . . . . . . . . . . . . . . . . . . . 502 Maintenance of Office Equipment... . . . . . . . . . . . . . . . 250 Membership, Dues and Subscriptions . . . . . . . . . . . . . . . 153 Janitorial Services. . . . . . . . . . . . . . . . . . . . . . . 150 Miscellaneous. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 81, 522 $137,025 Total Expenditures ..... . . . 17 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift of Donor Old Dominion Foundation Matching Gift Total Fund TUTORSHIP ENDOWMENTS Addison E. Mullikin, 1895 ... . . . . . Arthur deTalma Valk, 1906 .. . .. .... . ... . . $1,789,862 150,216 $ 500,000 150,000 $2,289,862 300,216 ----- ----- ----- $1,940,078 $ 650,000 $2,590,078 $ $ 15,000 25,000 3,070 SCHOLARSHIP ENDOWMENTS Annapolis Self Help (Grant from William H. Labrot Fund) George M. Austin, 1908 .. .... .. . ... . ..... . . .... Chicago Regional . .. . .. ... . . ................. . . Class of 1897 ...... . . .. . .. . . . .. . .. .. . . .. . . ... . Class of 1898 (Bequest of Charles H . MacN abb, 1898) .. .. . . . Corporal George E. Cuniff, III ... . . .. . . ..... .. .. Faculty .. . ....... . ........ . . . .... ... ...... ... John T. Harrison, 1907, Scholarship Aid .... . .... Hillhouse-Class of 1927 ........ . .... . .. .. .. .. . Richard H. Hodgson, 1906 . . . .... .............. Alfred Houston, 1906, Student Aid ........ . . . . .. Houston Regional ................ .. .. . .. .. .... Jesse H. Jones & Mary Gibbs Jones .... ... . . .... Robert Edward & Margaret Larsh Jones . .... . ... Massachusetts Regional (Gift of Walter Paine, 1945) ..... .. .. .. ... . ... Philip A. Myers, II, 1938 .. .. .... .. ....... . ..... Oklahoma Regional (Gift of Eugene Adkins, 1953) Pittsburgh Regional. .. .. . .. .. .... .. ....... . . . . Clifton C. Roehle ........ . ... : .. . .. ..... ...... Clarence J. Stryker .. . . ........... . .. ..... . .. .. Friedrich J. von Schwerdtner . ......... . . . .... .. 15,000 25,000 3,070 1,130 87,933 135 3,666 25,025 7,367 150,250 2,500 500 36,000 3,881 $ 87,933 270 6,025 45,050 14,734 300,500 5,000 1,000 72,000 3,881 135 2,359 20,025 7,367 150,250 2,500 500 36,000 22,685 9,000 26,000 560 22,685 19,362 26,000 560 7,056 3,438 1,552 30,000 50,000 6, 140 1, 130 45,370 28,362 52,000 1,120 7,056 6,851 1,552 3,413 ----- $ 442, 110 $ 323,864 $ 765,974 $ 28,870 3,211 $ 20,000 1,470 $ 48,870 4,681 $ 21, 470 $ 53,551 $200 125 507 1,000 335 985 500 $ 400 250 1,362 2,000 695 2,020 1,000 LOAN FUND ENDOWMENTS George Friedland Fund . . ...... . . ... . ......... . John David Pyle, 1962, Memorial Fund .......... ----- $ 32,081 $ 200 125 855 1,000 360 1,035 500 ALUMNI MEMORIAL ENDOWMENTS Drew H. Beatty, 1903, Memorial Fund . . ..... . .. Dr. William Brewer, 1823, Memorial Fund ....... Frederick W . Brune, 1874, Memorial Fund .. .. .. . Henry M. Cooper, Jr., 1934, Memorial Fund ... .. Robert F. Duer, Jr., 1921, Memorial Fund ... . ... In Honor of Dr. Philip Edwards, 1898 . ........ . . Allen Lester Fowler, 1915, Memorial Fund ... . ... 18 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift of Donor Old Dominion Foundation Matching Gift ALUMNI MEMORIAL ENDOWMENTS- Continued Dr. Amos F . Hutchins, 1906, Memorial Fund . . ... 658 Helen Barnes Jones and Robert 0. Jones Memorial Fund .. . ...... . .... . ........... . ...... . . .. . 18,357 William Lentz, 1912, Memorial Fund ........... . 1,020 Col. Harrisqn McAlpine, 1909, Memorial Fund ... . 325 Ridgely P. Melvin, 1899, Memorial Fund .. . .... . 100 William S. Morsell, 1922, Athletic Fund ..... . . . . . 5,000 John Mullan, 1847, Memorial Fund . ... .... ... . . 10,000 H. Keith Neville, 1905, Memorial Fund ..... . . .. . 1,000 Blanchard Randall, 1874, Memorial Fund ..... . . 331 Leroy T. Rohrer, 1903, Memorial Fund .. . ...... . 100 C.H. Schoff, 1889, Memorial Fund ............. . 500 Rev. Enoch H. Thompson, 1895, Memorial Fund . . 3,000 125 Dr. Robert S. G. Welch, 1913, Memorial Fund .. . . Dr. Willis H. White, 1922, Memorial Fund . ..... . 625 Amos W.W. Woodcock, 1903, Fund . ..... ...... . 2,000 Total Fund 633 1, 291 7,563 1,020 325 100 5,000 10,000 1,000 330 100 500 3,000 125 625 1,000 25,920 2,040 650 200 10,000 20,000 2,000 661 200 1,000 6,000 250 1,250 3,000 - - - -- - -- -- $ 47,216 $ 34,973 $ $ 52,650 308 25,000 1,034 3,000 77 400 1,500 500 518 $ 52,650 $ 105, 300 308 50,000 1,034 6,000 102 800 3,000 1,000 518 82, 189 OTHER ENDOWMENTS Hertha S. and Jesse L. Adams Concert Fund .. . .. Philo Sherman Bennett Prize Fund .... . .. . . Benwood Foundation Library Fund ..... . ..... . . Walter I. Dawkins Prize Fund .............. . .. . Fund for Tomorrow Lectureship .. ....... .. . . . . . Floyd Hayden Prize Fund . .... .. ... . . ... . .·. ... . Library Fund . .. .... . ... . . . .. .. ......... . ... . . Ellen C. Murphy Memorial Library Fund . .... .. . Cora Dodson Sasscer Newspaper Fund .. ... . .... . Mrs. Blair T. Scott Memorial Prize Fund .... .. . . Elma R. and Charles D. Todd Memorial Library Fund ... .. .. . ..... ................ . . ... ... . Alumni Endowment .. . ......... . . ............ . General Endowment . .... .. . . . . . . . . 25,000 3,000 25 400 1,500 500 19,500 186,309 39,000 377, llO 202,226 288,884 $ 786,398 $1,319,191 1, 733, 126 $1,733,126 19,500 190,801 202,226 $ 497,514 Total Gifts from Donors . . . . . . . . . . . $2, 958 , 999 Old Dominion Foundation Grants: Applied to Named Funds . .. .. . . ..... . . .. ....... . . .. . . Old Dominion Foundation Fund . . . .... . . ... .... .. . . . . $ ----- Total Endowment Grants from Old Dominion Foundation ..... . .... . . .. ... . . Total Funds .............. . ......... . .. . .. . .. .... . Reservation of Profits, Sale of Securities ... . . . ... . . .. .. . Grand Total, Endowment Funds, June 30, 1964 .. . . .... . . .. . . $3,052,317 $6,011,316 667,456 $6,678,772 19 �ST. JOHN'S COLLEGE Santa Fe, New Mexico PERMANENT ENDOWMENT FUNDS UNRESTRICTED ENDOWMENTS Mrs. Nina S. Garson Memorial Fund .... .. .. .... .... . ... ..... . Dr. Florence R. Kluckhohn Fund . ......... . .. . . . .............. . E. I. "Tommy" Thompson Memorial Fund .. . ... .. .... .. . ... . . ... . $2,000 1,000 1, 710 $4, 710 LIBRARY MEMORIAL FUNDS Ruth !Jaughlin Alexander Memorial Fund . . ...... .. ... . Judge Levin Claude Bailey, 1911 Memorial Fund ....... . .......... . Louise M. Clevenger Memorial Fund ................. . ..... ... .. . . Dr. Elizabeth B. Demarest Memorial Fund . ........... . .. . ..... . . . Henry Dendahl Memorial Fund .. .................... . Nina S. Garson Memorial Fund. . . . . . . . . . . . . . ... .... ....... . .... . John Stewart Harvey Memorial Fund . . . . .. .. ..... . ... . . . . ...... . . Dorothy Calvert Hino Memorial Fund . ... ... ... . . .. . ...... .. . . . John Mead Howells Memorial Fund .............. . .. . .......... . . . Isaac H. Mayer Memorial Fund ..... ........ .. . . ....... . .... . Bernard Buckley Robinson Memorial Fund . ... . .. . .... . ........ .. . Charles H. Strong Memorial Fund .... . . .... . .... . ...... . .. . . Thomas C. Van Stone Memorial Fund . ... ......... . .. ...... . .. ... . Horace White Memorial Fund. . . . . . . . . . . . . . .. .. .. ..... . . $ 350 150 150 150 150 1,050 150 150 150 150 150 150 150 150 $3,200 FRIENDS OF THE LIBRARY-LIFE MEMBERSHIP FUNDS Roland S. Bond.............. ... . .. .. ... . ........ . ...... . .. ..... Mrs. Agnes M. Canning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mrs. Gertrude Clarke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mrs. Cecily Cunha..... . . . . . . . . . . . ............. Mrs. Margaret W. Driscoll.... . . . . . . . . . . . . . . . . . . . . . . Miss Helen Park Edwards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mr. and Mrs. Alexander Girard. ... . . ......... .. . ... . . . .... . ... .. . General Kenner F. Hertford.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mr. and Mrs. Henry H. Hoyt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Franklin H. Kissner.. . . . . . . . . . . . . . . . ..................... Mrs. Albert S. Lathrop. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mervyn LeRoy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mrs . •Tohn Gaw Meem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . James Merrill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . John S. Newberry......... ... .. . . .. .. . ....... . . . . . . .. .. ..... . .. . Mrs. Joseph H. Quire........ . ... .. . .. .. . ................. . . . .... Harrison Sasscer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Adolph W. Schmidt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mr. and Mrs. Winfield T. Scott... . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . Dr. and Mrs. Philip L . Shultz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mr. and Mrs. Roger Slakey .... .. .. ............ . ..... ..... . ...... Mr. and Mrs. Paul A. Wilson.................. .. . .. . ........ $ 150 150 150 150 150 150 300 150 150 150 150 150 500 150 150 150 150 150 150 150 150 300 $3,950 Total Endowment Funds, September 1, 1964 ... . ...... . .. . . . 20 $11, 860 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, and the gifts of its friends and alumni and from permanent endowment funds. The College's permanent endowment now exceeds $6,000,000, but increasing educational costs will require future additions to these funds. The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to St. John's College in Annapolis, Maryland or in Santa Fe, New Mexico the sum of .............................. . . dollars.'' The College would prefer gifts and bequests to be applied in the discretion of the College, but gifts and bequests may be made for specially stated purposes. �~--~-~~ ------- -----~ � 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 The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 20 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College, September 1964 Description An account of the resource Volume XVI, No. 3 of the Bulletin of St. John's College, "Report of the President." Published in September 1964. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1964-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXVI_no3_1964_September President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6e107a9172dd3f271e8556f629a5f78c.pdf f2ab67a916a9eddb9f3c6984ba588d5b PDF Text 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 The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 35 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College, September 1963 Description An account of the resource Volume XV, No. 3 of the Bulletin of St. John's College, "Report of the President." Published in September 1963. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1963-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXV_no3_1963_September President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/301aa77c4fb15bac99a7e5dc54114c6f.pdf 74c6743724f67f26e1db10553754140f PDF Text 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 The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 16 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis, November 1962 Description An account of the resource Volume XIV, No. 4 of the Bulletin of St. John's College in Annapolis, "Report of the President." Published in November 1962. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1962-11 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXIV_no4_1962_November President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c44006add8d31714349ee671c6bcbb39.pdf 6c99192ed98c24e380108e1ecb703185 PDF Text 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 The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 20 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis, October 1961 Description An account of the resource Volume XIII, No. 4 of the Bulletin of St. John's College in Annapolis, "Report of the President." Published in October 1961. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1961-10 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXIII_no4_1961_October President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/faac00066a61d5f36cb076ab5d823068.pdf aa88a9aa4ed546ad4ba67f79ee22fc86 PDF Text Text No. 4 VOLUME XII Bulletin of ST. JOHN'S COLL.EGE IN ANNAPOLIS REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND OCTOBER, 1960 Founded as King William's School, 1696. Charte~ed as St. John's College, 1785 �Volume XII OCTOBER, 1960 Number 4 Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: If questioning is an evidence of institutional vitality, St. John's College is both alive and vigorous as it moves into the decade of the 1960's. Important advances have been made over the past year in curriculum, faculty appointments, student procurement, administration and finance. Many of these gains, however, served but to raise new and challenging questions which the Faculty and the Board must now consider with calm and dispassionate deliberation in charting the course of the College for the years ahead. The year witnessed an invitation from a group of citizens on the Monterey Peninsula in California to discuss the possibility of establishing a second St. John's College in that area. This suggestion poses many questions quite apart from the grave problem of financing a new institution: the matter of administrative control, the relationship of two institutions on opposite coasts, the task of discovering and training new faculty members in sufficient numbers to staff both institutions and the problem of creating in a totally new situation the proper traditions conducive to an atmosphere of thought and learning. A faculty committee is presently studying the ramifications of such a development and will report at an early fall meeting. As an alternative to colonization the question has been raised of enlarging the student body on the campus in Annapolis. For at least three decades, the figure of 300 students has persisted in the minds of the Board and Faculty as the optimum size for this institution. There may, however, be some merit in a slightly larger enrollment which would produce more variety in faculty and student body, somewhat greater anonymity for the individual student and a much more efficient use of the campus. On the other hand, to increase the enrollment by planned steps to 400 students or 450 students would mean a dilution of the present endowment of $20,000 for each student or would require the raising of additional endowment funds. It would also be necessary to construct a new dormitory and more adequate facilities for recreation and boarding. This in turn would involve questions as to the most effective and efficient planning for the entire campus area. Still another question arises out of the College's responsibility to the community. The facilities of the Francis Scott Key Memorial Hall and Mellon Hall are more extensive than • 1 • �necessary for a college with an enrollment of 300 students. The International Labor Center has been a successful venture in using surplus college facilities while at the same time serving the government. However, this program may well end at this location in another year and the question arises as to whether the Faculty and the College should consider a twoyear community college, a Master's program for future college teachers, a summer institute for teachers from Anne Arundel and neighboring counties, or an intensified program of conferences for a variety of organizations. Finally, there is an even more important area of questioning, that having to do with the curriculum. Specific question arises with respect to the laboratory program, as to whether the amount of actual laboratory work might be reduced; thus achieving more real thinking and greater flexibility in the laboratory experiments. There is question about the language program, especially the amount of elementary work required by one year of German and one year of French in the junior and senior years. There is also a question with regard to the order and content of mathematics throughout the St. John's course. These and other questions were sharpened by the visit which St. John's tutors paid to Reed College in Portland, Oregon, in March, the first in an exchange of visits between faculty members of the two institutions. It appears then that, in recording for the Board the accomplishments and the events of the past year, I do so against a backdrop of re-examination and re-evaluation of the St. John's program and of the physical facilities designed to foster the learning process. I am confident that both faculty and board members can in the two years immediately ahead complete the necessary study of the many problems which present themselves so that the College will have a clear direction for the future when it commences its second quarter-century under the present curriculum in 1962. The Faculty It is most gratifying to note that the College now has two major tutorship endowments. The first of these tutorships was established in honor of Dr. Arthur deTalma Valk of the Class of 1906. The initial incumbent appointed to this chair is Wiley W. Crawford, who has now completed ten years at St. John's College. The second of the endowments is that in memory of Addison E. Mullikin of the Class of 1895. Six Mullikin tutors were given appointments on this endowment: Ford K. Brown, who joined the St. John's faculty in 1925 as an associate professor of English ; Richard Scofield, who came to the College in • 2 • �1927 as an associate professor of Art and English; John S. Kieffer, former President of the College, who has been on its faculty since 1929 ; Jacob Klein, former Dean of the College, who began his first appointment as tutor in 1938; the Reverend J. Winfree Smith, who started teaching at St. John's in 1941; and the Reverend William Kyle Smith, Assistant Dean of the College, who first joined the Faculty in 1942. There were two additions to the Faculty at the start of the academic year, Thomas J. Slakey, a graduate of St. Mary's College in California, with a Ph.D. from Cornell University in Philosophy, and Edward Barksdale, a graduate of the University of Virginia, with an M.A. from the University of Chicago in the Humanites. Eva Brann, Charles Bell and Jacob Klein returned from leave of absence in the fall, and Ford K. Brown and Hugh P. McGrath began their sabbatical years. Thomas K. Simpson was granted leave of absence to study at Johns Hopkins University on a Teacher Study Grant from the Danforth Foundation. A. Leonard Slafkosky continued his special work in the Marine Corps on leave from the College, and William F. Gleason was on leave for further study, resigning at the end of the year to return to the practice of law. Two tutors reached retirement age during the year, Ford K. Brown and William Kyle Smith. Both have been reappointed on a part-time basis for the coming academic year, as has Simon Kaplan, who retired in June of 1959. I am happy that the Board has adopted a plan which makes possible up to five years of further teaching after a tutor's tenure appointment is formally completed at age 65. The College will gain much from the experience and wisdom of these senior tutors in the years immediately ahead. The Students The 1959-60 year began with 257 students distributed as follows among the four classes : Freshmen Sophomores Juniors Seniors Women Men Total 42 27 17 6 73 45 29 18 115 72 46 24 257 92 165 Totals Regrettably, 41 students withdrew prior to the close of College in June. Of these, 23 were freshmen, 13 sophomores and 5 juniors. A faculty committee is presently studying the entire • 3 • �problem of student attrition and expects to report at an early meeting of the Faculty in the fall. Student morale is always a factor in determining the rate of attrition. The Dean, one of the assistant deans, Miss Barbara Leonard, and a tutor, Malcolm Brown, addressed themselves to this problem at the Danforth Campus Community Workshop in Colorado Springs in early July. Various proposals have been formulated and will be presented to the Instruction Committee and the Faculty for appropriate action. Two very promising developments occurred toward the end of the academic year. In one case a group of students addressed a letter to the Dean and the Instruction Committee suggesting that each student be assigned to a faculty advisor who would meet with him fortnightly to discuss "any subject whatsoever." This proposal was discussed extensively and resulted in faculty action to assign incoming freshman students to faculty advisors who have been on the campus for at least a year. No set program of meetings is to be laid down but each incoming student will thus have a member of the Faculty to whom he can turn apart from those who are his regular classroom tutors. The second development had to do with student government on the campus. As the year progressed there were indications that a number of students were not satisfied with the leadership of the Student Polity. This was evidenced in part by the formation of an organization known as the Student Forum, the aim of which was to promote interest in local student affairs and in national and world problems. The Forum scheduled a discussion of platforms and issues at the time of the election of the new Student Polity officers. Under the leadership of the new Polity officers, a revised constitution was drafted for the Student Polity, whereby the Polity would assume responsibility for the Rules of Residence. The administration accepted this constitution as an adequate proposal and the Faculty concurred. The old Student Polity was dissolved by my official act and the students then proceeded to accept the new constitution under which they will be governed during the coming academic year. It is too early to predict the success of this new venture. It should certainly be said that it is most promising and that it deserves the fullest cooperation of the administration and Faculty. Curriculum In the field of curriculum, a general revision of the laboratory program is projected for the next two or three years. The plan is to employ a number of consultants who have specialized • 4 • �competence in the physical and biological sciences, and to obtain advice from them as to subjects of study and methods of presentation. The faculty members chiefly concerned with the laboratory program will be immediately responsible for the revision of the printed materials used in connection with the laboratory. One of the consultants will be Professor Sanborn Brown of Massachusetts Institute of Technology, who visited the College on May 16 and 17, 1960, and had several discussions with the Dean and Messrs. Poe and Simpson. He favors a very considerable reduction in the amount of actual laboratory work, choice of experiments which entail more intellectual work and more real thinking than most of the exercises in which physical laws are merely verified. He also favors complete separation of written materials which present and develop theories from those which give instructions for laboratory procedures. Such changes in the laboratory program could contribute importantly to making the two upper years of the St. John's program more stimulating and profitable than at present. However, the Instruction Committee and the Faculty must still address themselves to other areas of the Program as well. The content and order of the mathematics tutorial must be revised so that it will mesh more helpfully with the work in physics in the senior year. A decision must be reached as to whether to substitute two years of French or German for one year of each language at the junior and senior level. The reading knowledge examinations in foreign languages leave much to be desired and require attention. Finally, the Dean states that a way must be found to introduce more independent work in the junior and senior years without sacrificing the essential unity and community of the St. John's program. Reed College Visit Closely related to the ongoing consideration of curricular matters was the visit already referred to of seven members of the St. John's Faculty to Reed College in Portland, Oregon, in late March. Financed by a grant from the Hazen Foundation, the visit was planned to make possible a discussion of common problems in the fields of administration, curriculum, and student life. The St. John's tutors visited classes, laboratories and a symposium. They sat in on a regular faculty meeting, a meeting of the Student Educational Policy Committee and a meeting of the Community Council. All of these occasions and many informal meetings with Reed faculty members and students provided ample opportunity for the exchange of ideas. • 5 • �After a week of such activity there were four seminar sessions involving faculty members of the two institutions. The Reed curriculum was presented and discussed. This involved specific debate on the place in the college curriculum of the humanities on the one hand and mathematics and science on the other. St. John's tutors questioned their Reed colleagues on the latter's apparent commitment to student research or work in depth. There was also a useful exchange of experiences on the problems of stimulating intellectual activity on the campus and of reducing attrition in the student body. A return visit by Reed faculty members to St. John's College is projected for March of 1961. Meanwhile, St. John's tutors have been challenged to re-think various aspects of the College's program in a useful and constructive way. The Library Members of the Library Committee have devoted considerable time over the past year to planning for a new library building. An initial conversation was held wth Dr. Keyes Metcalf, former librarian of Harvard University, who has consented to serve as a consultant to the College on the project. At the present time there is general agreement on the following four points : ( 1) provision for a well-chosen collection of approximately 100,000 volumes, (2) ample study carrells, (3) efficient arrangement of facilities to permit supervision by one attendant, and (4) adequate work room space for the staff. The entire problem of a new library must be considered carefully by the Faculty and the Board in determining the construction needs and priorities of the College for the longterm future. I am happy to report that the Library has received the set of 167 volumes in the Library of Congress catalogue of printed cards. These are the gift of Mr. and Mrs. Henry H. Clifford, of Pasadena, California. Supplementary volumes published since 1948 have been presented to the College by the Library of the United States Naval Academy. At the same time an order has been placed for the photolith reprint of the British Museum Catalogue, to be received over the next four years. These two comprehensive bibliographic guides are indispensable tools for a small library which must limit the size of its collection to usable proportions. Circulation of books to students increased by about onesixth over the preceding year. Use of the Library by members of the Annapolis community doubled during the same period. A real effort was made by the Library to build up certain sections of the collection, particularly in the fields of astrono• 6 • �my, history and politics, Greek language texts, German literature and Far Eastern literature. At the same time the class copy collection was thoroughly overhauled so that there will be sufficient copies for loan to a larger student enrollment. New class copies were purchased from the Ellen C. Murphy Memorial Library Fund, the gift of her son, William F . Murphy, of New Milford, Connecticut. The M cKeldin Planetarium Throughout the year a program has been conducted by Donald Rogers of the Faculty to present demonstrations of the planetarium to school groups, and to other visitors to the campus. All members of the freshman class likewise witnessed presentations in connection with their study of Ptolemy in the freshman mathematics tutorial. Throughout the year a total of 62 demonstrations were made to over 1300 individuals. It is apparent from the letters and comments received that these showings have been of considerable educational value and that they have created a great deal of good will for the College _ _ / in the community. In May a dinner was held in the College Dining Hall for faculty members and invited guests at which the planetarium was formally dedicated. There were brief addresses by J. Millard Tawes, Governor of Maryland, by Victor Frenkil, of Baltimore Contractors, Inc., who gave the funds to complete the planetarium, and by former Governor Theodore R. McKeldin in whose honor the building was named. The Infirmary A new plan was followed during the past year whereby students requiring medical attention were referred by Mrs. Louise E. Young, R.N., the College Nurse, to the offices of the College Physicians instead of having the physicians conduct regular office hours on the campus. This meant that only 195 of 773 dispensary visits required further diagnosis and treatment by the physicians. These figures do not include some 300 other calls upon the College Nurse for such attention as deep-heat therapy, inoculations, immunizations and consultations on personal problems. There were only 35 infirmary admissions and 6 hospital admissions. For the first time the College also retained the services of a psychiatrist, Dr. Wilfried Freinek, of Annapolis, Maryland, who interviewed and advised some 16 students between September and June. Admissions The national increase in the college-age population and the greater acceptability by the public at large of the St. John's • 7 • �program have contributed to a far larger volume of inquiries and applications for admission to the College. This has placed a great burden of work upon James Tolbert, the Director of Admissions. He has again brought to this task careful judgment and infectious enthusiasm with the result that the entering class of 1964 should number approximately 120 carefully selected students, 67 of them men and 53 of them women. This class was developed from over 1400 inquiries. In each case the prospective student received a personal letter from the Admissions Office together with a catalogue and other literature about the College. All inquirers east of the Mississippi River were invited to visit the College for a period of one or two days. A total of 138 visitors accepted this invitation and it is interesting to note that 94 of them or over two-thirds applied for admission. Further to stimulate the flow of applications from good students, the College again relied upon school visits by the Director of Admissions and upon showings of the film, "The St. John's Story." Mr. Tolbert spent three weeks visiting secondary schools on the West Coast at Seattle, Portland, San Francisco, Santa Barbara, Los Angeles and La Jolla, and in Texas at Austin and Houston. More such visits should be undertaken and it is clear that the services of an Assistant to the Director of Admissions could be utilized in the years ahead. The film was shown in nearly 200 secondary schools. It continues to arouse favorable comment but should be replaced with a new vehicle. The College has commissioned Roger Tilton of the Class of 1945 to write a new script, and an application has been submitted to one of the foundations for sufficient funds to produce a new film. It is interesting to compare the statistics on applications for admission, on acceptances and on actual enrollment over the past five years. Applications Applications for Admissions Approved Class Class Class Class Class of of of of of 1960 1961 1962 1963 1964 129 166 188 198 249 125 146 161 164 180 Actual Enrollment 94 107 104 115 120 Only in the last two years have all applicants been required to take the Scholastic Aptitude Test of the College Entrance Examination Board. The median scores for the entering class this fall are 621 on the verbal test and 560 on the mathematics test as compared with the median scores of 612 and 550 for the Class of 1963 a year ago. The College has made formal appli• 8 • �cation for institutional membership in the College Entrance Examination Board and expects to receive favorable action at the next annual membership meeting in October. Maryland State Scholarships St. John's College was listed as first choice by 53 Maryland students taking the State Senatorial Scholarship examination in February, nearly three times as many as in 1959. Fifty-five others indicated that St. John's was their second choice. Thirty-one in the first category and 17 in the second category made acceptable scores on the examination and were sent catalogues and application blanks together with an invitation to apply for admission. The results are as follows compared with those of preceding years. 1958 1959 1960 Applied Accepted Rejected Withd.rew 16 13 27 14 2 9 4 5 3 19 3 7 In general, the quality of the Maryland students receiving Senatorial and Tuition Scholarships at the College has shown a marked improvement over the past several years. Alumni It is a matter of deepest regret that I must record in this report the death of two of the College's most devoted alumni. Dr. Amos F. Hutchins died on November 11, 1959, after a lingering illness. He had graduated from St. John's College in 1906 and from the Johns Hopkins Medical School in 1908. Dr. Hutchins had a long and distinguished career as a surgeon in Baltimore City and Anne Arundel County. He served for many years upon this Board as member, as secretary, as vice chairman and as chairman. John Harrison suffered a heart attack and died on the way to his office on May 23, 1960. He was a graduate of St. John's College in the Class of 1907. Subsequently he established a successful insurance brokerage business in New York City. He too was for many years a member of this Board and always took an active interest in affairs at the College. Both of these men had been honored by receiving the Alumni Award of Merit of the St. John's College Alumni Association. In the elections held last fall the Alumni of the College chose John S. Hodges of the Class of 1936, of Baltimore, Maryland, as President of their Association for the current year and R. Penfield Brown of the Class of 1922, of New York City, • 9 • �and Dr. J. Ogle Warfield of the Class of 1919, of Washington, D. C., as members of the Board of Visitors and Governors for three-year terms expiring in 1962. On Homecoming Day the Alumni A ward of Merit was presented to William Childs Purnell of the Class of 1923, of Baltimore, Maryland. Again the Association presented the College with a generous check for $1,000 toward the Third Century Fund. Administration There were relatively few changes in administrative personnel during the year. Mrs. Jane Tucker joined the staff on July 1st to work in the Development Office and in the Alumni Office. These files have now been reorganized and are ready for the future. It became apparent during the year that the College should devote more energies to its alumni than Miss Miriam Strange could spare from her duties as Registrar. The decision was therefore reached to relieve her of these onerous duties and to appoint as Alumni Secretary of the College James A. Baldwin, of the Class of 1958, who took up his respo~sibilities at the start of the new fiscal year. Mrs. Peter Lauck, secretary to the Dean, left the College in September to assume new family obligations. Her position was filled by Mrs. Virginia Cade whose position in the Assistant Dean's Office was taken by Miss Patricia Schwallenberg. In the area of buildings and grounds, Marion Catterton took over general supervisory responsibilities. He performed his duties conscientiously. However, it seems clear that the magnitude of the task of overseeing the physical facilities of the . College requires a business manager who could coordinate work distribution, centralize purchasing, and plan immediate and long-term maintenance. This would, I believe, produce greater efficiency and more effective use of available manpower. The College was fortunate in acquiring the services of Clifford Taber, an engineer who had previously worked for an oil company. Mr. Taber brought order to the heating plant and steam to the buildings. Physical Plant This was the first complete year of occupancy of the Francis Scott Key Memorial Auditorium, Mellon Hall and the newlyrenovated Humphreys Hall. The Key Memorial appears to have become a landmark in the Annapolis community within this short period of time, as the College has made these facilities available to local and state groups at a very modest rental. The people of Annapolis and Anne Arundel County seem to have responded with a new measure of affection for St. • 10 • �I, John's and what it is trying to do for the larger Annapolis community. Over the summer months the entire interior of McDowell Hall has been redecorated. Mrs. Helen Wohl, of the Brice House, has given freely of her time in advising on colors and in overseeing the actual painting. The ground floor of the building is being completely renovated to provide for an enlarged coffee shop. The facilities formerly occupied by the Book Store are being incorporated into the coffee shop area. The senior common room for faculty use will be moved from its old location to the room previously occupied by the Book Store office. Toward this reconstruction project the Slater System of Philadelphia, Pennsylvania, has made a generous gift of counter and other food preparation equipment for the coffee shop. Much progress was made in landscaping and improving the physical appearance of the campus. Mrs. Ford K. Brown, Mrs. Elizabeth Myers Mitchell, and Mrs. St. Clair Wright, all of Annapolis, constituted an able advisory committee on the planting of trees and shrubs around the Francis Scott Key Memorial and Mellon Hall. Grading and seeding was begun on the land recently acquired from the State of Maryland in the western corner of the campus. The fence along King George Street was largely renewed and painted. The boxwood bushes were removed from the front walk leading to McDowell Hall and replanted around the McDowell Hall porch and at the entrance to the Charles Carroll Barrister House. A wider permanent brick walk is being laid from College A venue to the McDowell Hall steps and will afford a much more pleasing approach to the campus. If funds can be found, it would seem wise to replace the bedraggled hedge surrounding the front campus with an attractive low brick wall which would not deny a view of the campus green to passing visitors. Finances The College auditors, Wheat and Mullen, reported that the College had no outstanding encumbrances against plant property as of July 15, 1960, for the first time in many years. This resulted from paying off the remaining mortgage certificates. The auditor also reported income of $23,297 as over against expenditures of $914,331 for the fiscal year ending June 30, 1960. The small surplus of $8,965 is a paper surplus only as cash funds in the amount of $13,713 were used for equipment and campus improvements and were thus capitalized. It becomes almost a necessity for an institution like St. John's College to operate with a surplus of at least $25,000 • 11 • �- 11 annually as far as current expenditures are concerned if its favorable cash position is to be maintained. For the coming year the annual budget will exceed $1,000,000 for the first time in the history of the College. The principal item of expenditures is, of course, faculty salaries which will average $265,000 for all those teaching on a full schedule. The following table will be of interest as showing the increase in faculty salaries over a twelve-year period. Low Median High 1949-50 $5,000 $3,000 $4,050 1950-51 5,500 3,750 4,137 1951-52 3,750 5,500 4,825 1952-53 3,750 4,950 6,000 1953-54 3,750 6,000 4,950 1954-55 4,200 5,000 6,000 1955-56 4,500 5,250 6,500 1956-57 4,000 5,900 7,500 1957-58 4,000 6,000 7,700 1958-59 4,800 6,875 8,700 1959-60 4,950 8,275 10,850 1960-61 7,820 11,050 5,000 The Board appears to have been wise in its decision to increase fees from $2,100 to $2,300 in September of 1961. The danger arising out of any increase in fees is the possible denial of a St. John's education to able but impecunious students. There is also the danger of over-optimism on an entering student's part as to his ability to finance subsequent years of his education. The Vice President and Treasurer of the College has urged that incoming students assess their resources for the full four-year period and not become a heavy charge upon the College's limited financial aid fund in their upperclass years. It is the President's recommendation that ways and means be found to establish a considerable student loan fund whereby a maximum of up to $5,000 could be borrowed in successively larger installments throughout a student's course. These loans, properly secured by a parental co-signer, would bear interest at the rate of 1 % until a student's education had been completed and thereafter would carry a rate of 3 %. This would be comparable to the Federal Student Loan Program participation in which St. John's College has denied itself because of the disclaimer affidavit provision. A hopeful step in the direction of a more adequate loan program was the adoption by the College of the Girard Trust Company loan plan whereby parents may spread the cost of a four-year education over a sevenyear period. There still seems to be a need, however, for long• 12 • �term loans which would be repaid by the student himself over a fifteen-year period. The Book Store The Book Store completed its first year in its comfortable and attractive new quarters on the ground floor of Humphreys Hall. Its volume of business continued to grow, gross sales exceeding $25,000 for the year, a gain of more than $4,000. Inventory increased because certain items were reprinted to supply tutorials in future years. Nevertheless there was a modest profit of approximately $1,000 in operations. The Third Century Fund The Third Century Fund campaign ended on June 30th. The endowment goal of $4,000,000 was over-subscribed by a substantial sum, thanks largely to the Mullikin bequest and the magnificent support of Old Dominion Foundation. The building phase of the drive yielded only sufficient funds to complete the renovation of Humphreys Hall at a cost of approximately a quarter of a million dollars and to do necessary landscaping on the campus. In all, 586 gifts, grants, and pledges totaled $4,698,000 in the campaign. Again I should like to express the immense gratitude of all members of the College community to each of the donors, not only for the gift itself but also for the confidence in St. John's College which the gift implies. The following gifts and grants were received during the year under review : Foundations and Corporations The sum of $13,805.72 representing the share of St. John's College in corporate gifts received from business and industry by the Association of Independent Colleges in Maryland. A grant of $1,350 from the Baltimore Colts Foundation for scholarship purposes. A gift of $25,000 from the Benwood Foundation of Chattanooga, Tennessee, for the establishment of The Benwood Foundation Library Fund. A grant of $2,000 from Esso Education Foundation for current purposes. A grant of $500 from the Ford Motor Company Fund of Dearborn, Michigan, for current purposes and $1,916.43 for scholarship purposes. Four scholarships totaling $3,000 and a gift of $250 from the Food Fair Stores Foundation of Philadelphia, Pennsylvania. A grant of $200 from the German Society of Maryland for scholarship purposes. A grant of $1,013 from the Gulf Oil Corporation in its aid-to-education program. • 13 • �A grant of $2,500 from the Hazen Foundation of New Haven, Connecticut, to underwrite the cost of a visit by seven St. John's tutors to Reed College, in Portland, Oregon, the first in an exchange of visits between the faculty members of the two institutions. A grant of $250 from Hofsted College, Pennsylvania, fo r scholarship purposes. A grant of $500 from the Knudsen Foundation for scholarship purposes. A grant of $25,000 from the Kresge Foundation of Detroit, Michigan, toward the renovation of Humphreys Hall. A gift of $1,000 from the Dr. Frank C. Marino Foundation t oward the renovation of Humphreys Hall. A grant of $4,550 from the National Merit Scholarships Corporation of Evanston, Illinois, for scholarship purposes. A gift of $600 from the Philadelphia Board of Education for scholarship purposes. Grants of $20,000 for current purposes and $500,000 representing the final installment upon its pledge of matching funds for endowment purposes from Old Dominion Foundation of New York City. A pledge of $1,500 from Read's Foundation, Inc., of Baltimore, Maryland, toward the renovation of Humphreys Hall. A pledge of $2,500 from Roberts Paving Company, Inc., toward the renovation of Humphreys Hall. A gift of $600 from the School District of Philadelphia for scholarship purposes. A gift of $1,000 from Sears, Roebuck & Co., of Baltimore, Maryland, toward the renovation of Humphreys Hall. A gift of $500 from the Simon Foundation, Inc., toward t he Helen Barnes Jones Memorial Fund. A gift of $500 from Singer, Deane & Scribner, of Pittsburgh, Pennsylvania, toward the Helen Barnes Jones Memorial Fund. A grant of $5,000 from Smith, Kline & French Foundation, Inc., of Philadelphia, Pennsylvania, toward the support of the laboratory program. A gift of $500 from the Talbot T. Speer Foundation, Inc., Baltimore, Maryland, toward the renovation of Humphreys Hall. A gift of $1,000 from the Stornaway Corporation of Chicago, Illinois, toward the renovation of Humphreys Hall. A supplementary grant of $250 from Time-Life, Inc., in the National Merit Scholarship Program. Grants in recognition of alumni employed by the Chemical Bank New York Trust, $250; First National City Bank of New York City, $680; International Business Machines, Inc.; Scott Paper Company. Gifts for current purposes from the C.I.T. Financial Company, The Daily Record Company, the Elks of Erie, Pennsylvania, Gordon Davis Linen Company, Household Finance Company, Washington St eel Company, Wheat and Mullen, and Black & Decker Company. Gifts and pledges in the Third Century Fund from the Aladdin Travel Agency, the Annapolis Clearing House Association, Annapolis Utilities, Inc., Harry T. Campbell Sons Corporation, Cuccia OldsmobileCadillac Co., Harder & Dressel, Robinson's Department Store, Wheeler, Bonn & Shockey Associates. 14 �Individuals An anonymous gift of $25,000 toward the renovation of Humphreys Hall. A gift of stock in the amount of $9,300 from Mr. and Mrs. Jesse L. Adams, of Annapolis, representing the first payment on their pledge to endow the concert series at the College. A gift of three armillary spheres from Walter S. Baird, of the Class of 1930, of Cambridge, Massachusetts. A gift of two sets of Great Books of the Western World from William Benton, of New York City. A gift of a desk for the Charles Carroll Barrister House from Mr. and Mrs. Ford K. Brown. A gift of $1,000 from Mrs. Henry M. Cooper, Jr., toward endowment of the Henry M. Cooper Memorial Fund. A gift of $1,000 from Cyrus S. Eaton, of Cleveland, Ohio, for an acoustical shell in the Francis Scott Key Auditorium. A gift of $250 from Marvin Epstein for scholarship purposes. A gift of $355 from Walter F. Evers to inaugurate a scholarship fund in honor of Dr. Philip H. Edwards of the Class of 1898. A further gift from Mrs. William J. French of Annapolis to complete the furnishing of a room in the Charles Carroll Barrister House in memory of her husband, Dr. William J. French, for many years a member of the Board of Visitors and Governors. A gift of an 1830 Chickering piano from Miss Janie Feldmeyer, of Annapolis, Maryland. A gift of a Greek typewriter from Mr. and Mrs. Leon Goldstein of Philadelphia, Pennsylvania. Gifts from Mr. and Mrs. Robert J. Franke, Annette N. Hutchins, Mrs. C. T. Hutchins, Mrs. I. N. King, Mr. and Mrs. R. N. King, William Lentz, Margaret Ward McCabe, Alfred Houston, Captain W. D. Sharp, Dr. T. B. Turner, Richard D. Weigle, Charles R. Zimmerman, toward the endowment of the Dr. Amos Hutchins Memorial Fund. A gift of $2,000 from George S. Johnston, of New York City, toward the renovation of Humphreys Hall. A gift of $363.10 from William Lentz toward the Clarence Stryker Memorial Scholarship Fund. A gift of $1,000 from William A. Lydgate, of New York City, for endowment purposes. Gifts from Orble B. Boughton, Mr. and Mrs. James C. Cook, Susan McAlpine Garrett, Robert E. Jones, Mrs. James Ladd, Mrs. Harrison McAlpine, Harrison McAlpine, Jr., Ruth S. Schaff, Mrs. Edgar A. Trethaway, toward the endowment of the Colonel Harrison McAlpine Memorial Fund. A gift of a partial interest in Gauguin's "Pont Avon" by Robert McKinney, of Santa Fe, New Mexico. A gift of $1,000 from Richard C. Paine toward the renovation of Humphreys Hall. A gift of $1,000 from Edward S. Pinney for scholarship purposes. Gifts from Mr. William Arthur, Mrs. William Arthur, Mrs. F. S. Butterworth, Frank D. Fuller, J. William Flanders family, Judge and Mrs. Carroll C. Hincks, Gilbert Kenna, Nathalie H. Jones, Mrs. Waldo McKee, Mrs. Paul S. Ney, Dr. and Mrs. I. S. Otis, Jeannette Gilbert 15 �Pyle, Prvt. Ransford Pyle, Rebecca P. Pyle, Mr. and Mrs. Russell Pyle, The Savitt Company, Mr. and Mrs. Wayne Carrington Smith, Pauline L. Sperry, Gordon C. Thayer, Gordon C. Thayer, Jr., T. C. Thayer, toward the endowment of the John David Pyle Memorial Loan Fund. A gift of a bronze sculpture "Ballet Russe" by Corelli from Mr. and Mrs. Alexander Sachs of New York City. A pledge of $300 from Jos. M. Scribner toward endowment of the Helen Barnes Jones Fund. A pledge of $100 from Mrs. Harry R. Slack of Baltimore, Maryland, toward the Randall Memorial Fund. A pledge of $100 from Mrs. LeRoy T. Rohrer toward the LeRoy T. Rohrer Memorial Fund. A gift of a Bronzino painting by Dr. Warren Smadbeck of New York City. A gift of a Greek book from Miss Irene M. Syle, of Philadelphia, Pennsylvania, which belonged to her great grandfather, Henry Lyon Davis, President of St. John's College from 1820 to 1821. A gift of $125 from Miss Dorothy M. Strickland, of Annapolis, Maryland, toward the endowment of the Dr. William Brewer Memorial Fund. A further pledge of $42,750 from Mr. and Mrs. Arthur deTalma Valk, Jr., toward the Arthur deTalma Valk Tutorship. A gift of a collection of German Classics from Miss Marie von Hartz, of Hagerstown, Maryland. Gifts from Dr. T. B. Turner and Richard D. Weigle toward the endowment of the Dr. Robert S. G. Welch Memorial Fund. A gift of his personal library collection from Colonel Ernest L. Yost, of the Class of 1914, of Washington, D. C. Gifts and pledges in the Third Century Fund from C. Meredith Boyce, Donald J. Cowling, Mr. and Mrs. Wiley W. Crawford, Dr. John H. Fischer, Earl I. Heenan, Jr., Mrs. Heister Hoogewerff, David Hume, Robert M. Hutchins, Richard M. Johnson, Meyer Kestnbaum, Mr. and Mrs. John C. Kohl, Nathan Korshin, Mr. and Mrs. Henry Maling, former Governor Theodore R. McKeldin, Robert G. Merrick, Mrs. Margaret McL. Morse, Harry Waller, M. E. Warren, Mr. and Mrs. Theodore Wolfe, William R. Woodfield, Sr. * * * * * It is interesting to report that I was asked to visit five college campuses this past year to speak about the St. John's program and, in most cases, to lead faculty seminars : Delaware State College at Dover, Delaware; Eastern Nazarene College at Wollaston, Massachusetts; Virginia Union University at Richmond, Virginia; Lycoming College at Williamsport, Pennsylvania; and the College of St. Thomas at St. Paul, Minnesota. In the latter case I addressed a regular college convocation on the Vincent J. Flynn Chair of Literature using as my theme "The College Library: Museum or Market Place." Other speaking engagements included the United Fund of Talbot County, the Child Study Association of Baltimore, the • 16 • �General Educational Development of Military Personnel Conference at Fort Meade, Maryland, and the 12th annual Conference of State Chief Justices at Baltimore. In May I was re-elected for another term as President of the Board of Education of Anne Arundel County. I am also currently serving as Treasurer of the Maryland Association of Boards of Education and will become First Vice President this fall. This has entailed attendance at various conventions during the year: the Association of American Colleges in Boston in January, the Association of American School Administrators in Atlantic City in February, and the National School Board Association in Chicago in May. For the most part these meetings provided useful contacts with other individuals in the field of education at the secondary school and college levels. In conclusion, I want to thank the Board for granting me leave for a European trip this summer. The four members of the Weigle family enjoyed to the full the six weeks spent in motoring over the Continent and in visiting many points of interest. We return relaxed and refreshed and look forward with enthusiasm to the year ahead. RICHARD Annapolis, Maryland September 1, 1960 • 17 • D. WEIGLE President �ST. JOHN'S Annapolis, BALANCE SHEET, ASSETS CURRENT FUNDS Cash in Banks and On Hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ Accounts Receivable. . . . . . . . . . . . . . . . . . . . . . . $22, 129 .48 Less: Reserve for doubtful accounts.... .... 500.00 47, 230. 53 Inventories ......... .. .. . .. .. . . . ..... ......... .... . . .. . Prepaid expenses ... . . ................ .. .. . ..... ... .. .. . 11, 956.45 6,798.27 21,629.48 Total...... ... ....... . .. . . . . . . . . . . . . . . . . . . . . . . . . . . Restricted: Cash. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accounts Receivable. . . . . . . . . . . . . . . . . . . . . . . . . $ 87, 614. 73 7, 035. 79 600. 00 Total-Current.... .. ...... . ..... . . . ....... . ....... $ 95, 250. 52 $ 485,608.90 81,666.53 40,179.51 1,275.00 5,648,397.04 31,475.28 ENDOWMENT FUNDS Cash ............... ... .... . ....... . . . ... ... . ... . . ... . Due from Other Funds .. .......... ..... .. .... .. . . . . ... . Accounts Receivable ......... . .... . . . ... . ............. . Pledges Receivable ............. ... .......... . ......... . Investments ................................... . ... . .. . Accrued Income and Purchased Interest ... ..... .. .. . . ... . Total-Endowment ............. .... ... .. .... ... .. . $6,288,602.26 PLANT FUNDS AND ASSETS Cash........ . ...... .... .. . ........................ .. . Due from Other Funds .... . ........................... . Pledges Receivable .............. ......... .......... ... . Land, Buildings and Equipment ........ . . ........ ...... . Total-Plan.t and Assets . .... . ... .... ... . .... . . .... . 18 • $ 5,096.38 8,532.45 25,000.00 4, 708,883.11 $4,747,511.94 �COLLEGE Maryland June 30, 1960 LIABILITIES AND CAPITAL CURRENT LIABILITIES AND RESERVES $ 2,227.53 10,361 ;05 90, 198.98 Total-Current Liabilities. . . . . . . . . . . . . . . . . . . . . . . . . . . $ Accrued Deficit-July 1, 1959. . . . . . . . . . . . . . . $26 ,924. 77 2,786.51 Transfer of Excess Mortgage Certificate Funds . 8, 965 .43 Excess of Revenue over Expenditures .. . . .... . 102, 787. 56 Total ...... .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ Principal-Student Aid and Prizes . . . . . . . . . . . $ 1 , 484. 99 6, 150.80 President's Discretionary Fund .... 87, 614. 73 Total............................... ......... ..... 95,250 ; 5~ Accounts Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Students' Deposits .................. . ...... . .. .. ... ... . Due Other Funds ....... .. . . ....................... . .. . $ 15,JU.83 7,635.79 ENDOWMENT FUND LIABILITIES AND PRJNCIP AL Principal . . .. ... . ... .... ........... . ........ . . . ... ... . . $6, 280, 760. 58 lJnexpendedincom.e . ... .. . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 3,337.78 Accrued Incom.e Not Available for Distribution. . . . . . . . . . . . 4, 463 . 90 Total-Endowm.ent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $6, 288, 602. 26 PLANT FUND LIABILITIES AND PRINCIPAL Invested in Plant. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $4, 708, 883. 11 Note Payable-Farm.ers National Bank....... $25,000.00 Funds Available for Plant Expansion...... .. . 13,628.83 38,628.83 Total-Plant ..... ......... ... ........ . . ........... 19 • $4, 747, 511. 94 �ST. JOHN'S COLLEGE PERMANENT ENDOWMENT FUNDS TUTORSHIP ENDOWMENTS Addison E. Mullikin, 1895 ... . .. .. ... . . . .. .. .... . ...... .. . Arthur de Talma Valk, 1906 . . . . .... .. . . . . $2,419,500 .00 214,532.00 $2,634,032 .00 SCHOLARSHIP ENDOWMENTS Annapolis Self Help (Grant from William H. Labrot Fund) . . . . George M. Austin, 1908 . . . . ... .. . .. . .... .. ..... . . .... . .. . . Chicago Regional .. . ........ . .... .. . .... . .... .. . ... . . ... . Class of 1898 (Bequest of Charles M. MacN abb, 1898) . . . .. . . Faculty .......... . . . . . ....... . . . . . . ........ . .. . . . . . .. .. . John T. Harrison, 1907, Scholarship Aid .. . .. . . .. . . .. . ..... . Hillhouse- Class of 1927 . . .. . . . . .. . . . . . ...... . ... . . . . . .. . . Richard H. Hodgson, 1906 . . . ..... ..... ... .. . . . . . .. ... . .. . Alfred Houston, 1906, Student Aid . ... . . .. . .... . ... ... . Houston Regional ........... .. ... ... . ..... . .. . .. . . . . . .. . . Jesse H . Jones and Mary Gibbs Jones .. . . . ..... .. . . . . ... .. . Los Angeles Regional . .. . . .. . . .. .... . . .. .. . . . .. . . ... .. ... . Massachusetts Regional (Gift of Walter Paine, 1945) . . .. . ... . Philip A. Meyer II, 1938 .. . . .... ........... . ... .. . . .. . . . . . Oklahoma Regional (Gift of Eugene Adkins, 1953) .. . .. . . . . . . Pittsburgh Regional .. . . ... . ... . .. . . . . .. . ... .. ...... . . . . . . San Francisco Regional .... . . . .. ... . . ... . .. .. . . . . . . ...... . Clifton C. Roehle . . . . . . . . . . . . . . . . .. .. .. . . ... . Clarence J. Stryker .. . . .. . . . .. .. ... . . . .. ... . .. . . .. . . . . . . . . Friedrich J. von Schwerdtner .. ... . .. ..... . ..... . . . . . . . . . . . $ 27,000 .00 50, 000.00 6, 140.00 91 ,265.02 3,746 .00 40,050.08 14,734.00 300,000.00 5,000.00 1, 000 .00 72,000.00 750.00 40 , 370.00 28,362.47 52,000 .00 1 , 120 .00 200.00 7,055.56 6,776.20 1,551. 91 $ 749, 121. 24 $ 45, 200 . 81 2,945 . 25 $ 48, 146 .06 LOAN FUND ENDOWMENTS George Friedland Loan Fund. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . John David Pyle, 1962, Memorial Loan Fund.... . . ... . . .. . . • 20 • �ALUMNI MEMORIAL ENDOWMENTS Dr. William Brewer, 1923, Memorial Fund.. . . ... ..... . .. ... $ Henry M. Cooper, Jr., 1934, Memorial Fund ............... . Allen Lester Fowler, 1915, Memorial Fund .... . ...... . ..... . Dr. Amos F. Hutchins, 1906, Memorial Fund ..... .. . ... . ... . Col. Harrison McAlph1e, 1909, Memorial Fund ....... .. .... . Ridgely P. Melvin, 1899, Memorial Fund .... . .... . .. . ... . . . William S. Morsell, 1922, Athletic Fund ... .... .. .. .. .. .. .. . H. Keith Neville, 1905, Memorial Fund ................ ... . . Blanchard Randall, 1874, Memorial Fund ... ...... ....... .. . Leroy T. Rohrer, 1903, Memorial Fund .................... . Rev. Enoch M. Thompson, 1895, Memorial Fund ........... . Dr. Robert S. G. Welch, 1913, Memorial Fund ............. . 250.00 2,000.00 1,000.00 1,266.18 650 .00 200 .00 10,000.00 2,000.00 100.00 100.00 6,000.00 250.00 $ 23,816.18 OTHER ENDOWMENTS Hertha S. and Jesse L. Adams Concert Fund . ..... . ........ . $ 18,600.00 Philo Sherman Bennett Prize Fund .... .......... . . . ....... . 308 .11 Benwood Foundation Library Fund ...... .... ........... . . . 50,000.00 1,033.93 Walter I. Dawkins Prize Fund ...... . ... ..... . .. . ......... . In Honor of Dr. Philip Edwards, 1898 ..................... . 1,000 .00 Fund For Tomorrow Lectureship .... . ... ....... . ...... .. . . 6,000.00 Floyd Hayden Prize Fund ............................... . 102.50 17,026.18 Helen Barnes Jones Memorial Fund ....................... . 800.00 Library Fund ......................... . ................. . Ellen C. Murphy Memorial Library Fund .... ....... ... . ... . 3,000.00 600.00 Cora Dodson Sasscer Newspaper Fund ... . .. ... .. . ........ . 517 .95 Mrs. Blair T. Scott Memorial Prize Fund . ............ .... . . 39,000.00 Elma R. and Charles D. Todd Memorial Library Fund ...... . 362, 619 .49 Alumni Endowment ............ ... . . .................... . 2,077,571.88 General Endowment ..... .. ............. .. ... .. .......... . 122,864.67 Matching Funds Encumbered Against Outstanding Pledges .. . $2,701,044.71 Total of Permanently Endowed Funds . . . . . . . . . . . . . . . . • 21 • $6, 156, 160 . 19 �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF REVENUES AND EXPENDITURES Fiscal Year Ended June 30, 1960 INCOME Educational and General Tuition ................... . .................... . ..... . Adult Education Fees .......... .... .. .. ........ ... ... . . Endowment Income ........... . .... . .. .. .............. . State Appropriation ......... . ..... ............ . . ...... . Foreign Operations Administration Contract ............. . Grants and Gifts ....... .... .... .. ......... .. .. ..... .. . . Miscellaneous income ............ ... ................... . $294,006.58 2,429.91 200,614.48 80,000.00 15,000 .00 68,076.10 7,222.38 Total. ................. . ............... . .... ... .... . $667,349.45 Auxiliary Enterprises Dormitory and Dining Hall ........ . ..... . ... .. ... .... . . Bookstore ........ . ............... . ........ .... . . .... . . Other ..... ................ ... .. . . .. .. .... .......... .. . $188,830.94 25,863.68 2, 991.20 Total. ............................... · ····· ······· ·· $217,685.82 Other non-educational income .. . ......... . . . . ............ . $ 38, 261. 43 Total income .... ... . .... .... ....................... . Less-Current Expenditures .. .... .. ............. .... . . $923,296.70 914,331.27 Excess of Revenues over Expenditures ... .. .. ... ....... . $ 8, 965 .43 EXPENSES Educational and General Administrative ...... . ... ... ...... .. ....... .. . ... ..... . General ............ . ... .. ........ ... ..... ... .... . .... . Instruction ... . ....... . . . ... . .. ... ... . .. ·.. .... ..... . .. . Library ....................... . ... ....... . ........... . Student Organizations and Art Studio ........... .. .... .. . Adult Education .......... ......... ... .. ..... ... . . ... . . Plant operation and maintenance . .. ...... . ............. . Miscellaneous .............................. .. ........ . $115' 886 . 38 85,120.98 273,579.51 16,766.67 9, 901. 59 1,921.64 . 166, 731.34 212 .46 Total. . .... .... ..... ... .. .... .... ·· · ··· ········ · ···· $670,120.57 Auxiliary Enterprises Bookstore ... .. .................................. .. ... . Dining Hall and Coffee Shop ... ... . .. .... ....... ... .... . $ 23,653.50 90, 209.43 Total . ... ............... .... . . .. .. ................. . $113' 862. 93 Other non-educational expenditures Scholarships ..... . . . . ..... . .............. .. ..... ...... . Grants-in-Aid ........ ... .................... . .. ...... . Miscellaneous .......................... . ............. . $108,345.43 12,367.34 9,635.00 Total. .......... . ..... . ..................... .. . .... . $130,347.77 Total Expenditures .. ... .. . ....... .... ..... ... .. ... . . . $914,331.27 22 • �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, from the gifts of its friends and alumni and from permanent endowment funds. The College's permanent endowment now exceeds $6,000,000, but increasing educational costs will require future additions to these funds. The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to St. John's College, Annapolis, Maryland, the sum of ... . .. .... .... . . . dollars." The College would prefer gifts and bequests to be applied in the discretion of the College, but gifts and bequests may be made for specially stated purposes. • 23 • �� 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 The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 23 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis, October 1960 Description An account of the resource Volume XII, No. 4 of the Bulletin of St. John's College in Annapolis, "Report of the President." Published in October 1960. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1960-10 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXII_no4_1960_October President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/fdaa51820e2d39c3949bb17527c41237.pdf 8f5879ce599046cecd4248b02fc6bcd8 PDF Text Text VOLUME XI No.1 Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND J <{.Jg' JANUARY,~ Founded as King William's School, 1696. Chartered as St. John's College, 1785 �Volume XI JANUARY, 1959 Number 1 Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: It is appropriate to begin this, my ninth annual report, with a tribute to Jacob Klein, who, at his request, has relinquished the deanship after serving in this capacity since 1949. Mr. Klein came to St. John's in 1938, so that his career here and the New Program are in large measure co-extensive. I for one learned much under his wise and patient tutorship and gained new insights into liberal education. Mr. Klein leaves for a sabbatical year, long overdue, and will return to the faculty next fall. He turns over the deanship to one of the ablest of the young men on the faculty, Curtis A. Wilson. Mr. Wilson is a Californian by birth and upbringing. Over the ten years of his tutorship at St. John's he has shown himself to be a scientist with the breadth and understanding of a philosopher. In a sense Mr. Klein's retirement at the end of the twenty-first year of the Program signalizes a passing on of responsibility to a new generation at St. John's. I cannot refrain from marking this transition by quoting from Mr. Klein's last statement of Educational Policy and Program. These words of wisdom offer inspiration and guidance for the future. All a school can do-and St. John's is no exceptionis to establish the conditions under which learning may take place. In some important respects the College has succeeded in doing that. The curriculum provides a wide basis for the exercise of the skills of discussion, translation, demonstration and experimentation which in turn help the learning mind to experience the discipline of the liberal arts and to acquire an understanding of them. It is not a panorama of opinions, or styles, or disciplines, or systems, it is the sharp edge of a crucial question, the stumbling block of a massive contradiction, the labyrinth of complexities in a given problem, that furnish link after link to the chain of learning offered to the student at St. John's. · One of the great virtues of the teaching that goes on at St. John's is the patience with the shortcomings of the students, with the difficulties of a given subject matter explored in common, with the disappointments • 1 • �and frustrations, the faithful satellites of all teaching and learning. All improvements of instructiorial patterns depend ultimately on the way the teacher follows them up, responsibly, patiently, generously, and full of fear before the immensity of the task. Curriculum Revision Mr. Wilson, as the incoming dean, confronts three major problems to which the faculty must find more nearly adequate solutions. The first of these is in the curriculum itself. Ways must be found to improve the learning in the junior and senior years. The Instruction Committee has already addressed itself to this matter and has reached some tentative conclusions. They entail a reduction in the number of language and mathematics tutorials, which in turn means much more independent work on the part of the students, all closely supervised by their tutors. As the dean says, it is perhaps possible to formulate the problem that the College faces in the following way: the students have to be brought to understand that "learning" is not identical with "doing one's assignments." The latter is one of the indispensable conditions for learning but by no means the main task. The Problem of Attrition A second area of concern to the College is the rate of attrition in the student body. It is true that St. John's College makes heavy academic demands upon its students. It is also true that the program and the climate of the campus demand that each student question long-held beliefs and search for answers to almost unanswerable questions. Furthermore, it is necessary to reiterate that the real benefit to a student from his college experience is not necessarily to be reckoned in terms of four full years of academic work. For many students it may be quite right that they should have spent one or two years at St. John's. The problem of attrition is clearly related to the calibre and preparation of the entering student. His work habits usually leave much to be desired. Ways must be discovered to counsel with the freshman in particular and to help him to adjust to the demands of the College's curriculum. Ways must also be discovered to involve a larger percentage of the ·student body in extra-curricular activities such as athletics, shop work, sailing, and the fine arts. The Instruction Committee and the faculty will continue to wrestle with this problem . • 2 • �The Wider Community A third major area of concern to me is that the College exert a wider influence upon American education than it does at present. Twenty-one years ago the St. John's Program was widely reported in the public press. Great predictions were made for its expected influence, many of them hardly realizable given the sober facts of American higher education. Over the past two decades St. John's has indeed been host to thousands of educators who have observed with interest what is done here but who have tended for the most part to dismiss the means as impractical or unfeasible in their own academic situations. St. John's College has exerted a most considerable impact upon the educational scene indirectly through its contribution to the Harvard Report on General Education in a Free Society. It is also true that there is today less sharp a dichotomy between St. John's College and many of its sister institutions. On the other hand, it is clear that St. John's and its faculty have a mandate to propagate the goals of a liberal education for which this institution stands and to seek to bring other faculties to adopt in greater degree these ends and means of the liberal arts. The Intellectual Life Conferences of the Association of American Colleges are one example of the way in which certain ideas developed at St. John's College can be spread. As a result of these conferences, begun under my chairmanship of the Commission on Liberal Education, approximately 100 college presidents and 30 college deans have now experienced the exhilaration of learning in seminar diScussions on the St. John's pattern. It is my hope that the College can undertake two programs in the near future designed to extend the influence of these ideas even further. One would be exchange. tutorships and professorships with other institutions whereby members of the St. John's faculty might have a year in other institutions interested in developing the seminar and tutorial techniques. Likewise, faculty members from other colleges and universities might spend a year on the St. John's faculty contributing their insights and criticisms and at the same time learning something of the methods used here. Second, it is my hope that the College can establish a program leading to the degree of Master of Arts in teaching. Such a program would have two aspects. On the one hand it would enable graduates of St. John's College and of other liberal arts colleges to meet state certification requirements in education, educational psychology and practice teaching. On the other it would enable graduates of teachers' colleges and other institutions to broaden themselves in the liberal arts • 3 • �r to gain new insights into what liberal learning is. It is my hope that such a program can be worked out in cooperation with the Board of Education of Anne Arundel County and the State Department of Education in Maryland. It would entail both graduate courses throughout the academic year and a special summer-school program designed for in-service training of teachers. If St. John's College is to meet its responsibilities to the Republic, it should do all it can to assist in educating more and better teachers. Assets-The Faculty As the administration and the faculty seek solutions to these problems they work from a position of strength. The greatest asset which the College possesses is its faculty, numbering some thirty well-qualified and genuinely devoted tutors. It is of the utmost importance that the favorable student-faculty ratio of 8: 1 be maintained and perhaps even improved in the years ahead so that faculty members can continue to give freely of their time to individual students. It is gratifying that the Board has recognized the significance of its faculty asset by adopting the new faculty salary scale with a maximum figure of $12,000, by continuing to provide for the Faculty Study Group, and by furnishing adequate office space for all faculty members in the new laboratory building and in the Charles Carroll Barrister House. For the coming academic year the faculty will be further strengthened by seven new appointments: Malcolm Brown, of New York City, who combines interests in science and philosophy; Samuel E. Brown, of Boston, Massachusetts, whose experience has been mainly in music; E. Bennette Henson, of Charleston, West Virginia, a former student at St. John's College who has his doctorate in limnology from Cornell University; Bryce Jacobsen, of Gettysburg, Pennsylvania, a St. John's graduate in the Class of 1942 who will serve concurrently as Director of Athletics; John S. Price, of Baltimore, Maryland, a St. John's graduate in the Class of 1931, who has been supervisor of the Development Department for a large industrial concern; Donald W. Rogers, of Amherst, Massachusetts, who comes to St. John's from the Department of Philosophy at the University of Massachusetts; and E. Malcolm Wyatt, of Richmond, Virginia, who holds the Master's Degree in mathematics from the University of Virginia. Scott Abbott, John A. Bremer and Henry V. Grattan are leaving the College faculty this year. Three other members of the faculty will be absent for the coming academic year: Robert S. Bart, who will continue the studies begun during his . 4 . �sabbatical year; Charles G. Bell, who has been awarded a Fulbright scholarship for study in Germany; and Eva Brann, who will complete an archaeological project at the Institute for Advanced Studies at Princeton University. John Kieffer returns to the faculty after his sabbatical year, and Jacob Klein leaves for London to work in the British Museum. The Students A second immense asset is the student body. Almost without exception visitors to the campus and faculty members from other institutions comment upon the high calibre of student at St. John's College and upon his active and enthusiastic interest in learning. Each year brings a greater number of promising applications from all parts of the United States and from a number of foreign countries. The Director of Admissions reports approximately 200 applications for the hundred places in the entering class this fall. As in previous years there were approximately a thousand inquiries, many of them prompted by the film "The St. John's Story," which was shown to 60,000 students and teachers in 36 states. During the year under review the College suffered a serious interruption to its work in the form of a violent flu epidemic which caused the administration to close the College for one week on the advice of the College physicians. This seriously disrupted instructional schedules for the balance of the year. In spite of this deplorable gap and in spite of heavier demands upon the infirmary than ever before, student morale was higher than in the preceding year. Sophomores, juniors and seniors seemed to exercise a more responsible attitude toward the freshmen and this in turn resulted in a better student public opinion. The Student Polity worked hard at trying to identify its role in the life of the College. On the other hand, it is interesting to note that there was a somewhat higher incidence of student involvement with the local constabulary. The last case involved the unsuccessful effort of a toga-clad sophomore to carry Olympic fire from the Piraeus of the Annapolis dock area to the Athens of the back campus where pseudo-Olympic games were to be held. In this and in other cases the local police officials showed a willingness to resolve issues in a cooperative way. Books Another important item upon the asset side of the balance sheet is the availability of books to tutor and student alike . . 5 • �The College Library reports a significant rise in the general circulation of books among the students. Three projects are underway to improve the library building and to augment its usefulness to the community. First, in order to save space, the library staff is planning to sell most of its back files of magazines and journals, and to obtain this same material on microfilm. A regular policy of microfilming will be adopted for the future. Secondly, construction is underway to re-design the basement of the library building to provide additional stack space for the Library of Congress catalogue of printed cards and the British Museum catalogue of printed books, to provide microfilm facilities and to make a pleasant reading space close to the mathematics and science sections. Finally, the Library and the Library Committee have undertaken studies looking to an addition to the library building, to furnish much-needed stack space, work space and cubicles for students. The Book Store provides an important adjunct to the curriculum under the general managership of Clarence J. Kramer, tutor. It seems to be fulfilling the functions long expected of it. Sales exceeded $20,000, an increase of 50% over last year, but, more important, the students constantly found a challenging and interesting fare of new books throughout the year. Plans are now being drawn for re-locating the Book Store in Humphreys Hall, since the basement of McDowell Hall will be inadequate in another year to house both .the Coffee Shop and the Book Store. By way of addendum I should like to note that the St. John's College Book Store sells only books, a fact which makes it somewhat unique among American college and university book stores. Physical Facilities A fourth asset of which St. John's can well boast is its beautiful campus combining the best in old tradition in McDowell Hall (1744) and Humphreys Hall (1838) and the finest in modern construction. This fall Baltimore Contractors, Inc., completes the two magnificent new buildings designed by N eutra and Alexander of Los Angeles, California. The first of these, the Francis Scott Key Memorial Auditorium, will contain a 600-seat auditorium with an unusually large stage, a 200seat room for choral work and for the question periods after Friday night lectures, theatrical dressing rooms, two music seminar rooms, a music library and office, six music practice rooms, and studios for the fine arts. The new laboratory building will contain two laboratories for physics and chemistry, four for biology, two for optics and electronics and two for mechanics. There will also be a balance room, preparation • 6 • �rooms, faculty offices, and a dozen special project rooms, a Foucault pendulum, and a planetarium. I am happy that the Board has decided to name this building Mellon Hall in recognition of the many benefactions by Paul Mellon, of Upperville, Virginia, to St. John's College. I should also like to report that work is nearing completion on the restoration of the Charles Carroll Barrister House, a project made possible in large measure by the conditional grant from the Avalon Foundation, of New York City. All of the necessary matching monies have now been received and it is hoped that the building will be ready for occupancy in October. The Carrier Corporation, of Syracuse, New York, has made a special gift of heating and air-conditioning equipment, so that the building will be fully air-conditioned. It is planned that the Director of Admissions will have his office on the first floor and that the upper floors will be used for six faculty offices. In accordance with the agreement with Historic Annapolis, the first floor of the house will remain open to visitors. It will be a real test of the genius of the College to absorb these three new structures into the life of the community in the year ahead. Superb facilities must never blind one to the fact that students and the faculty, not buildings, make a true college. I am confident that these new structures will be used wisely and that they will provide surroundings just as conducive to the learning processes as the ivy-covered walls of McDowell. Dedicatory Convocations To mark the completion of the twenty-first year of the St. John's Program and to dedicate the Key Memorial Hall and Mellon Hall, the College plans a number of special events for the forthcoming academic year. The first will be a formal ceremony marking the opening of the buildings. This will be followed by concerts and seminar discussions with Ralph Kirkpatrick, the harpsichordist, during the first week in December, and the premiere American production of Monteverdi's Orfeo, the first opera, January 30 and 31, 1959. Finally, there will be two seminar conferences in the winter and spring. The first will be held February 26-28 on "The Scientist as Philosopher," with lectures by distinguished scientists and scholars on "Science as the Handmaiden of Politics," "Science in Conflict with Morality?" and "What Is Science as Philosophy?". The second will be held April 9-11 on the subject of "Man and His World," with a similar series of lectures on • 7 • �"The Revolution in Man's Labor," "Man's Evolutionary Future" and "Planetary Politics." A special grant of $20,500 has been received from the Danforth Foundation to underwrite the cost of these special events and to provide for suitable publication of the two lecture series. Through the conferences the College hopes to focus public attention on the integral relationship of the sciences in liberal arts education. Adult Education The Adult Education Program of the College during the year under review included a regular Great Books seminar, a seminar on readings from the American tradition, a music seminar on Mozart, two language groups, introductory Italian and conversational French, and, for the twelfth successive year, a Baltimore seminar, led by Ford K. Brown. There was no seminar in Europe this summer, perhaps because of a change in the travel agency handling the arrangements. Alumni Association The Alumni A ward of Merit was given on Homecoming Day to Dr. Thomas B. Turner, of the Class of 1921, Dean of the Medical School at the Johns Hopkins University, and a past chairman of the Board of Visitors and Governors. For the first time an alumnus of the present program served as President of the St. John's Alumni Association: Warren Bomhardt, of Baltimore, Maryland, of the Class of 1942. Unfortunately the College lost the services of Thomas W. Ligon, of the Class of 1916, who had worked voluntarily as Alumni Secretary over the past several years. The College owes him a deep debt of gratitude. Mr. Ligon's functions were taken over by Peter Donchian, Assistant to the President for Development. The annual giving campaign was carried on under the chairmanship of Edward A. Kimpel, of the Class of 1931. His final report showed 367 contributors and a total of $10,806. International Labor Orientation Center The International Labor Center, which has been located at St. John's College since July 1, 1953, continued to serve as one of the main arteries of the Government's expansive technical assistance program with 738 foreign visitors. The most interesting development during the past year was the decision by the International Exchange Service of the State Department to send all labor exchange groups under their direct sponsor• 8 • �ship, to St. John's for seminars of one or two weeks. With the addition of these groups it is expected that over a thousand foreign nationals will participate in the Center programs during the coming year. Mr. Jesse Friedman, formerly with the School of Industrial and Labor Relations at Cornell University, was appointed Assistant Director of the Center on February 10, 1958. His predecessor, Mr. Morris Pollak, who had served in that capacity since June, 1954, received a Ruskin scholarship, and is currently pursuing studies at Oxford University, Oxford, England. Administration This year witnessed the retirement of Archibald McCourt as Superintendent of Buildings and Grounds at St. John's. For nearly thirty years Archie performed yeoman service for the College in coaxing heat out of antiquated boilers, in making crucial repairs with bailing wire, and in delighting the College community with his addiction to Bobby Burns. I am happy to say that Archie will not be completely lost to the campus, for he is presently in charge of the restoration of the Charles Carroll Barrister House and will next move to an assignment as clerk of the works on the renovation of Humphreys Hall. To fill the post of Superintendent of Buildings and Grounds, the College has appointed C. Frederick Houston, of Annapolis, who brings to this position considerable architectural knowledge, a number of years as a contractor, and experience over the past eighteen months as clerk of the works on the new construction at St. John's. Other new administrative appointments include the following: Miss Christine Behm and Mrs. Alice Libby as secretaries to the Assistant to the President and to the Director of Admissions respectively, Mrs. Elizabeth Hall as assistant in the Book Store, and Mrs. Ruth Sutphen and Mrs. Jeanette Dixon as assistants in the Treasurer's Office. Mr. William Aston resigned as assistant in the Laboratory and Mrs. Lydia Aston as College Nurse in order to accept positions in Puerto Rico. Both are alumni of the College and both will be missed by the community. Mrs. Rose Merriken resigned after having served faithfully and well as secretary in the Alumni Office for over seven years. The College has also lost the services of Mrs. Evelyn Sentman, secretary to the assistant deans, and Miss Sue Byrne, secretary to the Director of Admissions. • 9 • �Finances The annual audit by Wheat and Mullan, Certied Public Accountants, indicates that the College operated in the black for the fiscal year just ended. Gifts and grants from all sources amounted to more than $1,800,000, distributed approximately as follows: current budget $25,000, scholarships $12,000, building purposes $1,598,000, special projects $30,500, and endowment $150,000. The College endowment funds now aggregate $2,190,150 in book value, compared to $1,961,850 on June 30, 1957. Bequests The College has been named as a beneficiary of the will of the late Charles H. MacNabb, of the Class of 1898, an attorney at Cardiff, Maryland, and of his wife, V. Catharine MacNabb. Cash and stock certificates in the amount of $83,714 have been received to date with approximately $5,000 more still to be received. Mr. MacNabb provided that these monies should be used to endow the Class of 1898 Scholarships, income to be awarded annually to deserving students in need of financial assistance. Priority will be given to students from Harford County, Maryland, in accordance with the wishes of the donors. Gifts and Grants Foundations A grant of $1,300 from the Dr. Charles C. Cook Foundation for Charities, Inc., of Baltimore, Maryland, for scholarship purposes. A grant of $20,500 from the Danforth Foundation, of St. Louis, Missouri, to underwrite a series of special events in connection with the dedication of the Francis Scott Key Memorial Auditorium and Mellon Hall. A grant of $400 from The William Deiches Fund of Baltimore, Maryland, for scholarship purposes. A grant of $7,000 from the Ford Foundation toward defraying the cost of the Faculty Study Group. A pledge of $36,000 from Houston Endowment, Inc., of Houston, Texas, to endow the Jesse H. Jones and Mary Gibbs Jones Scholarships on a permanent basis. The first of three annual payments of $12,000 has been received. During the current year the College also received a grant of $2,500 for scholarship awards. • 10 • �Grants from Old Dominion Foundation, of New York City, as follows: $1,000,000 toward the construction of the new auditorium and the laboratory building; $102,642.59 in matching funds for endowment purposes; $81,884.76 for current purposes; $62,000 for additional boilers in the heating plant; and $10,000 for a special emergency fund. A grant of $400 from the Ray S. Shoemaker Scholarship Foundation, of Harrisburg, Pennsylvania, for scholarship purposes. Corporations and Corporate Foundations A gift of 100 cubic yards of concrete from the Annapolis Concrete Company for use in new construction on the campus. The sum of $7,853.95 representing the share due St. John's College from corporate gifts received from Maryland business and industry by the Association of Independent Colleges in Maryland. A gift of 50,000 paving bricks from the Baltimore Brick Company for use in laying future campus walks. · A contribution of air-conditioning and heating equipment from the Carrier Corporation, of Syracuse, New York, for use in the Charles Carroll Barrister House. A gift of $150 from The Daily Record, of Baltimore, Maryland, in memory of Mr. Edwin Warfield, of the Class of 1909, a former member and secretary of the Board of Visitors and Governors. A grant of $2,000 from the Esso Educational Foundation for current purposes. A grant of $660 from the First National City Bank, of New York City, in recognition of St. John's Alumni in the employ of the bank. Four scholarships of $1,000 each and a gift of $250 from the Food Fair Stores Foundation, of Hialeah, Florida. A grant of $1,600 from the Ford Motor Company, of Detroit, Michigan, for scholarship purposes. A gift of $200 from Futures, Inc., of Philadelphia, Pennsylvania, for current purposes. A gift of $250 from the Hagan Corporation, of Pittsburgh, Pennsylvania, for current purposes. • 11 • �A gift of $200 from the John D. Lucas Printing Company, of Baltimore, Maryland, for current purposes. A grant of $300 from Merrill Lynch, Pierce, Fenner and Smith, of New York City, for current purposes. A gift of $1,900 from the National Merit Scholarship Corporation, of Evanston, Illinois, for scholarship purposes. A gift of $450 from Singer, Deane and Scribner, of Pittsburgh, Pennsylvania, toward the Helen Barnes Jones Memorial Fund. A grant of $1,500 from the Westinghouse Educational Fund, of Pittsburgh, Pennsylvania, for current purposes, and the gift of two cathode-ray oscilloscopes from the Westinghouse Electric Corporation. Individuals and Others A gift of $500 from Mr. and Mrs. Alexander S. Cochran, of Baltimore, Maryland, for current purposes. A gift of stock in the amount of $1,754 from Mr. John T. Harrison, of New York City, to be added to the Harrison Scholarship Aid Fund. An advance gift of $1,000 from Donald R. McLennan, of Chicago, Illinois, in the Third Century Fund. A pledge of $5,000 from Mrs. William S. Morsell, Jr., of Baltimore, Maryland, to establish an athletic fund in memory of her husband, William S. Morsell, Jr., of the Class of 1922. An advance gift of $1,000 from Keith Neville, of the Class of 1905, of North Platte, Nebraska, in the Third Century Fund. A gift of $2,500 from Walter C. Paine, of the Class of 1945, of Lebanon, New Hampshire, toward restoration of the Charles Carroll Barrister House. A gift of $500 from Mrs. Charles H. Schaff, of Media, Pennsylvania, to establish a fund in memory of her husband, the late Charles H. Schaff, of the Class of 1889. Two gifts of stock totaling $31,416 from Dr. and Mrs. Arthur deTalma Valk, Jr., of Wilmington, Delaware, representing further installments toward endowing the Arthur deTalma Valk Tutorship at St. John's College. • 12 • �St. John's Third Century Fund During the year under review much time and thought has been expended upon plans for the St. John's Third Century Fund, which continues from July 1, 1958, through June 30, 1960. Its goal is $6,600,000: $4,000,000 for endowment purposes and $2,600,000 for new construction and renovation of the existing campus facilities. Capable planning for this campaign has been provided by Peter Donchian as Assistant to the President for Development. He has tackled the problems of fund-raising organization, dignified campaign literature, publicity, and alumni relations with perseverance and imagination. I believe that we will move into the active period of solicitation with well-conceived and executed materials which will go far toward the achievement of the College's goals. A formal announcement of the opening of the campaign was mailed to the entire St. John's constituency in the late spring. This in turn has been followed up over the summer months by two items: "The Student Body" and "Portrait of a Faculty." Considerable progress has been made on compiling a register of all St. John's alumni from the first graduating class to the Class of 1962. It is my hope that publication of this register will stimulate the establishment of a number of memorial funds which will perpetuate the names of prominent St. John's alumni of early as well as of later classes. Another interesting development arising out of a general study and review of the College's publications is the decision to amalgamate all present brochures and bulletins into a single series to be known as the Bulletin of St. John's College. Each year ,two issues of this bulletin will normally be devoted to the Catalogue and to the President's Report. Other issues will seek to serve as a forum for alumni and other friends of the College by printing significant lectures, student essays, and articles, as well as contributions from graduates and former students of the College. A short section of the publication will be devoted to news of the College, and an insert will contain alumni notes and information about former faculty members. This publication will be somewhat larger than the present bulletin and will depend for its usefulness both upon the labors of the Editorial Board, consisting of the Dean, Mr. Richard Scofield and Mr. Clarence J. Kramer, and upon the willingness of alumni and others to contribute material. I am confident that it will serve a useful function in drawing together members of the St. John's community who have left the campus and in making them feel a more active part of what is going on at the College. * * • 13 • * �I cannot close this report without paying tribute to two men who died during the year after having given many useful years to St. John's College. Both men gave unselfishly of themselves in the interest of the College and I record their deaths with genuine sorrow. Enoch Barton Gary was a member of the Class of 1903. After a distinguished military career he assumed the presidency of St. John's College in 1923 and served for six years. At the time of his death in September, 1957, he was living on the West Coast, having retired from an executive position in the Veterans Administration. He held the title of President Emeritus of St. John's College. Dr. William J. French came to Anne Arundel County in 1937 after an active career in international public health service. He assumed the position of Health Officer for Anne Arundel County. Shortly after his arrival in Annapolis he became a member of the Board of Visitors and Governors, and . he served continuously in that capacity until his death early in August. * * * The two years ahead are years of immense challenge to every member of the St. John's community and to every one of the College's friends. This challenge is to work toward the elusive goal of financial stability. Success should enable the Board, the Administration, and the Faculty to devote undivided attention to the educational task which constantly looms so immense and so demanding. I shall do my best to try to lead toward these goals. I can succeed only if each individual member of the Board pledges me his fullest support and cooperation and if each member of the St. John's constituency responds wholeheartedly to the opportunity which is now ours. RICHARD Annapolis, Maryland August 29, 1958 • 14 • D. WEIGLE President �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF CURRENT INCOME Fiscal Year Ended June 30, 1958 INCOME Educational and general Tuition ................ . ......... . .. . .. .. ............ . Adult education .... . ... . .. .. ... .......... .. ..... .. ... . Endowment fund income ......................... .. .... . State appropriation ...... ...... ...... ....... ...... ... . . F.O.A. contract ... .. . . ... . . . ... ... ... . . . .... ..... .... . . Gifts and grants-net .... ... .... .. . ... . . . .... . .... ... . . Miscellaneous . . .. . .......... . ........................ . $201, 105 .47 2,176.50 71, 190. 78 80 ,000.00 12,800.00 131,336.85 5,307 .15 Total ...... ..... ... .... .. .... ........... . .... ...... . $503,916.75 Auxiliary enterprises Dormitories and dining hall ..... .. ... .... . .. . ..... ..... . Book store ...... .. ... .. ....... .. ..... . .... . .......... . Other ... ........... .... .. . . .. .. ..... . ......... . .. .. .. . $143,384.82 20,660.45 2,916.86 Total. . . . ....... ... ..... . .. .. . . ... . ....... .. . . .. ... . $166' 962. 13 Other non-educational ....... . ...... . .... . ... ........ .... . $ 24, 651.16 Total income ........... . . . . . ..... . ................. . $695,530.04 Excess of revenues over expenditures .......... . ....... . $ 15,850.81 EXPENSES Educat!o!lal aI_ld general Adm1n1strat1ve .. .. ................. . ... . .. . .. . ...... . . General ... . ... . ... .... .. .... ..... .. ....... ... .. ...... . Instruction . ... . .. . .. .. ........... ... .............. .. . . Library ................... . .. .. ...... .. .. .... ........ . Student organizations and art studio .. ...... . ........... . Adult education .... .. ........... . . . ......... ......... . Plant operation and maintenance ..... .. . . ..... . .. . .. . .. . Miscellaneous .. ... ... . . .............. ............ . . . . . $ 90,241.73 57,449.10 181,272.85 13,219.92 8,470.54 2,055.72 100,440.65 80.41 Total .. . .......... . . ............. . ..... .. ..... . .... . $453,230.92 Auxiliary enterprises Dormitories and dining hall .. . .. .. ... . ....... . .. ... ... . . Book store ........ .. . . ............................. .. . $ 88,438 .68 22,228 .02 Total. . .. .... ..... ..... . .. ............. . ........... . $110,666.70 Other non-educational Scholarships and grants-in-aid ............ . . .. .. . . . . .... . Faculty Study Group ... ..... . ....... . ... . . ... ......... . Miscellaneous . . . ..... . .... . .... . . .. . ... .. ............ . $104' 130. 71 6,430.90 5,220.00 Total. . ............... . .. ...... . . . ... .. ... . ...... .. . $115' 781 . 61 Total expenses .................. . . . ... ..... .. . . ... .. . $679,679 .23 • 15 • �ST. JOHN'S Annapolis, BALANCE SHEET, Assets CURRENT FUNDS Cash in banks and on hand. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accounts receivable. . . . . . . . . . . . . . . . . . . . . . . . $14, 049 .13 Less: Reserve for doubtful accounts...... 500.00 Inventories ... . ... . . .. ................. . .............. . Prepaid expenses ........ ..... .. . ...... . .............. . . $ Total...... . . ....... ....... . ..... . ....... . .... . ... $ Restricted: Cash .. ... ............... . ..... . Due from other funds .. .. .. . ... . . 13, 549 .13 9,034.04 6,390.51 $ 8,007 . 91 1,014.00 Total-current. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 174. 79 42, 148.47 9,021. 91 $ 51, 170. 38 $ 28, 155 .39 102,642.59 74,599.04 1,275.00 3,578.59 1, 980' 969 .45 11,863.30 ENDOWMENT FUNDS Cash ........................ . ..... .. ..... . .......... . Foundation matching funds receivable ..... .. .. . . . .. ..... . Accounts receivable .......... ................ .. ... ... . . Pledges receivable .... ... ...... .... ................ .... . Due from other funds . .... . ..................... . ... . . . Investments ... .......... ..... . ........... .. .. ....... . . Accrued income and purchased interest . ..... ........... . . Total-endowment .. . .......... .... ... ..... .... . ... .. $2 ,203,083.36 PLANT FUNDS AND ASSETS Cash ....... ........... . ........... . . .... .. .. ...... .. . Cash in sinking fund ........... ... . . .. .. ............ . . . Due from other funds ............. .. .. . ... . ........... . Pledges receivable .......... . .. . . .. .... . .............. . . Investments .......... . ....................... .. . . .... . Land, buildings and equipment ..................... .. .. . Buildings under construction ..... . ........... ... ....... . Total-plant and assets ...... ........ . ............. . • 16 • 638, 159 .40 23,289.22 46,576.91 2,000 .00 28, 950 .42 2,297,691.05 1,389,698 . 25 $ $4,426,365.25 �COLLEGE Maryland SEPTEMBER 19, 1958 Liabilities and Capital CURRENT LIABILITIES AND RESERVES Accounts payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Students' deposits . .. ....... . ...... . ................ . .. . Deferred income .. .. ........ . ..... . . .. . . ....... .. ..... . Due other funds . . . .. . .. . ...... . .. . ......... . . . . .. .... . $ 3,394.37 6,309 .78 3,000.00 50,813.61 Total-current liabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 63 , 517. 76 Deficit-7 / 1/ 57 ...... .. . . ... . .... . ...... . . Excess of Revenue over Expenditures ..... .. . Miscellaneous special funds . .. ....... .. .... . $ 46 ,792 .41 15,850.81 9,572 .31 Total. . ... . ............ . .. ... .... . .... . . . ..... . ... Principal-student aid and prizes .. . .... . .. . President's Discretionary Fund . . . $ 21, 369. 29 $ 820.32 8, 201.59 Total. . ...................... . ... . ... . .. .. . .. ... . . 42, 148.47 9,021.91 $ 51, 170.38 ENDOWMENT FUND LIABILITIES AND PRINCIPAL Principal ... . . . ..... .... ......... . . . .. . ..... . ......... . Unexpended income ....... .. ... . .. . . . ................. . Real Estate D epreciation Reserve .. . ................... . . Undistributed income .. . ......................... . .. . . . . $2, 190, 150. 78 8,016.49 971.86 3,944.23 Total-endowment ... ... .. . ... . . . .... . .. .. .. ... . . . . $2,203 , 083.36 PLANT FUNDS LIAB ILITIES AND PRINCIPAL Mortgage payable . . . . ..... . ... . ........... $300,000.00 Less mortgage certificates acquired. . . . . . . . 252, 200 . 00 Due other funds ............... . .... . . . . . ....... . ... . . . Reserves available for mortgage liquidation .. . .. .. . .. .... . Invested in plant ... . . .. .... . ..... . ...... . ........... . . Funds available fo:- plant expansion . . ........ .. ... ... ... . Total-plant. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • 17 • $ 47,800 . 00 355.89 51,883.75 3,639,589 . 30 686 , 736.31 $4, 426, 365. 25 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, from the gifts of its friends and alumni and from permanent endowment funds. These funds now approximate $2,000,000 but must be tripled to assure the financial stability of the College. Planning for the future has been based upon the conviction that the College enrollment should not exceed 300 students. This will preserve the present close relationship between faculty and students. To provide adequate physical facilities for a student body of this size, new buildings will be required as well as renovations to existing structures. The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to the Visitors and Governors of St. John's College in the State of Maryland, an educational corporation existing by Charter of the General Assembly of the State of Maryland and situated in Annapolis, Anne Arundel County, in said State, the sum of . . ..... ......... .. .. dollars." If bequests are made for specific purposes, such can be fully stated. Attention is invited to the fact that Federal and State income tax deductions resulting from such gifts may mean a cost to the donor of only a fraction of the value of the gift to the College. • 18 • �� 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 The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 18 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis, January 1959 Description An account of the resource Volume XI, No. 1 of the Bulletin of St. John's College in Annapolis, "Report of the President." Published in January 1959. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1959-01 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXI_no1_1959_January President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ca0c0092830bbc067f90a9397fd21726.pdf 2554e8fe3a761ef9bea1ea89e7ea440c PDF Text 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 President's Reports Description An account of the resource Reports of the President of St. John's College. The reports published in the late 19th century were written by the College's Principal and presented to the General Assembly of Maryland. <br /><br />The 19th-century reports were issued annually or biennially. The Library's collection from this period includes only 1876, 1878, and 1894 reports. Reports from additional years are available through the Internet Archive (<a href="https://archive.org/details/annualreportofst1868stjo/page/8/mode/2up">1868</a>, <a href="https://archive.org/details/annualreportofst1872stjo/page/n1/mode/2up">1872</a>, <a href="https://archive.org/details/biennialreportof1874garn">1874</a>, <a href="https://archive.org/details/biennialreportof1880garn/page/n3/mode/2up">1880</a>).<br /><br />From 1933 to 1968, the reports were published annually as supplements to or issues of, <em>The Bulletin of St. John's College </em>(also called <em>The Bulletin of St. John's College in Annapolis</em>).<br /><br />From 1969 to 1980, the reports were published in issues of <em>The</em> <em>College. <br /></em><br />Beginning with 1980-1981, the reports were again published separately from other College publications. These reports and those from the 19th century are available in this collection. <br /><br /><a href="https://digitalarchives.sjc.edu/items/browse?tags=Preside">Click here to view all President's Reports</a> across collections. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, Md. Santa Fe, N.M. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context PresidentsReports Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 14 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Biennial Report of St. John's College, Annapolis, MD., to the General Assembly of Maryland, 1876 Description An account of the resource Biennial Report of St. John's College, Annapolis, MD., to the General Assembly of Maryland, January Session 1876. By James M. Garnett, Principal. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available John F. Wiley State of Maryland 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 1876 Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context PresidentsReport_1876_January President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b720966b0322ed53c1d57dbfed2f1103.pdf 0f85ad79e2c31ae403fcfa42bac6adb8 PDF Text Text No. 3 VOLUME IV Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS , / . REPORT OF THE PRESIDENT ANNAPOLIS, MARYLAND SEPTEMBER, 1952 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �Volume IV SEPTEMBER, 1952 Number 3 Published quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE MEMBERS OF THE BoARD OF VISITORS AND GovERNORS: .Fifteen years have now passed since the introduction of the present curriculum at St. John's College in the fall of 1937. One can state unequivocally that during this period the College has passed out of the stage of being an experiment. In spite of the difficulties created by two war situations and in spite of tremendous financial and administrative problems, the College has survived and is on firmer ground than at any time in many years. First of all, the College is the possessor of a vital and important idea in education. The College knows why it exists. The faculty and its instruction committee have brought intelligence and skill to bear in building up a sound curricuh~m in the liberal arts and in modifying it as experience demonstrates to be wise. The faculty is an able and devoted group of teachers, scholars not in the sense of research workers in some narrow field of endeavor, but rather in their eagerness and ability to probe enduring and important human problems in company with their students. The student body remains small but includes men and women from many parts of the country, most of whom are distinguished by their maturity and native ability. Finally, the physical plant of the College is in better overall condition than ever before, and the permanent endowment funds of the College are beginning to assume more respectable proportions. The College may now best be described as the pilot college in liberal arts education in the United States. In assessing the influence of St. John's over the last decade and a half, I should like to point first to the role of the College in imparting stimulus to the movement toward what is termed General Education in this country. First through its contributions to the thinking behind the Harvard Report on "General Education in a Free Society," and later through faculty deputations from other colleges to Annapolis, St. John's has contributed largely to curriculum revision in many institutions of higher learning. In most instances the changes which have been adopted have represented a compromise between thoroughgoing liberal arts education and the strongly entrenched vocational requirements of our society. The trend is nonetheless ·heartening. The leavening influence of St. John's has also been felt on a small scale through the activities of the younger alumni, the two hundred and fifty men who have completed the St. John's program since the first class of six men was graduated in 1941. One in four have gone into the professions of teaching, the law, medicine, and �the ministry, and the breadth of their St. John's preparation for professional training has enhanced the reputation of the College. Particularly among those who have embarked upon a teaching career, whether at the elementary and secondary school level or in colleges and universities, there has been apparent an unwillingness to accept the status quo in education. Rather each has sought to inject fresh ideas into the school or college situation in which he finds himself. I venture to suggest that graduate schools will come to plaae a considerable premium upon men with a St. ] ohn's degree and that these graduates will in turn make significant contributions to the educational life of the nation in the years ahead. Wider acceptance of the basic idea underlying the St. John's Program is evident in two important areas. The younger doctors all over the country have evinced dissatisfaction with the highly technical premedical education which they themselves received and have led a movement toward greater emphasis upon the liberal arts for preprofessional students. Medical schools at the Johns Hopkins University, Pennsylvania, Columbia, Yale, and Harvard already appear to be thinking more along these lines. Likewise in the area of business and industry one perceives a concern for the educated man, one who can understand and correlate the work of the technicians and specialists, one who knows human problems, one who is capable of clear thinking and considered judgment. Evidence of this is found in the public utterances of business executives and in conferences such as those held recently at Corning, New York, and Aspen, Colorado. Among the public at large, however, there is still no enthusiastic receptiveness to the type of liberal arts education for which St. John's stands. The College has perhaps failed to capture the imagination of men, as it hoped to. Perhaps the pressure of earning a livelihood has obscured other considerations in the minds of students and their parents. Perhaps it is an innate conservatism in many people, which causes them to regard with suspicion anything as unconventional as the St. John's Program appears to be. At all events, it is in the field of informing the public and convincing them of the efficacy of the St. John's idea that the College has been least effective in these first fifteen years. Even among schoolmen, who express a keen if vicarious interest, there is a basic reluctance to recommend St. John's to their graduating seniors when four years at a safer and less imaginative college is the alternative. By its very nature the St. John's Program is difficult to explain to the uninitiated. The St. John's vocabulary of seminars, tutorials, don rags, tutors and the like sounds more esoteric and intellectual than the more readily comprehended classes, credit hours, grades, 2 �and professors of other colleges. Exercises designed to devdop the mind of a student are comprehended but dimly by a generation which is used to thinking in terms of subject matter courses, majors and minor s, and the pre-requisites for subsequent professional training. Furthermore, the popular association of St. John's with the Great Books has produced a peculiar concept that the College is concerned only with literature and philosophy. Few people realize the fact that students at St. John's study language, mathematics, and laboratory science for four full years. All of this makes immensely difficult the task of interpreting the College to the general public and particularly to the secondary school student and his parents, upon whose willingness to undertake this type of education the future of St. John's depends. It is not enough that the administration and faculty should rely upon the general excellence of the College and its reputation in certain circles. The story must be told more generally. St. John's must consider it a mission to disseminate information about its liberal arts program. Instruction The Dean reports that the academic year just ended was a much better one than were the several immediately preceding ones. The teaching was more effective, the students more eager to learn, the level of application higher, and the general planning and machinery of instruction better. All seminars functioned well. In the tutorials, the principal problem was the desirability of continuing to offer a second year of Greek. There was considerable sentiment among the language tutors in favor of restoring Latin as the language in the second year. The instruction committee finally decided to withhold judgment for one more year, meanwhile studying closely the content and operation of the freshman Greek tutorial. The laboratory sections, with few exceptions, functioned incomparably better than in the preceding year. There were still shortcomings in the content of the laboratory exercise sheets. Nor was the deeper problem of the laboratory set-up solved, in spite of special laboratory seminars on the part of the faculty. A noteworthy modification of - the senior laboratory program was undertaken at the initiative of John Wilkinson, who was appointed to the faculty in the summer of 1951 from the University of Chicago. At the end of the first term each senior began work on a project, which provided him with an opportunity to deploy greater initiative and thus to gain better comprehension of scientific methods and of what science implies. This innovation suffered somewhat from improvisation, · perhaps unavoidable in such new developments, but gives promise of more uniformly excellent results in the future. 3 �During the year the failure of students to attend the weekly chorus caused the instruction committee to revise the music program. The chorus will no longer be an obligatory exercise, since it is impossible to deal with absences from the chorus in the same way as absences from other classes. The freshman music tutorials will be continued as required exercises, and each student will be graded upon his work. Sophomores will have three and juniors two seminars on music during the academic year. Classes will meet as a unit for these seminars, which will be conducted by the tutor in charge of the music program. Out of a class of twenty-seven seniors, only nineteen met the requirements for graduation in June. Three failed to submit their theses in time, one of them having requested more time to prepare his dissertation, in accordance with the stipulations of the catalogue. Five others were not graduated, generally for some deficiency which could be made up during the summer. A ll things considered, the Class of 1952 may be regarded as the weakest which the College has had since 1941. By contrast the results of the enabling examinations which the junior class took were better than in a number of years, an immediate consequence of better work in the junior year. Only two juniors were dropped as a consequence of these examinations. The Students For the first time in the history of the College women students were admitted to the entering class and participated equally with men in the classroom exercises and the general life of the campus. The twenty-four women who enrolled as freshmen seemed an unusually capable group. All finished the year, eight of them with distinction. The Dean reports that their assimilation into the academic life of the College was complete and did not create any difficulty. It is interesting to note certain facts and figures concerning this first group of women at St. John's. Sixteen of them came from Maryland, twelve holding state scholarships. The others came from California, Connecticut, Georgia, Massachusetts, New Jersey, New Mexico, New York, and the District of Columbia. Twenty of them were unmarried. Three were wives of St. John's upperclassmen and the fourth was a widow. With respect to previous academic exper~ence, two were admitted prior to completing high school, six had attended other colleges before coming to St. John's, one had studied voice after graduating from high school, one was a registered nurse, and two had worked as secretaries for two years or more. Thirteen women held scholarships, and all but five received some form of aidscholarship, grant, or student job. 4 �The Assistant Dean, Miss Barbara L eonard, reports that women students participated generally in the extra-curricular activities of the campus- in the King \i\Tilliam Players, the choral groups, the Bible classes, and on the Cotillion Board. Three women students exhibited paintings and other original art work during the course of the year, two were violinists in the string quartet and one organized a modern dance group. One competed in intercollegiate sailing as a member of the Boat Club and another pitched on the fre shman softball team. The majority of the women confined their athletic participation to the individual sports, such as badminton, tennis, ping pong and swimming. The only team sport which met with any enthusiasm was volley-ball, in which the freshman co-educational teams competed against the all-male aggregations of the upperclassmen. Team sports among the women alone must a wait the enrollment of women in all four classes at St. John's. Total enrollment at the College during the year amounted to 151 students as follows: 28 seniors, 27 juniors, 42 sophomores, and 54 freshmen. Eleven students were dropped during the year, three freshmen, all of them repeaters, four sophomores, three juniors, and one senior. Of the total st udent body, thirty-eight were vet erans. Fifty-eight held Maryland state scholarships, and sixty-seven were recipients of grants or student jobs from the College. In this connection the College made available to students during the academic _y ear scholarships amounting to $56,550, grants-in-aid amounting to $9,650, and student jobs amounting to $15,222, or a grand total of $81,422. For the coming academic year it will be necessary to increase this figure to approximately $100,000. Campus Life A year ago the Dean predicted that the College would live on a firmer ground with respect to campus discipline. This has been achieved. The situation with regard to absences from classes was considerably improved, although still unsatisfactory in the cases of the sophomores and seniors. The Dean issued a number of first and second warnings and exerted as great a pressure on the students in this regard as could be considered efficacious. The problem of men and women living on the same campus was met initially by certain rules of residence laid down by the administration, since the Student Polity the preceding spring had been unwilling to assume the responsibility for making and enforcing such rules governing the dormitories. The administration in promulgating -the rules of residence sought to make them as liberal as possible, with .a view to stimulating a sense of responsibility in the student for his 5 �own behavior. The administration informed the students that it did not propose to police the dormitories, but that it sought to develop a reasonable attitude of cooperation toward the whole problem of student conduct on the campus. The Student Polity, although recognizing the necessity for order on the campus, had some misgivings about the rules as promulgated by the administration. A series of student meetings were held on the general problem of living in a community of learning, with faculty members invited to participate in the discussions. Finally an alternate set of rules of residence were submitted by the Polity and accepted by the administration, whereupon the Polity assumed responsibility once more for their promulgation and execution. The new rules may need further revision after more experience living under them. It is evident, however, that a common understanding exists now as between administration and students in matters of communal life. There are still problems to be worked out, particularly with respect to the way in which the Student Court functions in dealing with violations of the rules. On the other hand, it is probably a safe assumption that the majority of the students have come to share the opinion that an active student government is the best way to make students understand the problems of organizing the life of an institution such as ours and the degree of responsibility that this entails. In conclusion it should be noted that the presence of women students on the campus did create some difficulties, but certainly no more than could be expected, and, in the opinion 'of the Dean, far less than the non-coeducational set-up of former years. The Library During the year there were three notable accessions to the book collection. Mr. Paul Mellon presented the College with the Founders' Edition of the Great Books of the Wes tern World. The Bollingen Foundation gave the first thirty-one volumes published in its series, including books on architecture, painting, sculpture, and Eastern culture. The library will receive future publications in the Bollingen Series, including a book to appear next year by Victor Zuckerkandl, Director of Music at St. John's. Finally, Miss Maria Baldwin made a gift to the College of fifty-one books from her personal library. These are for the most part English classics and include some fine editions of the titles on the St. John's reading list. One other current gift to the College is now on display in the library, a rare Ch'ing celadon jar, the gift of Mr. Alexander Sachs of New York City. 6 �The Library Committee met at regular intervals to advise the Librarian on book purchases, and special attention was devoted to building up the contemporary French collection. The Committee also sent a gift copy of the St. John's translation of Appolonius to the John Erskine Memorial Library at Dijon University, France. The Infirmary M iss Elizabeth Hopkins, R.N., the College Nurse, reports that nine women and forty-three men students were admitted to the infirmary in the course of the year for a total of 197 sick days. In addition, twenty-one women students, 105 men students, and twentyfour faculty and staff members received a total of 818 treatments in the dispensary. Student Procurement In the absence of a full-time director of admissions William A. Darkey, of the Class of 1942 and a tutor at the College, served on a part-time basis. This meant that visits to high schools and preparatory schools were largely curtailed except as I could combine them with official travel in various parts of the country. In mid-March John Sterrett, of the Class of 1950, was appointed Admissions Officer to assist Mr. Darkey. He thereupon concentrated his efforts on visiting the public high schools of Maryland and the District of Columbia, with a view to stimulating interest in the Maryland state scholarship program. During the year initial steps were taken to enlist the alumni in the matter of recruiting new students. It is a matter of record that the largest number of entering freshmen have come because of personal contact with a St. John's alumnus or member of the student body. It is planned to develop a list of capable and willing graduates located throughout the country who would visit local high schools, and to whom inquiring prospective students might be referred. The alumni have indicated their interest in this plan by the selection of a committee to work with the Admissions Office on the problem. Recognizing the importance of provocative and stimulating literature in disseminating information about St. John's to prospective students and their parents, the College engaged professional help to supplement its own efforts in producing a new recruitment brochure entitled "Learning for Living." This brochure appeared in June as a regular issue of the College Bulletin and has been given extensive distribution. It is designed to be the first item that a prospective student reads and aims to acquaint him with the philosophy of the College. Reprints of my article in School and Society, entitled "Record 7 �of St. John's Graduates, 1937-1952," and of Milton Mayer's article in Harper, s, entitled "Socrates Crosses the Delaware,'' were also obtained in quantity for distribution. Finally, a determined effort has been made to invite guidance counsellors and secondary students to visit St. John's and attend the evening seminars. This device has been most effective in arousing interest and in acquainting others with the St. John's Program. For the second summer in succession the Maryland Boys' State, sponsored by the American Legion, has held its sessions on the campus. Seminars under St. John's tptors have been held to give the boys firsthand experience in how the program of the College operates. Two boys were admitted to the College this year as a result of their earlier attendance at Boys' State. Again the fifty-eight Maryland state scholarships are filled. In March of this year approximately eighty boys and girls from most of the counties and legislative districts of the state took the scholarship examination and indicated St. John's as the college of their first or second choice. These boys and girls were competing for some twenty vacancies, which is encouraging evidence of an awakening interest in St. John's in Maryland. The actual administration of the state scholarship program leaves much to be desired, however. Appointments are sometimes delayed until some of the abler candidates have felt it necessary to make other plans. Mr. Darkey wisely recommends a conference of the colleges which participate in the Maryland scholarship program, together with representatives of the State Department of Education, to determine a more expeditious method of handling the examination papers and of effecting earlier senatorial appointments. The state senators generaily appreciate the problem which the College faces in this regard and have sought to be cooperative. During the winter I invited all the senators to attend dinner in the dining hall one evening, along with their scholarship appointees. This gave them some first-hand familiarity with the College and its students and will enable them to understand the College better in making future scholarship appointments. Student procurement continues to be one of the two most vital problems which confront the College, finances being the other. Since the peak enrollment of the immediate post-war years the size of the freshman class has declined from 92 in 1947 to 74 in 1948, 70 in 1949, 63 in 1950, and 53 in 1951. Prospects for this fall are for even less. I consider it imperative that every effort be made to admit a class of approximately a hundred well qualified students in 8 �the fall of 1953. The College is now able to assimilate a group of this size, and it would be an important step toward the ultimate goal of a balanced enrollment of 300 students at St. John's. It is difficult to assign precise reasons for the failure of the College to attract as many students ·as it should. It is true that we find ourselves in an exceedingly competitive market for students, when one considers the draft and the relatively small school population born during the depression 'thirties. Disregarding this, however, St. John's is offering a type of education which is in direct opposition to the prevailing climate of opinion in the country, which places emphasis upon specialized training to prepare for specific jobs. The non-elective feature of the curriculum undoubtedly disturbs many prospective students, particularly those who imagine themselves weak in mathematics or laboratory science. The course rightly creates the impression of requiring considerable effort on the part of those who enroll, and this, unfortunately, is not always the reason that men and women come to college. A continuing factor in the general picture is the lack of accreditation by the regional accrediting agency. In spite of the fact that the Maryland State Department of Education recognizes the College, and in spite of the fact that all of the principal universities welcome recommended graduates of St. John's College, some parents continue to harbor doubts about a college without this particular stamp of approval. Coupled with these doubts is a basic suspicion of anything which is new and relatively non-conformist. One of the principal tasks which lies ahead of us is cultivation of secondary school headmasters and headmistresses, principals and guidance counsellors. Once they are convinced of the worthwhileness of the St. John's Program they will prove invaluable in steering able students to the College and in persuading reluctant parents of the merits of this liberal arts education. , I am happy to announce the appointment of Joseph Hollywood, Jr., of the Class of 1947, to be Director of Admissions commencing this September. He and Mr. Sterrett, the Admissions Officer, ar~ now planning a comprehensive program of student recruitment for the coming year, to include school visits, demonstration seminars, alumni cooperation, and widespread dissemination of information about the College. Adult Education Under the skillful guidance of John S. Kieffer, Director of Adult Education, the adult program showed most gratifying growth with 37 5 individuals participating in fourteen seminars, two language 9 �classes, and a short story wntmg group. Noteworthy was the innovation of conducting a seminar in Annapolis on world politics. This was done in cooperation with the American Foundation for Political Education of Chicago, of which Charles Nelson, of the Class of 1945, is the director. Mr. Kieffer led this seminar in collaboration with Douglas Lacey, professor in the Department of English, History and Government at the United States Naval Academy. Mr. Lacey proved an excellent leader and will continue with the program during the coming year. Mention should also be made of the valuable teaching of Mrs. Richard Scofield and Mrs. William H . Bayliff. Mrs. Scofield has had considerable experience in seminar work, having taught for some years in the Basic Program of the University of Chicago. Finally, it is interesting to note that the son of one of the adult seminar participants has been enrolled in the entering freshman class at the College this fall. The Adult Education Program is certainly one of the most effective means of informing people about the College and its methods. Administration With respect to staff changes, Miss Marian Alexander, who had served faithfully and well as College dietician for many years, completed her appointment at the College and accepted a position in Washington. Miss Alexander was released with regret because the College found that it could operate the dining hall at a considerable saving by contract with an outside food purveying system. During her last year at the College Miss Alexander served as housekeeper, replacing Mrs. Marie Johnson in November. Mrs. Johnson's termination was also a result of the overstaffing attendant upon the change in the dining hall operation. Mr. Joseph G. Smith, machinist, resigned in October to accept a position at the Johns Hopkins University. He was replaced by Felix S. Suwall, who serves as a laboratory assistant and technician rather than as a machinist. Mrs. Joan Hutchins, cashier, resigned from the business office for family reasons in June after several years of careful and dependable work. She was replaced by Mrs. Athalia B. Morrow commencing July 1st. Irving V. Abb, of the Class of 1947, managed the print shop on a part-time basis during the year_, after Clarence J. Kramer, of the Class of 1948, relinquished this portion of his duties in favor of tutorial commitments. Mrs. Aleitha Janos resigned as varitype operator in the middle of the year and was succeeded by Mrs. Nancy Gearing, who stayed until mid-June. The present watchman, George J. Danek, has served in this capacity since March, which bids fair to establish some sort of record for this position. For the financial 10 �campaign two temporary typists were employed for varying periods, Mrs. Sally Clark and Miss Betty Barron. The major change in the physical facilities of the College was the completion of the new heating plant and shop building in the fall. Appropriate ceremonies were held on Homecoming Day to mark the formal transfer of the building to the College. Paul Mellon, president of the Old Dominion Foundation, made the presentation. The new building has more ·than fulfilled all expectations, providing a steady and even flow of heat and hot water, which is more than could be claimed for its predecessor. Cost of operation with oil burners is slightly in excess of that using the coal fired boilers, but there is considerably greater radiation than there was a year ago. Other physical changes on the campus include demolition of the old chimney and boiler room, and the razing of temporary wooden annexes to Humphreys Hall and Koogle House. Randall Hall was completely redecorated and remodeled for the use of women students during the summer of 1951, the cost having been defrayed by generous contributions on the part of certain Annapolis banks and business firms, as well as a number of other friends of the College in A nnapolis and Baltimore. Stone House was left vacant during the year to permit the buildings and grounds crew to complete extensive renovations. It will be occupied by women students this fall, in addition to Randall Hall. In the interests of economy of operation, the College contracted for food services with the Slater System, Inc., of Philadelphia, Pennsylvania. Both the dining hall and coffee shop were run under the direction of a resident manager. All personnel was provided by the company except for the student waiters. It took some months to eliminate the justified complaints as to the operations of this organization, but by late spring the students were agreed on the wisdom of renewing the contract for another year. Savings to the College from the contract were considerable, not only in money but also in administration. Finances Expenses for the fiscal year amounted to $413,804, including $81,422 in scholarships and student aid. Income exceeded expenditures by $19,313, most of which was used up in the purchase of the required $15,000 worth of mortgage certificates. The College has maintained a perfect record for the twelve years that this debt retirement agreement has been in operation and has acquired certifi11 �cates or placed cash in the sinking fund for an aggregate figure of $181,850. These annual purchases, however, provide a considerable strain upon the cash position of the College. Although there was definite improvement over June of 1951, the College still finished the fiscal year with a bank overdraft. I am happy to report that the permanent endowment funds of the College, both alumni and general, increased .by over $92,000 during the year. Half of this sum represents gifts from alumni and friends and the other half the matching gift of the Old Dominion Foundation. The Finance Committee of the Board of Visitors and Governors has continued to do an outstanding job in the matter of investing these funds, their June statement showing an excellent portfolio of governments, bonds, and preferred and common stocks. Including gifts for current purposes as well as endowment, the College received a grand total of approximately $103,000 during the year, exclusive of pledges payable at a later date. For the coming academic year it was decided to raise the tuition fee from $650 to $850 to provide for increased faculty salaries and greater student aid. This brings total fees for the year to $1,500 per student, which is not inconsistent with the charges at other institutions. A request is now being submitted to the Director of Budget and Procurement of the State of Maryland to increase the state appropriation for the fiscal year of 1954 from $63,000 to $87,000, based upon the greater cost to the College of offering the fifty-eight state scholarships to Maryland students. These two steps will help somewhat with what promises to be a difficult job of finance in the years ahead. Every effort must be exerted, however, in the current financial campaign to increase endowment income, for the present commitment of the Old Dominion Foundation for support of the College's annual budget terminates in June of 1953. Financial Campaign During the course of the year it became apparent that the College would require professional assistance and advice if it were to succeed in the campaign to raise $1,000,000 for endowment and $250,000 for new building in accordance with the generous matching offer of the Old Dominion Foundation. The firm of Marts and Lundy, Inc., of New York City, was engaged to conduct a fund -raising survey to determine the feasibility of the project. After receiving a favorable report, the Board of Visitors and Governors considered the matter carefully, but finally decided not to engage Marts and Lundy for the actual campaign. The reason was their insistence upon a large 12 �and relatively expensive convocation to launch the fund-raising effort. Instead the Board retained William F. Murphy, of New York City, as fund-raising counsel and is endeavoring through his advice and assistance to discover new potential sources of support for the College. Mr. Murphy drew up a campaign plan, which was approved by the Board in April. The plan calls for the raising of regional scholarship endowment funds in certain key cities all over the United States, thus contributing simultaneously to the solution of the recruitment problem. The plan also anticipates specific campaigns. in Maryland, and a more general effort throughout the country to raise funds for an auditorium and theater building to be a memorial to Francis Scott Key, of the Class of 1796. Some preparatory meetings were held during the year, but the main campaign effort is scheduled for the winter and spring of 1953. Public Relations The College has received excellent newspaper coverage during the year, particularly in Baltimore and Washington. Feature stories were largely concerned with coeducation at St. John's. Miss Ann Hill has continued to prepare publicity releases and maintain contacts with editors. About St. Jolin, s appeared regularly on a bi-monthly basis under student editorship, and went out to a large mailing list. In January there were four televised St. John's seminars on the college program sponsored by WEAL-TV of Baltimore. I have continued to try to make the physical facilities of the College available to groups in the community whenever such use did not impinge upon the regular activities of the campus. Among the varied groups granted permission to use college buildings or grounds during the year were Maryland Boys' State, the Girl Scouts, the League of Women Voters, the Republican Party, the Young Democrats of Anne Arundel County, the Rotary Club, the Annapolis Kennel Club, Friends of Recreation, Inc., St. Mary's High School, Historic Annapolis, Inc., the United World Federalists, and the Christian Science Church. Alumni Under the continuing leadership of Elmer M. Jackson, Jr., of the Class of 1927, as president and R. Cresap Davis, of the Class of 1938, as secretary, the Alumni Association enjoyed a good year, building 13 �its active rolls to 1,700 members with local chapters organized from Maryland to California. I addressed regional dinners in Baltimore, Washington, Hagerstown, and Cumberland, in addition to the Homecoming Dinner in Annapolis. The Hagerstown gathering was particularly noteworthy in that high school guidance personnel, preparatory school masters, and prospective students were the guests of the alumni for the dinner and evening. It is hoped that this pattern will be followed by alumni in other cities. Accreditation In February the College was visited for four days by an evaluating committee of the Middle States Association of Colleges and Secondary Schools. Their report was in turn considered by the Commission on Institutions of Higher Education of the Middle States Association of Colleges and Secondary Schools at its April meeting. The Commission voted to defer accreditation of St. John's College pending improvement in the financial .status of the College. This action was based upon "the considerable deficit incurred each year in the operation of the college, and because gifts to cover that deficit are insured only for the next two years." Specifically, the Commission "decided to withhold final action on St. John's College until the conclusion of the campaign to raise funds in accordance with the generous offer of the Old Dominion Foundation," in the words of the chairman of the Commission. ' I take vigorous exception to the action of the Commission, for it seems to me that the only valid ground for granting or withholding accreditation must be the record of the product of a college or uni,versity. The evidence amassed by the younger St. John's alumni, 1 including their performance in graduate and professional schools, provides ample reason for according this formal recognition to the College. Financial grounds can hardly be valid criteria for determining the effectiveness of the educational job being done by a college, and even if they were, St. John's College is certainly in a more favorable financial position than many institutions in this country. I venture to state that relatively few of them are certain of having their deficits covered, even for two years in advance. It is at best an anomalous position that the College should find itself seeking accreditation from a commission which is part of the vested system of education in this country against which the St. John's Program is a protest. The College has adopted this course of action for two reasons only, partly to allay the doubts of parents and guidance counsellors of prospective students and partly to ease the path of the St. John's graduate as he applies for advanced edu14 �cation or for commissions in the armed forces. Postponement of a decision on the part of the Commission on Higher Education in effect makes it more difficult to rectify the very financial situation which prompted the Commission to act as it did, for without accreditation the College must work harder to obtain both new students and new money. I still believe that it is worthwhile pursuing the case with the Commission in the spring of 1953 after the campaign has been in operation for a reasonable period. Given a substantial measure of success in the drive for funds there is every reason to believe that the application for accreditation will meet with approval. This makes doubly important the money-raising task which lies ahead of the Board, the alumni, and all friends of the College during the coming winter and spring. I am confident that the year immediately ahead . will mark a turning point in the fortunes of the College, and I move forward into it with confidence and determination. RICHARD D. WEIGLE Annapolis, Maryland September 11, 1952 15 �GIFTS AND BEQUESTS St. John's College is a non-governmental, non-sectarian college deriving its income from students' fees, from a limited appropri::ttion by the Maryland General Assernbly, and from the gifts of its friends and alumni. The type of education for which St. John's stands is exceedingly expensive and it is impossible to establish student fees commensurate with the overall cost. The gap between income and expenses exceeds $150,000, which the College hopes some day to provide for through a substantial permanent endowment. All planning for the future has been based upon the conviction that the College enrollment should not exceed 300 students. To provide an adequate physical plant for this student body, new buildings will be required as well as renovations to existing structures. The College invites gifts and bequests to its current budget, its building program, and its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following : "I hereby give and bequeath to the Visitors and Governors of St. John's College in the State of Maryland, an educational corporation existing by Charter of the General Assembly of the State of Maryland and situated in Annapolis, Anne Arundel County, in said State, the sum of dollars." If bequests are made for specific purposes, such can be fully stated. Attention is invited to the fact that Federal and State income tax deductions resulting from such gifts may mean a cost to the donor of only a fraction of the value of the gift to the College. 16 � 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 The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 18 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis, September 1952 Description An account of the resource Volume IV, No. 3 of the Bulletin of St. John's College in Annapolis, "Report of the President." Published in September 1952. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1952-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volIV_no3_1952_September President's Report Presidents