16 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a4275500f36cd16d9b13e585a2305b37.pdf 4c9baf08af78bec734de11f3240a685c 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 St. John's College Lecture Transcripts—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 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 at the Santa Fe, NM campus. 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 An ennobling innocence : the founding of Socrates' Republic Description An account of the resource Transcript of a lecture given on August 2, 1995 by David Levine as part of the Graduate Institute Summer Lecture Series. Creator An entity primarily responsible for making the resource Levine, David Lawrence 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 1995-08-02 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 text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Plato. Republic Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 24000405 Graduate Institute https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d88e065a008510ca0794224918b1a25a.pdf e3832de6c80599e636ea05546dec2808 PDF Text Text HAn 1£urning nt tqt <trnbnrtt 1J1trst 1Jfrolir ttf Wl1r Qtittir 1£ragnr Anll wt1rir lffrirttlls at ~aittt lJnl1tt!i QinHrgr 11ay fnurtl1. ttittl'tr.rtt ~yuttta!iiunt ~unllrrll anll tlurlnr H �PROGRAM "Get A cquain ted" . .... ... .... ....... ...... .......... .. ....... Orc/Jestra "When L ove is Young" ............. . ...... . ......... JV!rs. 1. f . Murray " Jntton ~rrnr from i&ntttrn an~ ]ultrt " J ULIET . . ... . ................ .. ................ .. . Miss Helen Robinson N URS E . .. .. .. ...... . .. . .... . .. ... .. ......... .. ... . . Mrs. 1. S. Philips " ID17r Jlntrrnattonul .tilliu£Jtnln " IN TERLO CU TOR .. ..... .. .... ...... .. .... . ........ . Miss Ina Singleton E ND M EN .... . .......... . .... . .... .. . . . . .... . . ... ~ J Vlr. Art Sttt"L'ttns Mr. Bob Tra cy .. At tl7r .tillattm'l' " MON OLO GUE .... . ... ..... .. .. ......... ... . . ... . Miss Gemma d'A uria " IDlJr 111atal 1Lrttl'r " .A :tl'lrlollrnma by iill1r ijuunm fl!lo tillll J irtnrr (!J ouq ntn y of N ortlJ .A mrrim CAST D A I SY SIMP K I NS, a Simple Coun try Lass ............ . b w IJ . Singleton IM A R ETC H, a D es igning Vi llage Bel le... ... . ........ Na no • W . Das/Jie/1 HI RAM CO R NTOSSEL, a Poor but P ro ud Lover . ... . C. Caf·vert Magruder EARN EST SK IN NE R, a Slic k Schemer from th e City . ... O!(le R. Si11gletou �" Att Army-Nang (15amr" NETTA LOTOVEM, (a Coq uette) . . . . . . .... ... . . Mrs. f/. f/. W oodw ard JACK FU LLBACK, Midshipman U. S. N . A .. .. . . . . . . Mr. W . B. Decker TOM L E FTEND, Cad et U. S. M . A . . . .. .. .. .. . M r. 1. A . Campbell, h ·. MR . LOTOVEM, (a Comp lacen t) ....... . .. . . . . .. . . . . . M r·. A. K. Atkius .. 1hlrratl]ittg _s,parr " B UY SOM ET HI NG . . . . . . .... . . . . .. . ... . ...... . .... . ..... . . . Ordtestra " Qluabro f .apattol " ( 1noilr ) LAS SE f/JLLANIIS M rs. W illiam 0. Ste·vms Mrs. Rosario M.de M orrison " ~ypnotir il rrtmt Baltz " Interpreted by Miss Na 1lCJ' Weems Dasf,ie/1 Mr. Ogle Rido ut Sillf!letou " ~ottg " M A' LITTL E STARLIGHT . .. . .. . ... . . ..... . . . . .. . Mrs. 1. 1. M urraJ' " J olo 1Dattrr " · M rs. C. 11. Hartiga u M r . f . Dortc/1 ll!iss Yertt Baker M r. T. W. Wilsou Miss Emily M unroe M t·. A . W . Fitch M iss Eliz abeth Randall M r. P. P. Rassell � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe.<br /><br />Click on <strong><a title="Playbills &amp; Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills &amp; Programs Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 3 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource An Evening at the Cabaret Date A point or period of time associated with an event in the lifecycle of the resource 1912-05-04 Identifier An unambiguous reference to the resource within a given context Bx1-11 Description An account of the resource First Frolic of the Civic League playbill of "An Evening at the Cabaret" Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/adc47eec9a9244a1660c9c754e91355b.pdf d40933d16518f7af8527f81c4c3a1c68 PDF Text Text ...An turning lin iixit 14aub MISS LOUISE A . WILLIAMS . OF GEORGIA W ED NES DA Y , J AN . 15 , 1 9 1 3 CARVEL HAl L u �... Jrngrammr... * PART I. Selected I. MedleyMandolin Club St. John' s College 2. Solo-(a; The Song of Hybrias the Cretan J. W. E /fiatt (b) Selected Mr. Morris Feldm eyer. 3. Piano Selection- Mr . Wilkinson 4. A Negro Ghost Story, Miss Loui se A. Williams 5. The Old Virgini a Reel l. Mi ss 2. " 3. " 4. '· 5. 6 . ·' Cresap. Munroe. Berry, H a ll , Halm, Steele. Li eu t. Dortch .; McClinti c McNair Wilcox Tre adwe ll Mr. Me lvin 6. (a) A Plantation Negro Love Song (b) Log Cabin Anecdotes A Scriptural Name A Bigger Man A Malar ia An ti dote Miss Louise A. Williams �...Jrngrammr... * PART I I. 7. Selections . Glee Club St. J ohn 's College Edwards 8. The T wo Runaways Mi ss L ou ise A . Wi ll i am s 9. Selecti ons Mand oli n Club (By Request ) I 0. L ookin' fer Marse W illi e Martha S. Gielow Swing Low Sweet Chariot , and Rock-a- by e Baby-( int roduc ed ) Miss L ou i se A. W i ll iam s I I. Selections 12. Mam my's Li' l Boy Mandolin Club . Mi ss Loui se A. W i ll iams My Old K entucky H ome, Good N ight Glee Club � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe.<br /><br />Click on <strong><a title="Playbills &amp; Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills &amp; Programs Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 2 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource An Evening in Dixie Land Date A point or period of time associated with an event in the lifecycle of the resource 1913-01-15 Identifier An unambiguous reference to the resource within a given context Bx1-12 Description An account of the resource Program of "An Evening in Dixie Land" given by the mandolin club, glee club, Ms. Louise A. Williams, and other members of the SJC community Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3a19f2668d901afbd7e00cf17a03f3cd.mp3 a39512cb6398a1a3deb9341a9da0f98e 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 CD Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:00:58 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource An evening with Azar Nafisi Description An account of the resource Audio recording of a lecture given on April 17, 2015 by Azar Nafisi as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Nafisi, Azar 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 2015-04-17 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 Literature Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 20014225 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/023e768b838b7fc4a06dbfcaa4980a31.mp3 68f067b9f147f737d050277e1174031b 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 CD Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:43:04 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource An informal conversation with Scott Momaday Description An account of the resource Audio recording of a lecture given on October 31, 2014 by Scott Momaday as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Momaday, N. Scott, 1934- 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 2015-10-31 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 Momaday, N. Scott, 1934- Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 20014199 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e434d7c27cd8a761afc6b9ed2b60039c.jpg 09f1f909dfa341c0f0eaa578ef40f279 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. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0897 Title A name given to the resource An Informal Dance Featuring a Student Wearing License Plates Description An account of the resource 1 photographic print : b&w Creator An entity primarily responsible for making the resource The Irwins Subject The topic of the resource Iglehart Hall (St. John's College, Annapolis, MD) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Iglehart Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4aa39fb6e3c79f1963dc22d1ccd980c8.mp3 8df74c1cdf9f704ff9e167d559e9372d 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 CD Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:01:43 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource An introduction to Duns Scotus's modal argument for the existence of God Description An account of the resource Audio recording of a lecture given on November 13, 2015 by James Carey as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Carey, James 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 2015-11-13 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 Duns Scotus, John, ca. 1266-1308. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 20014245 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/84e10952e59c743d095053a4993f94db.mp3 e5d756894e1da446f95faea7a72addaf 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.) 01:01:44 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource An Introduction to Maimonides Description An account of the resource Audio recording of a lecture delivered on January 30, 2004, by Ralph Lerner as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Lerner, Ralph 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 2004-01-30 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 Maimonides, Moses, 1135-1204 Jewish philosophers--Egypt--Biography Rabbis--Egypt--Biography Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Lerner_Ralph_2004-01-30_ac Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/375004bcf90ca24eb75475d3bf07496a.pdf 6fd685f1b264043d01ad53f089f37d33 PDF Text Text AN OUTLINE OF THE ARGUMENT OF ARISTOTLE'S METAPHYSICS Joe Sachs a lecture given April 11, 1980 �When Aristotle articulated the central question of the group of writings we know as his Metaphysics, he said it was a question that would never cease to raise itself. He was right. He also regarded his own contributions to the handling of that question as belonging to the final phase of responding to it. I think he was right about that too. The Metaphysics is one of the most helpful books there is for contending with a question the aski·n g, .of which is one of the things that makes us human. In our time that question is for the most part hidden behind a wall of sophistry, and the book that could lead us to rediscover it is even more thoroughly hidden behind a maze of misunderstandings. ~aul Shorey, a scholar whose not-too-bad translation of the Republic is in your collected Plato, has called the Metaphysics "a hopeless muddle" not to be made sense of by any "ingenuity of conjecture." I think it is safe to say that more people have learned important things from Aristotle than from Professor Shorey, but what conclusion other than his can one come to about a work that has two books numbered one, that descends from the sublime description of the life of the divine intellect in its twelfth book to end with two books full of endless quarreling over minor _ details of the Platonic doctrine of forms, a doctrine Aristotle had already decisively refuted in early.parts of the book, those parts, that is, in which he is not defending it? The book was certainly not written as one whole; it was compiled, and once one has granted that, must not one admit that it was compiled badly, crystallising as it does an incoherent ambivalence toward the teachings of Plato? After three centuries in which no one has much interest in it at all, the Metaphysics becomes interesting to nineteenth century scholars just as a historical puzzle: how could such a mess have been put together? I have learned the most from reading the Metaphysics on those occasions when I have adopted the working hypothesis that it was compiled by someone who understood Aristotle better than I or the scholars do, and that that someone (why not call him Aristotle?) thought that the parts made an intelligible whole, best understood when read in that order. give you some sense of how the Met~physics My main business tonight will be to looks in its wholeness, but the picture I will sketch depends on several hypotheses independent of the main one. One cannot begin to read the Metaphysics without two pieces of equipment: is a set of decisions about how to translate Aristotle's ce~tral words. one No translator of Aristotle known to me is of any help here; they will all befuddle you, more so in the Metaphysics even than in Aristotle's other works. The other �-2- piece of equipment, and equally indispensihle I think, is some perspective on the relation of the Metaphysics to the Platonic dialogues. In this matter the scholars, even the best of them, have shown no imagination at all. In the dialogues, in their view, Plato sets forth a "theory" by putting it into the mouth of Socrates. There is some room for interpretation, hut on the whole we are all supposed to know that theory. reject it. Aristotle must accept that theory or If he appears to do both it is because passages written by some Platonist have been inserted into his text, or because things he wrote when he was young and a Platonist were lumped together with other things on similar subjects which he wrote when he was older and his thoughts were different and his own. The Plato we are supposed to know from his dialogues is one who posited that, for every name we give to bodies in the world there is a bodiless being in another world, one while they are many, static while they are changing, perfect while they are altogether distasteful. Not surprisingly, those for whom this is Plato find his doctrine absurd, and welcome an Aristotle whom they find saying that being in its highest form is found in an individual man or horse, that mathematical things are abstractions from sensible bodies, and that, if there is an ideal man apart from men, in virtue of whom they are all called men, then there must be yet a third kind of man, in virtue of whom the form and the men can have . the same name, and yet a fourth, and so on. You can't stop adding new ideal men until you are willing to grant that it was absurd to"add the first one, or anything at all beyond just plain men. This is hard-headed, tough-minded Aristotle, not to be intimidated by fancy, mystical talk, living in the world we live in and knowing it is the only world there is. This Aris- totle, unfortunately, is a fiction, a projection of our unphilosophic selves. He lives only in a handful of sentences ripped out of their contexts. The true Aristotle indeed takes at face value the world as we find it and all our ordinary opinions about it--takes them, examines them, and finds them wanting. It is the world as we find it which continua+ly, for Aristotle, shows that our ordinary, materialist prejudices are mistaken, and the abandonment of those prejudices shows in turn that the world as we found it was not a possible world, that the world as we must reflect upon it is a much ri?her world, mysterious and exciting. Those of you for whom reading the Platonic dialogues was a battle you won by losing, an eye-opening experience from which, if there is no going forward, there is certainly no turning back, should get to know this Aristotle. But you will find standing in your way all those passages in which Aristotle seems to he �-3- discussing the dialogues and does so in a shallow way. Each dialogue has a surface in which Socrates speaks in riddles, articulates half-truths which invite qualification and correction, argues from answers given by others as though he shared their opinions, and pretends to be at a loss about everything. Plato never straightens things out for his readers, any more than Socrates does for his hearers. To do so would be to soothe us, to lull us to sleep as soon ·as we've begun to be distressed by what· it feels like to be awake. Platonic writing, like Socratic talk, is designed to awaken and guide philosophic thinking, by presenting, defending, and criticising plausible responses to important questions. The Platonic~socratic words have on1y done their work when we have gone beyond them, but they remain in the dialogues as a collection of just what they were intended to be--unsatisfactory assertions. Hippocrates Apostle finds 81 places in the Metaphysics where Aristotle· disgrees with Plato. It is not surprising that Aristotle himself uses Plato's name in almost none of those places. Aristotle is addressing an audience of students who have read the dialogues and is continuing the work of the dialogues. Many, perhaps most, of Aristotle's students would, like scholars today, find theories and answers in Plato's dialogues. Aristotle would not be earning his keep as a teacher of philosophy if he did not force his students beyond that position. Aristotle constantly refers to the dialogues because they are the best and most comprehensive texts he and his students share. Aristotle disagrees with Plato about some things, but less extensively and less deeply than he disagrees with every other author that he names. The Metaphysics inevitably looks like an attack on Plato just because Plato's books are so much better than anything left by Thales, Empedocles or anyone else. My first assumption, then, was that the Metaphysics is one book with one complex argument, and my second is that, in cohering within itself, the Metaphysics may cohere with the Platonic dialogues. I assume that discussions in the dialogues may be taken as giving flesh to Aristotle's formulations, while they in turn may be taken as giving shape to those discussions. One need only try a very little of this to find a great deal beginning to fall into place. For example, listen to Aristotle in'Book I, Chapter 9 of the Metaphysics: "the Forms ••• are not the causes of motion or of any other change ••• And they do not in any way help either towards the knowledge ·of the other things .• or towards their existence •.• Moreover, all .other things do not come to be from the Forms in any of the usual senses of 'from.• And to say that the Forms are patterns and that �the other things participate in them is to use empty words and poetic metaphors." A devastating attack on Plato, is it not? Or is it? Aristotle says that positing the Forms explains no single thing that one wants to know. But doesn't Socrates say in the Phaedo that to call beauty itself the cause of beauty in -beautiful things is a "safe but stupid answer"? that one must begin with it but must also move beyond it? Again, everyone knows that the Platonic Socrates claimed that the forms were separate from the things in the sensible world, off by themselves, while Aristotle insisted that the forms were in the things. call the Phaedo passage just referred to. Does not Socrates say that the cause of heat in a hot thing is not heat itself but fire? for Socrates? Re- Where, then, is the form Aristotle taught that the causes of characteristics of things were to be looked for not in a separate world of forms but in the primary instances of those characteristics right here in the world • . This doctrine may __ seem to be a rejection of Plato's chief postulate, but listen to Aristotle him) self explain it in Book II, Chapter 1 of the Metaphysics: "of things to which the same predicate belongs, the one to which it belongs in the highest degree is that in virtue of which it belongs also to the others. For example, fire is the hottest of whatever is truly called 'hot', for fire is cause of hotness in the others." Do you hear an echo? Again, Aristotle teaches that form is to be understood as always at work, never static as is the Platonic form, or is it? Do not the Stranger and Theaetetus agree in the Sophist that it would be "monstrous and absurd" to deny that life, motion, and soul belong to the intelligible things? Do they not indeed define being as a power to act or be affected? Does not Socrates in the Theaetetus entertain the same. definition when he construes the world as made up of an infinity of powers to act and be affected? dialogues do not set forth a theory of forms. Plato's They set forth a way to get started with the work of philosophic inquiry, and Aristotle moves altogether within that way. Much in his writing~ that is a closed book to those who insist on seeing him as Plato's opponent opens up when one lets the dialogues serve as the key. Then we shall not hesitate to take whatever light we can find in the dialogues and shine it on Aristotle's text at least to see if anything comes into the li~ht. And this brings me to a third assumption: substance is of no help in understanding Aristotle's word qilestion of the is ousia? the English word ousia.~~l Aristotle claims that it is the -saitre- as 'Elie question, What is being? and that it is in fact the question everyone who has ever done any philosophy or physics has been asking. Since we do not �-.::>- share Aristotle's language we cannot know what claim he is making until we find a way to translate ousia. The translators give us the word substance only ·because earlier translators and commentators did so, while they in turn · did so because still earlier translators into Latin rendered it as substantia. Early modern philosophy, in all the European languages, is full of discussions of .substance which stem from Latin versions of Aristotle. Though oral traditions keep meanings alive this written tradition has buried Aristotle's meaning irretrievably. We must ignore it, and take our access to the meaning .of ousia from Plato's use of it, but before we do so a quick look at where the word substance came from may help us bury it. The earliest Latin translations of Aristotle tried a number of ways of translating ousia, but by the fourth century AD, when St. Augustine lived, only two remained in use: essentia was made as a formal parallel to ousia, from the feminine singular participle of the verb to be plus an abstract noun ending, so that the whole would be roughly equivalent to an English translation being-ness; the second translation, substantia, was an attempt to get closer to ousia by interpreting Aristotle's use of it as something like "persisting substratum". Augtistine, who had no interest in interpreting Aristotle, thought that, while everything in the world possesses substantia~ a persisting underlying identity, the ful~ness of being suggested by the word essentia could belong to no created thing but only to their creator. Aristotle, who is quite explicit on the point that creation is impossible, believed no such thing, and Augustine didn't . think he did. But Augustine's own thinking offered two Latin words whose use had become muddled. a consistent way to distinquish Boethius, in his commentaries on Aristotle, followed Augustine's lead, and hence always translated ousia as substantia, and his usage seems to have settled the matter. And so a word designed by the anti-Aristotelian Augustine to mean a low and empty sort of being turns up in our translations of the word whose meaning Aristotle took to be the highest and fullest sense of being. Descartes, in his Meditations, uses the word substance only with his tongue in his cheek; Locke explicitly analyzes it as an empty. notion of an I-don't-know-what; and soon after the word is laughed out of the vocabulary of serious philosophic endeavor. It is no wonder that the Metaphysics ceased to have any influence on living thinking: its heart had been cut out of it by its friends. What does ousia mean? It is already a quirky, idiomatic word in ordinary use when Plato gets hold of it. By a quirk of our own language one may say indeed that it means substance, but only, I repeat only, in the sense in which a rich man �is called a man of substance. You may safely allow your daughter to marry him because you know where he will be and what he will be doing tomorrow and twenty years from now. Ousia meant permanent property, real estate, non-transferable goods: possessions we are always using up or consuming but those that not the remain--land, houses, wealth of the kind one never spends since it breeds new wealth with no expense of itself. ·When Socrates asks Meno for the ousia of the bee he is not using a technical philosophical term but a metaphor: what is the estate of a bee that each one inherits simply by being born a bee? A man of substance who has permanent wealth is who he is because of what he owns. A bee is to his permanent and his variable characteristics as a man is to his permanent and his spendable wealth. virtue: The metaphor takes a second step when applied to the varying instances of virtue in a man, a woman, a slave, and the rest must all have some unvar1'ing core which makes them -virtues. There must be some single meaning to which we always refer when we pronounce anything a virtue. This is the step Socrates continually insists that Meno must take. But remember, in the slave-boy scene, Socrates twice entices the slave-boy into giving plausible incorrect answers about the side of the double square. of virtue? Is there an ousia Socrates uses the word not as the result of an induction or abstraction or definition, but by stretching an already strained metaphor. People have disposable goods which come and go and ousiatic goods which remain; bees have some characteristics in which they differ, and others in which they share; the virtues differ, but are they the same in anything but name? are, must it be a definition that they share? only a few men do. Even if they Not all men have ousia. Ordinarily The rest of us work for them, sell to them, marry them, gather in the hills to destroy them, but do not have what they have. Perhaps there are only a few virtues, or only one. The word ousia, as Plato's Socrates handles it, seems to be a double-edged weapon. It explicitly rejects Meno's way of saying what virtue is, but implicitly suggests that the obvious alternative may fail as well. If virtue is not simply a meaningless label used ambiguously for many unconnected things, that does not mean that it must names. unambiguously name the same content in each of the things it Since ousia is our metaphor, let us ask what wealth means. If a poor man has a hut and a cow and some stored-up food, are they his wealth? ·certainly not wealthy. He is On the other hand, King Lear says that "our basest beggars Are in poorest thing superfluous"; no human life is cut so fine as to lack anything beyond what satisfies bare need. The beggar, like the family on welfare, does not have the means to satisfy need, but need not for that .reason �-7forego those possessions which give life comfort or continuity. is derived from the wealth of others. His wealth The small farmer may maintain something of the independence a wealthy man enjoys, but one bad year could wipe him out. He will either accumulate enough to become wealthy himself, or his life will remain a small-scale analogy to that of the wealthy. Wealth means, first of all, only that which a few people have and the rest of us lack, but because it means that, it also, at the same time, means secondarily something that all of us possess. There is an ambiguity at work in the meaning of the word "wealth" which is not a matter of a faulty vocabulary and not a matter of- language at all: it expresses the way things are. Wealth of various kinds exists by derivation from and analogy to wealth in the emphatic sense. Indeed Meno, who spontaneously defines virtue by listing virtues, is. equally strongly inclined to say that the power to rule over men and possessions is the only virtue there is. He cannot resolve the logical difficulties Socrates raises about his answers,but they are all resolvable. Meno in fact believes that virtue is ousia in its simple sense of big money, and that women, children, and slaves can only have virtue derivatively and ambiguously. Socrates' question is one of those infuriatingly ironic games he is always playing. The ousia of virtue, according to Meno and Gorgias, is ousia. When the word ousia turns up in texts of Aristotle, it is this hidden history of its use, and not its etymology, which is determining its meaning. First of all, the word fills a gap in the language of being, since Greek has no word for thing. The two closest equivalents are ~ ~ and to chrema. · To ~ simply means whatever is, and includes the color blue, the length two feet, the action walking, and anything at all that can be said to be. To chrema means a thing used, used up, spent, or consumed; any kind of possession, namely, that is not ousia. ousia holds together, remains, and makes its possessor emphatically somebody. In the vocabulary of money, ousia is to ta chreri\ata as whatever remains constant in a thing is to all the onta that come and go. Ousia also carries with it the sense of something that belongs somehow to all but directly and fully only to a few~ The word is ready-made to be the theme of Aristotle's investigation of being, because both the word and the investigation were designed by Plato. For Aristotle, the inquiry into the nature of being begins with the observation that being is meant in many waysr subjected to It is like Meno's beginning, and it must be the same Socratic- questioning. ·- Suppose that there is· some ·one core of meaning ·to which we refer whenever we say that something is. What is its content? Hegel says of being as being: �-8- 11 it is not to be felt, or perceived by sense, or pictured in imagination ••• it is mere abstraction ••• the absolutely negative ••• just Nothing." right, as Parmenides was before him? Leave aside all those characteristics in which beings differ, and what is left behind? being is not a universal or a genus. And isn't he To Aristotle, this means that If being is the comprehensive class to which everything belongs, how does it come to have sub-classes? to be divided with respect to something outside itself. It would have Beings would have to be distinguished by possessing or failing to possess some characteristic, but that characteristic would have to be either a class within being, already separated off from the rest by reference to something prior, or a non-being. Since both are impossible, being must come already divided: or ultimate classes of things must be irreducibly many. the highest genera This is Aristotle's doctrine of the categories, and according to him being means at least eight different things. ~· The categories have familiar names:'quality, quantity, relation, time, place, action, be~ng-acted upon. The question Socrates asked about things, What is it?, is too broad, since it can be answered truly with respect to any of the categories that apply, and many times in some of them. describe something to you: . For example, I'll it is backstage now; it is red; it is three feet high; it is lying down and breathing. I could continue telling you what it is in this fashion for as long as I pleased and you would not know what it is. It is an Irish setter. What is different about that last answer? To be an Irish setter is not to be a quality or quantity or time or action but to be a whole which comprises many ways of being in those categories, and much change and indeterminacy in them. The redness, three-foot-high-ness, respiration and much else cohere in a thing which I have named in its thinghood · by calling it an Irish setter. Aristotle calls this way of being ousia. Aristotle's logical works reflect upon the claims our speech makes about the world. The principal result of Aristotle's inquiry into the logical categories of being is, I think, the claim that the thinghood of things in the world is never reducible in our speech to any combination of qualities, quantities, relations, actions, and so on: that ousia or thinghood must be a separate category. What·happens when I try to articulate the being of a thing such as an Irish setter? a dog with certain properties. But what then is a dog? I define it as It is an animal with certain properties, and an animal is an organism with certain properties, and an organism is a thing with the property life. At each level I meet, as dog, animal, organism, what Aristotle calls secondary ousia or secondary thinghood. �-9- I set out to give an account of what makes a certain collection of properties cohere as a certain thing, and I keep separating off some of them and telling you that the rest cohere as a whole. At my last step, when I say that an organism is a living thing, the problem of secondary thinghood is present in its nakedness. Our speech, no matter how scientific, must always leave the question of the hanging-together of things as things a question. Thus the logical inquiries bequeath to the Metaphysics its central question, which we are now in a position to translate. The question that was asked of old and will always be asked by anyone who is alive enough to wonder about anything is, What is being? What is the thinghood of things? al+? in the sense, What is a thing? in the sense, What makes our world a world of things at We are here at the deepest postulate of Aristotelian philosophizing: the integrity of the world as a world and of anything in it which endures as itself for any time at all, is not self-explanatory, is something to be wondered at, is caused. We are taught that a moving thing, if nothing disturbs it, will continue moving forever. Do you believe that? It is certainly true that a heavy thing in motion is as hard to stop as it was to set in motion, and that we cannot step out of moving automobiles without continuing, for a while, to share their motions. But these are evidences of persistence of motion, not at all the same thing as inertia of motion. There is no evidence of the latter. In principle 'there cannot be, because we cannot abolish all the world to observe an u~disturbed moving thing. There is a powerful and in its way, beautiful, account of the world which assumes inertia, appealing to those experiences which suggest that motion at an unchanging speed is a state no different from that of rest. The hidden premise which leads from that step to the notion of inertia is the assumption that rest is an inert state. If it is not, the same evidence could lead to the conclusion ,that an unchanging speed is a fragile and vulnerable thing, as unlikely and as hard to come by as an unchanging anything • . How can a balloon remain unchanged? It does so only so long as the air inside pushes out no harder and no less hard than the air outside pushes in. Is the air inside the balloon at rest? at rest as long as it is performing a . task? air inside it cannot be? Can it be Can the balloon be at rest if the It can certainly remain in a place, like other apparently inert things, say a table. If you pulled the legs from under a table �-10the top would fall, and if you removed the top the legs would fall. Leave them together and leave them alone and they do not move, but is the table at rest? Surely no more so than a pair of arm wrestlers, straining every muscle but unable to budge each other, can be said to be resting. we find an inert thing anywhere in the world? rock? But can't · How about a single lump of But if I throw it in the air it will return to find a resting place. It seems to rest only when something blocks it, and if I let it rest on my hand or my head, something will make me uncomfortable. nothing? Can the rock be doing And if we cannot find inertia in a rock, where could it be? An, animal is either full of circulating and respirating or it is rotting, and the same seems true of plants. But what in the world is not animal-like, plant-like, rock-like, or table-like? The world contains living and non-living natural beings·, and it contains products of human making, and all of them are busy. From Aristotle's wondering and wonderful perspective, everything in the world is busy just continuing to be itself. Aristotle's~ This is not a "theory" of it is a way of bringing the world to sight with the questioning intellect awake. Try that way of looking on for size: ' to lose for ceasing to be taken for ~ranted. the world has nothing Consider an analogy. Ptolemy is content to say that Venus and Mercury happen to have the same longitudinal period as the sun and that Mars, Jupiter, and Saturn all happen to lag just as far behind the sun in any time as they have moved in anomaly. Copernicus, in the most passionate and convincing part of his argument, shows that these facts can be explained. Lucretius {whom we may substitute for Aristotle's favorite materialist, Empedocles) thought that cats and dogs and giraffes just happened to come about by accumulation, like the sands on the beach. Lucretius' failure to wonder at a giraffe, his reduction of the living to the blind and dead, is,from Aristotle's standpoint, a failure to recognize what is truly one, what is not just a heap, what is genuinely a thing. The least thoughtful, least alert way of being in the world is to regard everything which remains itself as doing so causelessly, inertly. To seek a cause for the being-as-it-is of any thing is already to be in the grip of the question Aristotle says mu~t always be asked. To seek the causes and sources of the being-as-it-is of everything that is, is to join Aristotle in his Copernican revolution which regards every manifestation of persistence, order, or recurrence as a marvel, an achievement. That everything in the world �-11- disclosed to our senses is in a ceaseless state of change, most of us would grant. That the world nevertheless hangs together enough to be experienced at all is a fact so large that we rarely take notice of it. But the two together--change, and a context of persistence out of which change can emerge~-force one to acknowledge some non-human cause at work: for whichever side of the world--change or rest, order or dissolution--is simply its uncaused, inert way, -the other side must be the result of effort. Something must be at work in the world, hidden to us, visible only in its effects, pervading all that is, and it must be e~ther a destroyer or a preserver. That much seems to me to be demonstrable, but the next step is a difficult one to take because the world presents to us two faces: and the non-living. the living The thinghood of living things consists in organized unity, maintained through effort, at work in a variety of activities characteristic of each species; but a rock or a flame or some water or some dirt or some air is a thing in a much different way, unified only by accidental boundaries, indifferent to being divided or heaped together, at work only in some one local motion, up or down. Which is the aberration, life or non-life? For Aristotle the choice need not be made, since the distinction between the two forms of being only results from a confusion. Flesh, blood, bone, and hair would seem inorganic and ina~imate if they were not organized into and animated as, say a cat. But earth, air, fire, and water, all of it, is always organized into and animate as the cosmos. The heavens enclose an organized body which has a size, a shape, and a hierarchical structure all of which it maintains by ceaseless, concerted activity. You may think that in believing this, Aristotle betrays an inn9cence which we cannot recover. But not only Aristotle and Ptolemy, but also Copernicus and Kepler believed the visible heaven to be a cosmos, and not only they, but also, amazingly, Newton himself. In our century, Einstein calculated the volume of the universe, and cosmology has once again become a respectable scientific pursuit. Moderns, for whom the spherical motion of the heavens no longer indicates that the heavens have boundaries, draw the same conclusion from the fact that there is darkness. Anyone who would take the assertion that his outlook is modern to include the denial that there is a cosmos would make a very shallow·claim, one having more to do with poetic fashion than with reasoned conviction. · The question of the cosmos has not been made obsolete, and the very least we must admit is �-12- that the appearance of an inorganic, inanimate nature is not conclusive and would result from our human-sized perspective whether there is a cosmos or not. If the world is a cosmos, then it is one more instance of the kind of being that . belong~~? evei;Y ~nimal and plant in it. And if that is so, there is nothing left to display any other kind of being. What is there? Try it: take inventory. The color red is, only if it is the color of some thing. Color itself is, only if it is some one color, and the color of a thing. The relation "taller than" is, only if it is of two or more things. What has being but is not a thing must depend on some thing for its being. But on the other hand a mere thing, mere · matter as we call it, using the word differently than Aristotle ever does, is an impossibility too. Relatively inert, rock-like being is the being of a part of what comes only in wholes--cosmos, plant, or animal. And all man-made things must borrow their material from natural things and their very holding-together from the natural tendencies of the parts of the cosmos. To be is to be alive; all other be~ng is borrowed being. Any comprehensive account of things must come to terms with the special being of animals and plants: for Lucretius, living things are not marvels . but a problem which he solves by dissolving them into the vast sea of inert purposelessness. For Aristotle, as for Plato, wonder is not a state to be dissolved but_ a beckoning to be followed, and for Aristotle the wonderful animals and plants point the way to being itself, to that being qua being which is the source of all being, for we see it in the world in them and only in them. · Thus when Aristotle begins in Book 7 of the Metaphysics to ask what makes a thing a thing, he narrows the question to apply only to living things. other being is, in one way or another, their effect. cause. All He is asking for their At that point, his inquiry into the causes and sources of being itself, simply as being, merges with the inquiry in Book 2 of his Physics, where the question is, What is nature? The answer, 'as well, must be the same, and just as Aristotle concludes that nature is form, he concludes that being is form. Does the material of an animal make it what it is? entire or even principal cause. sum Yes, but it cannot be the If there is anything that is not simply the of its parts, it is an animal . ~tis continually making itself, by snatching suitable material from its environment and discarding unsuitable material. Add some sufficiently unsuitable material, like arsenic, and the �-13- sum of parts remains, but the animal ceases to be. The whole which is not accounted for by the enumeration of its parts is the topic of the last section of ~he Theaetetus, where Socrates offers several playful images of that kind of being: a wagon, a melody, the number six, and the example discussed at most length, which Aristotle borrows;• the syflable. Aristotle ·insists that the syllable is never the sum of its letters. Socrates, of course, argues both sides of the question, and Theaetetus agrees both times. Let's try it outselves. Take the word "put", p-u-t. letters separately, as well as you can, and say them in as you can. Voice the successio~, as rapidly I think you will find that, as long as you attempt to add sound to sound, you will have a grunt surrounded by two explosions of breath. When you voice the whole syllable as one sound,· the u is already present when you begin sounding the p, and the t sound is already shaping the u. Try to pronounce the first two letters and add the third as an afterthought, and you wi!l get two sounds. I have tried all this, and think it's true, but you must decide for yourself. Aristotle says that the syllable is the letters, ) plus something else besides; Socrates calls the something else a form, while Aristotle calls it the thinghood of the thing. - ,· an~~ t~, When I pronounce the syllable "put", I must have in mind the whole syllable in its wholeness before I can voice any of its parts in such a way as to make them come out parts of it. Now a syllable is · about as transitory a being as. one could imagine: it is made of breath, and it is gone as soon as it is uttered. works the same way as a maker of syllahles. But a craftsman If he simply begins nailing and gluing together pieces of wood, metal, and leather, he is not likely to end up with a wagon; to do so, he must have the whole shape and work of the wagon in mind in each of his joinings and fittings. Even so, when he is finished, what he has produced is only held together b1 nails and glue. As soon as it is made, the wagon begins falling apart, and it does so the more, the more it is used. All the more perplexing then, is the animal or plant. It is perpetually being made and re-made after the -form of its species, yet there is no craftsman at work on it. It is a composite of material and form, yet it 1s the material in it that is constantly being used up and replaced, while the form remains intact. The form is not in any artist's imagination, nor can it be an accidental attribute of its material. In the Physics, nature �-14- was traced back to form, and in the first half of the Metaphysics all being is traced to the same source. or is it caused? But what is form? Where is it? Is it a cause Most important of all, does it have being alone, on its own, apart from bodies? Does it emerge from the world of bodies, or is a body a thing impossible to be unless a form is somehow already prese~t t:or it t _ have? o Or is there something specious about the whole effort to make fo:rm either secondary to material or primary? Are they perhaps equal and symmetrical aspects of being, inseparable, unranked? Just as ultimate or first material, without any characteristics supplied by form, cannot be, why should not a pure form, not the form of anything, be regarded as its opposite pole and as equally impossible? questions? Or have we perhaps sturilbled on a nest of unanswerable If form is the first principle of the science of physics, might it not be a first principle simply, behind which one cannot get, to which one may appeal for explanation but about which one cannot inquire? Aristotle says that if there were not things apart from bodies, physics would be first philosophy. But he calls physics second philosophy, and half the Metaphysics lies on the other side of the questions we have been posing. It consists in the uncovering of beings not disclosed to our senses, beings outside of and causal with respect to what we naively and inevitably take to be the whole world. Aristotle marks the center and turning poipt of the Metaphysics with these words: impasse. "One must inquire about (form), for this is the greatest Now it is agreed that some of what is perceptible are things, and so one must search first among these. what is better known. For it is preferable to proceed toward For learning occurs in all things in this way: what is by nature less known toward the things more known. through And just as in matters of action the task is to make the things that are good completely be good for each person, from out of the things that seem good to each, so also the task here is, from out of the things more known to one, to make the things known by nature known to him. Now what is known and primary to each of us is often known slightly, and has little or nothing of being; nevertheless, from the things poorly known but known to one, one must.try to -know the things that are known completely." (1029a 33 - b 11) The forest is dark, but one cannot get out of it without passing through it, carefully, calmly, attentively. �-15It will do no good to move in circles. The passage just quoted connects with the powerful first sentence of the Metaphysics: "All human beings are by nature stretched out toward a state of knowing." Our natural condition is one of frustration, of being unable to escape a task of which the goal is out of reach and out of sight. Aristotle here likens our frustration as theoretical beings to our condition as practical beings: unhappiness has causes-7we achieve it by seeking tjlings--and if we can discover what we were seeking we might be able to make what is good ours. Similarly, if we cannot discern the goal of wisdom, we can at least begin examining the things that stand in our way. The next section of the Metaphysics, from Book 7, Chapter 4 through Book 9, is the beginning of an intense forward motion. These books are a painstaking clarification of the being of the things disclosed to our senses. It is here that Aristotle most heavily uses the vocabulary that is most his own, and everything he accomplishes in these bpoks depends on the selfevidence of the meanings of these expressions. It is these books especially which Latinizing translators turn into gibberish. Words like essence, individual; :·and actuality must either be vague or be given arbitrary definitions. The words Aristotle uses are neither vague nor are they conceptual constructions; they call forth immediate, direct experiences which one must have at hand to see what Aristotle is talking about. They are not the kinds of words that books can explain; they are words of the kind that people must share before there can be books. That is why understanding a sentence of Aristotle is so often something that comes suddenly, in an insight that seems discontinuous from the puzzlement that preceeded it. one's gaze. It is simply a matter of directing We must try to mak- sense of Books 7-9 because they are crucial e to the intention of the Metaphysics. Aristotle has an argument independent of those books, which he makes in Book 8 of the Physics and uses again in Book 12 of the Metaphysics that there must be an immortal, unchanging being, ultimately responsible for all wholeness and orderliness in the sensible world. And he is able to go on in Book 12 to discover a good deal about that being. One could, then, skip from the third chapter of Book 7 to Book 12, and, having traced being to form, trace form back to its source. Aristotle would have done that if his whole intention had been to establish that the sensible world has a divine source, but had he done so he would have left no �-16- foundation for reversing the dialectical motion of his argument to understand the things in the world on the basis of their sources. Books 7-9 provide that foundation. The constituents of the world we encounter with our senses are not sensations. The sensible world is not a mosaic of sensible qualities continuous with or adjacent to one another, but meets our gaze organized into things which stand apart, detached from their surroundings. I can indicate one of them to you by the mere · act of pointing, because it has its own boundaries and holds them through time. I need not trace out the limits of the region of the visual field to which I ref er your attention, because the thing thrusts itself out from,holds itself aloof from .what is visible around it, making that visible residue mere background. is ~object My pointing therefore has an object, and it because it keeps being itself, does not change randomly or promiscuously like Proteus, but holds together sufficiently to remain the very thing at which I pointed. . This way of being, Aristotle calls being a. "this". If ·I want to point out to_ you just this red of just this region of this shirt, I will have to do a good deal more than just point. A "this" as Aristotle speaks of it is what comes forth to meet the act of pqinting, is that for which • I need not point and say "not that or that or that but just this," but · need do nothing but point, since it effects its own separation from what it is not. A table, a chair, a rock, a painting--each is a this, but a living thing is a this in a special way. It is the author of its own thisness. It appropri- ates from its surroundings, by eating and drinking and breathing, what it organizes into and holds together as itself. This work of self-separation from its environment is never finished but must go on without break if the living thing is to be at all. hmnan being. Let us cons1der as an example of a living this, some one Today his skin is redder than usual, because he has been in the sun; there is a cut healing on his hand because he chopped onions two days ago; he is well educated, because, five years ago, his parents had the money and taste to send him to Harvard. belong to this human being. All these details, and innumerably many more, But in Aristotle's way of speaking, the details I have named are incidental to him: he .is .not sunburned, wounded on the hand, or Harvard-educated because he is a human being. He is each of those things because his nature bumped into that of something else and left him with some mark, more or less intended, more or less temporary, but in any case aside from what he is on his own, self-sufficiently. What he is on his own, as a result of the activity that makes him be at all, is: two-legged, sentient, breathing, �-17- and all the other things he is simply as a human being. There is a difference between all the things he happens to be and the things he necessarily is on account of what he is. Aristotle formulates the latter, the kind of being that belongs to a thing not by happenstance but inevitably, as the "what it kept on being in the course of being at all" for .a human being, or a duck, or a rosebush. The phrase ti esti? ti~ einai is Aristotle's answer to the Socratic question, What is a giraffe? Find some way of articulating all the things that every giraffe always is, and you will have defined the giraffe. of them is throughout its life, is the product at .any them, of the activity that is causing it to be. the question What is a giraffe? giraffe? are the same. ~nstant What each for any one of That means that the answer to and the answer to the quest:i,c::>n What is this Stated generally, Aristotle's · claim is that a this, which is in the world on its own, self-sufficiently, has a what-it-always-wasto-be, and is just its what-it-always-was-to-be. This is not a commonplace thought, but it is a comprehensible one; compare it with the translators' version, "a per-~ individual is identic~l with its essence." The living thing as it is present to my looking seems to be richer, fuller, more interesting than it can possibly be when it is requced to a definition in speech, but this is a confusion. All that belongs to the living thing that is not implied by the definition of its species belongs to it externally, as a result of its accidental interactions with the other things in its environment. 'l,'he definition attempts to penetrate to what it is in itself, by its own activity of making itself be whole and persist. There is nothing fuller than the whole, nothing richer than the life which is the winning and expressing of that wholeness, nothing more interesting than the struggle it is always waging unnoticed, a whole world of priority deeper and more serious than the personal history it must drag along with the species-drama it is constantly enacting. The reduction of the living thing to what defines it is like the reduction of a rectangular block of marble to the form of Hermes: less is more. Strip away the accretion of mere facts, and what is left is that without which even those facts could not have gained admittance into the world: the forever vulnerable foundation of all that is in the world, the shaping, ruling form, the incessant maintenance of which is the.only meaning of the phrase self-preservation. Indeed even the bodily material of the living thing is present in the world only as active, only as forming itself into none of the other things it might have been but just this one thoroughly defined animal or plant. to the question, What is form? definiteness of kind. And this, finally, is Aristotle's answer Form is material at work according to a persisting Aristotle's definition of the soul in De Anima, soul is �·-18- :he being-at-work-staying-the-same of an organized body, becomes the definition ~f form in Book 8 of the Metaphysics, and is, at that stage of the inquiry, his· definition of being. Book 9 spells out the consequences of this clarification of form. Form cannot be derivative from or equivalent with material, because material on its own must be mere possibility. It cannot enter the world until it has achieved definiteness by getting to work in some way, and it cannot even be thought except as the possibility of some form. is a subordinate way of being. Books 7-9 demonstrate that materiality The living body does not bring form into the world, it must receive form to come .into the world. Form is primary and casual, and the original source of all being in the sensible world must be traced beyond the sensible world, to that whic.h confers unity on forms themselves. If forms had no integrity of their own, the world and things could not hang together and nothing would be. At the end of Book 9, the question of being has become the question of formal unity, the question, What makes each form one? In the woven texture of the organization of the Metaphysics, what comes next, at the beginning of Book 10, . is a laying out of.all the ways things may be one. Glue, nails, and rope are of no use for the problem at hand, nor, any longer, are natural. shapes and motions, which have been shown to have a derivative sort of unity. All that is left in Aristotle's array of possibilities is the unity of that of which the thinking or the kn~wing is one. This thread of the investigation, which we may call for convenience the biological one, converges in Book 12 with a cosmological one. The animal and plant species take care of their own perpetuation by way of generation, but what the parents pass on to the offspring is an identity which must hold together thanks to a timeless activity of thinking. different way: The cosmos holds together in a it seems to be literally and directly eternal by way of a ceaseless repetition of patterns of locomotion. An eternal motion cannot result from some other motion, but must have an eternal, :unchanging cause. Aristotle lays out all the possibilities. undergoing a motion? think of a third? Again, What can caus.e a motion without A thing desired can, and so can a thing thought. Aristotle says that there are . O~Y. over, the first reduces to the second. these . ~, Can you and. that, more- When I desire an apple it is the fleshy apple and not the thought of it toward which I move, but it is the thought or imagining of the fleshy apple that moves me toward the apple. object causes motion only ~ an object of thought. The desired Just as the only candidate left to be the source of unity of form amorig the animals and plants was the activity of thinking, so again the only possible unmoved source for the endless �circlings of the stars is an eternal activity of thinking. Because it is dE\athless and because the heavens and nature and all that is · depend upon it, Aristotle calls t,his activity God. Because it is always altogether at work, nothing that is thought by it is ever outside or apart from it: thinking, simply. it is ever it is of Again, because it is always altogether at work, nothing of left over outside of or apart from its work of thinking: thinking, simply. it is It is the pure holding-together of the pure holdable- together, activity active, causality caused. The world is, in all its being most deeply, and in its deepest being wholly, intelligible. So far is Aristotle from simply assuming the intelligibility of things, that he requires twelve books of argument to account for it. All being is dependent on the being of things; among things, the artificial are derived from the natural; because there is a cosmos, all natural t~ings have being as living things; because all living things depend on either a species-identity or an eternal locomotion, there must be a self-subsisting activity of thinking. The fact that there are a Book 13 and a Book 14 to the Metaphysics indicates that, in Aristotle's view, the question of being has not yet undergone its last transformation • . With the completion of Book 12, the question of being " becomes: What is the definition of the world? What is the primary intelligible structure that implies all that is permanent in the world? Books 13 and 14 of the Metaphysics examine the only two answers that anyone has ever proposed to that question outside of myths. They are: that the divine thinking is a direct thinking of all the animal and plant species, and that it is a thinking of the mathematical .s ources of things. negative. The conclusions of these two books are entirely The inquiry into being itself cannot come to rest by transfering to the divine source the species-identities which constitute the world, nor can they be derived from their mathematical aspects. of the question of being is into a question. Aristotle's final transformation Books 13 and 14 are for the sake of rescuing the question as one which does not and cannot yield to a solution but insists on being faced and thought directly. Repeatedly, through the Metaphysics, Aristotle says that the deepest things must be simple. speak the truth about them, nor even ask a have no parts. which thinks. ~estion One cannot about them, because they They have no articulation in speech, but only contact with that The ultimate question of the Metaphysics, which is at once What is . all being at its roots? and What is the life of God?, and toward which the whole Metaphysics has been designed to clear the way,takes one beyond the limits of speech itself. The argument of the Metaphysics begins from our direct encounter with the sensible world, absorbs that world completely into speech, and carries �its speech to the threshold of that on which world and · speech depend. The shape of the book is a zig-zag, repeatedly encountering the inexpressible simple things and veering away. By climbing to that life which is the being- at-work of thinking, and then ending with a demonstration of what that life is not, Aristotle leaves us to disclose that life to ourselves in the only way possible, in the privacy of lived thinking. incomplete work: The Metaphysics is not an it is the utmost gift that a master of words can give. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. 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Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 21 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource An outline of the argument of Artistotle's <em>Metaphysics</em> Date A point or period of time associated with an event in the lifecycle of the resource 1980-04-11 Description An account of the resource Typescript of a lecture delivered on April 11, 1980 by Joe Sachs as part of the Formal Lecture Series. Identifier An unambiguous reference to the resource within a given context lec Sachs 1980-04-11 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College has been given permission to make this item available online. Format The file format, physical medium, or dimensions of the resource pdf Creator An entity primarily responsible for making the resource Sachs, Joe, 1946- Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ca698e5400e8cdc307dde0479171a7e3.pdf 86fcb74798920eb76700bd820b75d121 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 St. John's College Lecture Transcripts—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 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 at the Santa Fe, NM campus. 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 Anatomy of a scandal : self-dismemberment in the Gospel of Matthew (and in Gogol's "The Nose") Description An account of the resource Transcript of a lecture given on October 27, 2000 by John Cornell as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Cornell, John F. 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 2000-10-27 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Gogol, Nicolaĭ Vasil'evich, 1809-1852. Bible. Matthew -- Criticism, interpretation, etc. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 24000597 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d9497a6b89036d2f515b642f533d58f0.pdf 403a59d9ec3a86aa86112f1c937f6512 PDF Text Text Animals in Motion: the Flattery of Becoming in Plato's Timaeus A lecture delivered by Peter Kalkavage at St. John's College, Annapolis 27 July 1990 �"... it has appeared to me more fitting to go directly to the effectual truth of the thing than to the imagination of it. And many have imagined republics and principalities that have never been seen or known to exist in truth.. ." Machiavelli, The Prince XV "But whenever someone tries to make a likeness of our bodies, quickly perceiving what is defective because. of our constant familiarity with them, we become harsh critics of one who does not render all the similarities in all ways." Critias t 07d2-5 "She was the single artificer of the world In which she sang. And when she sang, the sea, Whatever self it had, became the self That was her song, for she was the maker. Then we, As we beheld her striding there alone, Knew that there never was a world for her Except the one she sang and, singing, made." Wallace Stevens, "The Idea of Order at Key West" �Towards the beginning of the Timaeus. Socrates articulates a most unusual desire. He tells Timaeus, Critias, and Hermocrates that he wants to see the just city go off to war. Socrates describes h1s feeling--his pathos. as he calls it--through an 1mage. Here is what he says: "It's as if someone who gazed upon beautiful animals somewhere, either fashioned by the art of painting or truly Hving but at rest, arrived at the desire to gaze upon them moving and struggling in some contest that seemed suited to their bodies: (I 9b4-c I) Socrates' desire gives rise to a barrage of questions. Why does he want such a vision? What is there about it that would gratify him? Is an animal more beautifu1--or more of an animal--when moving than at rest? And where is this someone to whom Socrates compares himself? Is he in the wild looking at real animals or only at the movies looking at their images? Is he in the sunlight or in the cave? Apparently, it makes no difference. It is the motion that counts, the motion that is the object of desire. Socrates wants to gaze upon--that is, contemplate--beautiful animals in motion. He is resting from his customary passion for inquiry. With the desire for such contemplation, the Timaeus moves us from the serene realm of being to the troubled and turbulent world of becoming. It moves us away from the speeches of the dialectician and towards those of the historian, statesman, poet, and physicist. The man who gazes upon beautiful animals is the central image of the Timaeus. If only we could understand it, we would then understand the entire dialogue. This lecture is an attempt to see how the famous likely story of Timaeus responds to Socrates' curious desire. �2 But before we get to Timaeus, let us take a quick glance at Critias. It is Critias, after all, who claims to have just the thing to gratify Socrates· desire--a story brought back from Egypt by the great Solon about the ancient war between Athens and Atlantis. It is a flattering story about an Athens made young and beautiful. Critias makes it very clear that for him the just city in speech was nothing but a fairy tale. He tells Socrates: "the city and citizens that you went through for us yesterday as in~ myth. we shall transport back into the truth (26c7-d 1). For Critias, the so-called "real world, .. the world of body and deeds, is the truth. He agrees with Machiavelli that the truth is to be found not in imagined republics nor in timeless being but in the deeds of history. Critias is the dialogue's radical spokesman for the claims of becoming, for the claim that truth is fact. Ironically, he fails to grasp the distinction between the real and the imaginary. Although the story of Atlantis is as farfetched a tale as we are likely to hear, Critias insists that it is "true in every way"(20d8). He stubbornly refers to it as a logos rather than a mythos. The Egyptian priests are the most interesting character in Critias· story. They share Critias· contempt for myth and glorification of facts. The priests are an extremely bizarre priesthood indeed--anti-priests, it would seem. They are historian-physicists, utterly materialistic and very smug, in a word, positivists. At one point, an old priest tells Solon that the nomos. the law or custom, of his region takes great care about wisdom (24b7-c I). This wisdom has to do with the study of the cosmos. In other words, wisdom is physics. The priest offers an example of his wisdom when he de-mythologizes the Greek myth about Phaethon. Phaethon tried to drive the sun-chariot in order to prove that he was divine. He succeeded �3 only in crashing the chariot and incinerating himself and a large part of the earth. It is an awfully good parable for would-be tyrants. But the Egyptian priests are too old and too sophisticated for parables. Images can teach them nothing. They look down their nose at the Greeks, who are always young in soul (22b4-7). Of the Phaethon story, the old priest says: "This thing that is told has the shape of a myth, but the truth is a shifting of what goes around the earth in the heavens and the destruction that comes about by much fire for things on the earth at long intervals of time: (22c7-d3) This is what Socrates calls "boorish wisdom" towards the beginning of the Phaedrus (229e3). It is the wisdom that takes a spoken image of the sou1 and ruins it with a scientific explanation in terms of body. In debunking the image-makers with science, the priests purge the wor1d of all human meaning. They reduce 1t to a mind1ess series of facts. Wisdom becomes the re1igious preservation of these facts, a kind of mummification. It is highly interesting that these facts are most1y catastrophes and destructions. The priests are specia1ists in death and annihilation, a concern most powerfully dramatized in their murder of human meaning. The more we reflect on the Egyptian priests, the more we feel the need to save the appearances from degenerating into mummies. We need someone who wi11 not be a boor. Timaeus is the savior of the appearances. He saves us from the nihilism of the Egyptian priests. He does so by re-instating the power of myth as the fashioner of human meaning and by grounding the cosmos in divine thoughtf u1 ness. �4 Timaeus gives two reasons why physics must take the form of a likely story. The first is that becoming, the object of physics, is inherently unstable. Whereas being is always what it is, becoming is always ceasing to be what it is and coming to be what it is not (27d5-28a4). The second reason is human nature. Listen to what Timaeus says: "But if we provide likenesses inferior to none, you should be happy with them, remembering that I who speak and you my judges have a human nature, so that for those who are receptive to the likely story, it is fitting to search for nothing more beyond it." (29c3-d3) The likely story emerges from the context of human imperfection and vulnerability. As Timaeus says later, when he mixes up the natural order of soul and body, "we who have a great share in the chancy and random do so also when we speak"(34c2-4). We recall how the dialogue opens. Socrates· ability to count the human order also allows him to know that something is missing: "One, two, three--but where, dear Timaeus, is the fourth?" Timaeus· answer is the very first likely story he gives. "Must be some infirmity," he conjectures ( 17a4). The dialogue opens, in other words, in a way that playfully mimics the world as Timaeus sees 1t--mathematically ordered but at the same time imperfect. Socrates' count mirrors the inescapable togetherness of strength and weakness in all matters pertaining to the physical world. It is a prophecy of the drama to come. The two reasons for accepting likely stories thus come together. Becoming is shaky and at times incoherent, and so are we, no doubt because we ourselves are children of becoming. This inescapable bond between �5 becoming and human nature has a specia1 meaning for the physicist. A1though he prides himse1f on being objective, the physicist is u1timate1y not detached from the conditions of his imperfect object. He speaks from within the morta1 order that he wishes to know. In gazing on the morta1, his inte11ectua1 vision and his speech take on a morta1 tinge, become assimi1ated to the condition and shape of becoming. Now the morta1ity of physics usua11y goes by a more f1attering name--progress. But what progress rea11y means is that this century's theories are the next century's antiquities. We tend not to 1ook at progress in this way because we a1ways think of ourse1ves as en1ightened moderns and our predecessors as naive ancients. The history of physics is summed up in the words of So1on: "I grow o1d 1earning many things." That is, "my 1earning shows that I am morta1," or even 1ess generous1y, "a11 this 1earning is ki11ing me." Physics, in a sense, is tragic. It strugg1es va1iant1y against the stream of becoming but ends up being carried away by it, no doubt improving but never at rest. Timaeus wi11 try to be the perfect physicist. But un1ike ordinary physicists, he wi11 acknow1edge the physicist's morta1 roots. The 1ike1y story wi11 indeed be deficient and incoherent. But in this it wi11 be a faithfu1 mirror of the fundamenta1 deficiency and incoherence of the world it imitates. The infirmity of the 1ikely story is a1so its strength. The morta1ity of physics is given an extreme1y provocative context in the Egyptian myth of eterna1 return (21e1 ff.). The Timaeus is fu11 of circ1es. We know how vita1 they are to the 1ike1y story. But we first meet circ1es in the old priest's conversation with So1on. According to the Egyptian view of time, wor1d-history is circu1ar. It is the same p1ay being enacted over huge periods of time. The motion of history bends back upon itse1f 1ike the straight Jines in Riemann's geometry, the snake that swa1- �6 lows its own tail. What we pride ourselves on as progress--in science and in civilization as a whole--is nothing more than our recovery from the last great flood or fire. As we move forward on the circle of history, we are at the same time rushing towards the next great annihilation. We are constantly re-enacting the Phaethon myth, rising up only to fall violently back down into our mortality. Long ago, the Atlanteans were the "bad guys" and the Athenians were wearing the white hats. At another time and in another place, Athens is the insolent one: she tries to enslave an Atlantis-like island named Sicily. She is brought to a horrible defeat largely through the efforts of our character Hermocrates. This ironic re-shuffling of historical roles is all brought about by what Timaeus will later call the receptacle. The myth of eternal return and its implication of reversed roles shows how foolish it is to seek flattery in becoming, to flatter ourselves with noble genealogies, as Critias is trying to do. In seeking refuge in a beautiful self-portrait, we forget our own degenerateness. When Socrates asked for a speech about the just city at war, he was not asking to be informed. It was not as though the Republic left something out. What Socrates wanted was to hear his city and citizens praised. He wanted, as he says, an encomium and confessed his inability to supply it ( 19d2). Now an encomium is just what Critias provides, namely, an elaborate flattering of his own city's glorious ancestors. But Timaeus too fits into the drama of praise. The word kosmos means not only order but also ornament. It is a word that suggests the heightening and embellishment of looks, a beautification and flattery. This is just what Timaeus does with the cosmos--he makes it look beautiful. The cosmos of Timaeus is not just an ordered whole but an animal, and not just an animal but a god. It is, he says, a happy god (34b8-9). Timaeus goes so far in his �7 beautification of the world as to deify it. The whole likely story is a hymn of praise to the god Kosmos, who, as we hear in the dialogue's closing lines, is "the greatest and best and most beautiful and most perfect" of all generated things (92c7-8). Clearly, Timaeus intends not merely to speak about the cosmos but to arouse our love and admiration for it. In the prologue, Critias refers at one point to the Koureotis (21 b2). This is the festival in which Athenian youths were welcomed into the fold of the city. The youths compete in the recitation of poems, among them the poems of Solon. We must imagine that the impressionable souls of these youths, through the music of Solon's poetry, become knit to the fabric of the city, become rooted in the nomoi of their fatherland. Something similar is happening in the likely story. In being receptive to Timaeus· speech, we are assimilating ourselves to the cosmic regime to which we belong; we are enacting the proper and respectful relationship between the human soul and the divinely established order. Socrates, it seems, was being prophetic when he called the likely story a nomos, a word that means both "law" and "song" (29d6). He seems to have divined that the music of Timaeus would have a quasipolitical end--~ towards our cosmic fatherland. The entire likely story is an act of imitation. Timaeus imitates the divine work by which the unmelodious chaos became an artfully arranged whole (30a2-6). In the first part of the story, he imitates the construction of the highest visible things--the cosmic body and soul, the circular motions of the heavens, time, and all the stars and planets. This whole first part is ruled by the supreme goodness of intelligence. Such goodness manifests itself for Timaeus in the objects of mathematics, particularly in the binding power of analogia or proportion. The mathematical objects �8 are here appointed as the guardians of all decency and good character. In giving boundaries to the world, they are to the world what laws are to the cay. They make the cosmos just. The moral goodness of the whole is rooted, mythically, in the moral goodness of Timaeus· demiurge or craftsman. This craftsman, we are told, lacked~ (29e 1-2). He did not cling to the perfection in himself but wished to pass it on to his offspring. The divine craftsman thus comes to resemble a political founder like Solon or Lycurgus. The world for Timaeus is a noble poem written by a morally wise poet-statesman. Uke any human poet-statesman, the divine craftsman must be filled wlth the love of begetting. Why else would his passion turn from seeing to making? As the craftsman gazes upon the world's intelligible archetype, he must be longing to see it become a beautiful animal in motion, an animal that will, by the way, reflect his own good looks. The lack of envy sounds suspiciously like the human desi:e to beget beautiful images of oneself. Timaeus is out to praise imitation. The method of the astronomers gives him an excellent opportunity to do so. Referring to the astronomer's attempt to plot the heavenly motions, he says: "to speak of these things without looking at their imitations is vain labor"(40d2-3). Timaeus is referring to the astronomer's mathematical hypotheses, to something like Ptolemy's eccentric circle and epicycle. These hypotheses are not meant to be taken literally, as the actual mechanisms by which the stars accomp11sh their motions. Ptolemy himself calls them "11kenesses manufactured by us" (Almagest XI 11.iO. To construct such likely stories about motion is precisely what it means to "save" the appearances. But more is being saved here than just the appearances. The human good for Timaeus is our assim11ation to the divine order. It is through astronomy that this assimi- �9 lation is brought about. In Timaeus· words, "through learning and sharing in calculations that are by nature right, by imitating the absolutely unwavering motions of the gods, we might stabilize the wanderings within ourselvesu(47c 1-4). By giving the heavens a divine soul. Timaeus gives the world interiority and good judgement. Circular motion becomes an outwardly displayed image of thinking as a turning inward upon oneself. The fact that we sometimes refer to thinking as a reflection, that is, as a bending back, betrays the implicit connection between thoughtfulness and circularity. The circles of Same and Other are the motions of good judgement (37a2-c5). When we look up at the stars at night, we are gazing not outward but inward. We are looking at the best and most precious part of ourselves. Since we originated in the stars, we are also gazing into our own glorious past. What Critias is doing in his.praise of the ancient Athenians, Timaeus is doing for everyone in the likely story. Astronomy is the true homecoming of the human soul. It returns us to what Timaeus calls "the look of our first and best condition"(42d2). As long as Timaeus stays with the heavenly things, he is in a realm that is virtually problem-free. To be sure, the heavenly motions are very complicated in how they appear to us. But in themselves they are divine motions, good motions, and are therefore friendly to mathematical inquiry. We must never forget how successful Ptolemy is in accounting for all the motions that can be seen with the naked eye. All this changes once Timaeus descends from the heavens, once he enters the realm of becoming and mortality. But he must enter this world; he must descend from the heavens or the heavens themselves will be incomplete (41 b7-8). The descent of Timaeus begins with the construction of human nature. The human condition reminds Timaeus that the whole �10 account so far has been one-sided in lts devotion to goodness and beauty. It has been naive. There is another principle or beginning, another arche, without which the world as a whole could not have been made. This principle is necessity. Timaeus ca11s 1t "the look or form of the wandering cause" (48a6-7). The realm of necessity is the unpredictable realm of power, expediency, and war. It is the realm on which Machiave11i so likes to gaze, and indeed Timaeus· wandering cause in part resembles what Machiave11i refers to as ·fortune: Timaeus has tried to bu11d the world from the top down. Now he must try to build it from the bottom up. In his new beginning--the most interesting and most problematic moment in the whole likely story--he wi11 give us a more accurate portrait of what it means to imitate. Socrates' desire was for a vision of beautiful animals in motion. He wanted to see what would happen in taking the leap from the serenity of being to the turbulence of becoming. With the excursion into necessity, Timaeus encounters becoming in its strict meaning--becoming as process. Here, more than anywhere else in the dialogue, Socrates is treated to the vision he desired. Now beauty is king of the likely story--not beauty as that which incites erotic love but beauty as the fine or noble, beauty as precisely that which restrains erotic Jove. The good is made to shine forth in the guise of beautiful mathematical order. For Timaeus, beauty is always connected with stability. To be beautiful is to be solid. that is, dependable. Timaeus strongly disagrees with the poets who would have us believe that a rose is all the more beautiful for being perishable. But becoming is pure process, pure flux. How in the world can such a thing be rendered beautiful and stable? It seems to be like trying to grab hold of Proteus, the old man of the sea. Timaeus knows that he is up against a �11 tough problem of saving the appearances. He calls on the help of Zeus the Savior (48d4-5). Timaeus uses an image to capture the fleeting look of becoming. The image is that of a new demiurge. Becoming, he says, is Jike a man who molds all possible shapes out of gold (50a5ff.). The man does not stop when a figure is completed but continually transforms every figure into every other figure. In the process of a figure's coming to be what tt is, the figure is already passing away. Its birth ts also its death. Becoming, it seems, ts the sphere of tragedy. What Timaeus ts describing here ts the transmutation of the four elements of body-earth, air, fire, and water. To give an account of becoming is to say how these four elements are involved in the continual process of turning into one another. Becoming is a perpetual magic show. It may be the sphere of tragedy, but it is also intensely fascinating. The problem of becoming is this: how to save the restless look of becoming as process while at the same time saving the distinct and quasi-stable looks of earth, air, fire, and water. The problem is that of knowing how to harmonize motion and form. That the medium of becoming is likened to gold. a beautiful and precious metal, is important. It expresses Timaeus' unremitting passion for adornment. The flattery of becoming is already underway. Timaeus first tackles the problem of the fluid medium. He refers to this medrum jn a variety of ways. He calls 1t the receptacle, hypodocne. and space, chora (51 as, 52a8). Its nature consists in its receptivity to form, its power to capture the looks of earth, air, fire, and water. It is Jike the shiny surface of a mirror or better--since Timaeus endows it with motion (53a3-4)--Jike the surface of a rippling pool. In order to reflect the looks of the elements, the receptacle must itself be pure, void of all �12 form. We might say that the onJy real looks that the receptacle has are the ones 1t steals from somewhere else. The receptacJe is like any human imitator, any poet or sophist. Again using an art that aims at flattery and beautification, Timaeus compares the receptacle to the neutral base used by the makers of perfumes (50e4-51a1 ). In his first account of beginnings, Timaeus had distinguished two factors involved in imitation--the originaJ form or archetype and the image that was patterned after it. He left out the reflecting medium. In his new beginning, he revises the account of imitation by introducing this third and necessary factor. Imitation requires three things: the image that comes to be, that from which it is likened, and that in which it comes to be. Once again Timaeus uses an image to clarify his meaning, only this time the image is that of sexual generation rather than craftsmanship: the original eidos is like a father> the receptacle like a mother. and the resulting image like their offspring (50c7-e 1). With this simile, we are being reminded that sexual generation is, among other things, a form of imitation. We are also being reminded that the word for becoming, genesis. is aJso the word for generation and birth. The receptacle not onJy provides room for all things; it also gives them their fleeting .!lll. It is the womb in which all mortal things live, move, and have their being. In descending from the stars to becoming, we are passing from one region of Jife to another, from the 1nte11ectual cycles of the heavens to the bioJogicaJ cycles of organisms. We are descending from astronomy to embryology. Timaeus braces us for his account of the elements. He calls it "strange and uncustomary" (48d5-6). I mention in passing that at this point Timaeus shifts from the phrase "likely mythosn (29d2) to "likely logoi" (48d2). Story has become account. Timaeus is starting to sound like Critias! He �13 tells us that the "account" will be even m 1ike1y than what has come before (48d3). What this means, however--as we shall see--is not that the account will be closer to the truth, but that it will be more imitative, more mythical, more removed from the truth. Timaeus' speech will be even more 1ike a beautiful animal fashioned by the art of painting, 1ife1ike but not truly 1iving. The construction of body is one of the two most impressive architectural feats in the likely story. The other is the composition of the soul out of the musical ratios. Now the soul is an intelligible being, not a body. It makes sense that an intelligible being should have an intelligible structure. What, then, are we doing when we turn our intellectual gaze to body? What does it mean to think body? Is this not a contradiction in terms? In Book IX of the Reoubl ic. Socrates commands Glaucon to mold an image of the human soul in speech. Glaucon responds: "since speech is more easily molded than wax and the like, Jet it be mo1ded"(588d 1-2). In his account of body, Timaeus takes fu11 advantage of this demonic power of human speech, this capacity for imitation. He reconstructs body, founds a body in speech. so as to make body thinkable. He treats physical body as though it were a mathematical body in motion. The "as though" is the most important thing here. Timaeus is being playful. He knows full we11 that sensed bodies cannot be built up literally out of mathematical objects. He warned us beforehand that the account of body would be strange! In mathematicizing body, in making it a fit object for gazing, Timaeus blurs the distinction between two senses of body--body as geometrical solid and body as physical solid. He defines body as that which "has depth" (53c5-6). He locates the real solidity of body in three-dimensionality rather than in impenetrability. Armed with this slippery definition, Timaeus can shuttle �14 back and forth between the properties of geometric body and those of physical body, between the body in speech and the body in deed. Mathematical physics thus comes to be founded on a pun. It is this pun that aJJows body to shine in the mind's eye. In Timaeus' earJier account of body, the four elements were beautifully arranged in a double mean proportion: fire:air::air:water::water:earth. They did not interact and waged no wars. They heJd fast to the integrity of their own forms. Most interesting was fire. Hector-1ike fire was there not violent at aJJ! It was put in its best and most serene Jight as the source of the world's visibiJity. just as earth was defined not in terms of its stubborn resistance to change but as the cause of tangibleness (31 b432c4). Air and water came on the scene there onJy for reasons having to do with order1iness, because the cosmos is soJid in shape and because a solid requires the presence of two mean proportionals. Their physical properties were compJeteJy suppressed on behalf of their mathematical function. In this first account of body, body is altogether nobJe; it is the natural friend of intelligence. Body changes its character in the second founding. The receptacle is not by nature a friend of intelligence, although it can be persuaded. as Timaeus says, to take on beautiful forms (48a2-5). The mother of becoming is susceptible to flattery. This persuasion of necessity seems to be none other than Timaeus' mathematical construction of the four elements. Timaeus· account, like the divine intellect of the story, aims at persuasion. It will attempt to eJicit our trust in beautiful images, to win us over to its poetry. The eliciting of our trust begins with the selection of the regular Platonic solids. Four of the solids are assigned to the four elements: the pyramid �15 to fire. the octahedron to air. the icosahedron to water. and the cube to earth (55d6-8). The regular solids are chosen because of their consummate beauty. They are "the most beautiful bodies" (53e 1). Next to the sphere, these bodies are the most regular of three-dimensional objects; they are the picture of lawfulness. In English the adjective "becoming" sums up Timaeus· dual use of the beautiful. When someone says, 'Those earrings are becoming,· he means both ·They suit you· and ·They flatter you: This is exactly the function of the regular solids in the likely story: they are designed to fit the appearances and also to flatter them, that is, to make them more beautiful than they really are. They are, as we say, becoming. The fifth regular solid, the dodecahedron, has an extremely suggestive use in the likely story, especially when we recall Socrates' desire. The god uses it in making the zodiac or, as Timaeus puts it, "in decorating the whole with paintings of animals" (diazographon. 55c4-6). The dodecahedron is given little attention. It seems to be superfluous: there are only four elements, so therefore we need only four of the five solids. The god takes the fifth solid and-gratuitously, almost whimsically--tosses it in the sky, aligning its twelve pentagonal faces with the twelve "animals" of the zodiac. But this gratuitous use of the dodecahedron really brings out what Timaeus is doing throughout the likely story and especially in his elaborate treatment of necessrty--he is attempting to persuade us that the only world worth contemplating is one that goes beyond the useful or necessary. Quite a change from the Egyptian cosmos in which necessity alone was king! Now Timaeus discovered that he needed necessity when the gods were making our eyes (45b2 ff.). Vision exists for the sake of a noble end--the contemplation of the heavens (47a 1 ff.). But without the �16 mechanism of the eyes--wlthout the necessary powers of earth. air. fire. and water--vision cannot come into being. The noble end requires necessary means. Now why spend so much time beautifying the elements if all that really interests us are the1r powers and functions? The beautiful comes to light precisely in the gratuitous. that is. in the luxurious. in what goes beyond the useful and necessary. The dodecahedron tells us loud and clear that neither Timaeus nor Timaeus' god would have been at all happy in the city of sows. the city of "utmost necessity," in the Republic (ll.369dl 1. 372d4-5). Quite apart from how useful the receptacle and its four powers are. the receptacle's plain but supple face is simply begging for something unnecessary that would ·complete its look." No wonder Timaeus gets carried away in h_is extensive treatment of necessity. He has made necessity as such beautiful. necessity apart from the noble ends that necessity was supposed to serve. Earlier we noted that the problem posed by becoming was to save the phenomenon of transmutation while also saving the quasi-stable looks that entered into this process. Timaeus finds his solution in the regular solids. The elements can change into one another because. unlike the atoms of Lucretius. they are not simple uncuttable bodies; they have parts. A given arrangement of parts may be said to define a given element. The pyramid is a certain arrangement of triangles that now. in speech. defines the element of fire. Change the arrangement. and you change the element. In this mythical mathematics of body. the intelHgible look or cidos of an element is being located in its geometric shape. The thing's being now I ies in its structure. When that structure changes. the being or whatness changes; the element turns into a new element with altogether different properties from what it had before. This structure gives each element the �17 integrity of a high1y distinctive 1ook, in fact, a f1attering 1ook. At the same time, the structure is morta1, vu1nerab1e, in so far as it can be taken apart, decomposed. The fascinating transmutation of the four e1ements has been rationa1ized as a reshuff1ing and disp1acement of structural parts. One immediate consequence of this interpretation of being as structure is that the being of a thing now becomes readily avai1ab1e to a purely technical understanding. Timaeus' construction of body in speech e1iminates the need for a dialectical inquiry. Why ask what something is when you can make that something! The forms or eide invite the question "What is it?" because they are presumed to be ungenerated. In Timaeus· artful construction of the elements, Plato beautifully captures the "constructive" spirit of modernity, the view that equates thinking with making, just as in the character of Critias he captures the modern preoccupation with what Machiavelli aptly terms "effectual truth." He shows us how, in the turn from dialectic to technical construction, the eidos is rep1aced by what we can a concept. and noesis or the contemplation of form is replaced by the act of conceptualization. Both thinking and the object of thinking have been transformed into instances of becoming. In a strange way, modernity, precise1y because of its scientific spirit, affirms the superiority of poetry to philosophy. Timaeus· method of construction is highly interesting. It shows us the precise sense in which it is right to can Timaeus an imitator and poet. First he constructs the geometrical analogues of the four elements. Only afterwards does he show how the various affections and motions of the elements could be conceived, imagined. as the resu1t of mathematical structure. The same procedure can be found in the Almagest. Ptolemy �18 first constructs his mathematical hypotheses and afterwards fits the appearances into them. It is almost as though the appearances exist so that we might see in them the beautiful painted animal of our hypotheses. Once Timaeus constructs the regular solids, he proceeds to establish a correspondence between the geometrical properties of the one and the physical properties of the other. A11 proceeds by way of analogy. The whole account lies in this playful construction of a mathematical analogue and the establishment of correspondences between this analogue and the appearances. Here is what happens in the case of fire. The pyramid, Timaeus says, is "the element and seed of fire" (56b3-5). He reminds us that fire, although conceived as a mathematical object, is nonetheless part of a living whole. Fire is the Achilles of the elements. It is the swiftest, most penetrating, and most terrible. The reason or cause-Timaeus would have us believe--is found in fire's pyramidal shape: the pyramid has the smallest base, the smallest volume, and the most acute or "sharpest" angles (56e7 ff.). The pyramid is fire in speech, the painted image of a beautiful animal in motion. Timaeus has fashioned an image of becoming on which it would be a pleasure to gaze. At one point, Timaeus tells us that whenever we look towards space, that is, towards the receptacle, we become dreamy or, as we would say, "spaced out" (52b6 ff.). But as mortals we are constantly looking towards space. Dreaminess is our human condition. We are constantly thinking, quite unreflectively, that bodies are real and ideas are fairy tales, that bodies are "concrete" while ideas are "abstract." We fail to distinguish the dreamy and evanescent nature of body from what Timaeus calls "the truly sleepless nature" (52b7), by which he means the ungenerated and purely intelligible eidos. Bombarded by images, rocked to sleep by the swaying �19 motions of Mother Becoming, we become anaesthetized to the difference between images and originals. Because of this powerful and ceaseless anaesthesia, we do not know what it means to be truly alive. We confuse life with motion and wakefulness with being excited. We come to resemble the man in Socrates· image who does not seem to care whether life is real or imaginary so long as it is motion. The anaesthetic power of space has a special relevance for the 1ikely story itself, which, after all, is constantly directing our intellectual gaze towards space. Does Timaeus want to wake us up, convert us to the "truly sleepless nature?" To answer this question, we note what Timaeus tells us about space. Space, he says, is not apprehended through the senses. Nor is it an object of reason. It seems to hover between the senses and reason, to be in a sort of twilight zone. Timaeus says that space is apprehensible "by a kind of bastard reasoning with non-perception" (52b2). It is "barely to be trusted." The word for non-perception here is anaisthesia. the word from which we get our "anaesthesia." By non-perception, I think Timaeus means simply the imagination. Through the power of the imagination, we "see" things that are not presented to our senses. The geometric construction of the elements was non-perceptive in the sense that it generated beautiful pictures in the imagination. Indeed, the account of how space came to be mathematically ordered is really the beautification of our own imagination of body. Timaeus begins with the truly sleepless nature--that is, the purely intelligible form--but it is not his intention to lead us back there. That would be at variance with his desire to praise the god Kosmos. The mathematical disciplines in the Timaeus are not being used, as they are in the Republic. to turn us towards dialectic. They are being used to order the unruly cosmos and the warped imaginings of the �20 human soul. Timaeus is attempting to persuade us of the goodness of mathematical order, but he is also telling us to be happy with this conception of goodness and not to search beyond it. One must not step beyond the laws of one's fatherland. In being receptive to the likely story, we are still asleep, but at least we are having better dreams. As we saw earlier, the likely story of becoming is based on a noble lie. To render body thinkable, Timaeus cooks up beautiful geometrical models and then shuttles back and forth between the two senses of body. He reasons about physical body as though it were geometrical and about geometrical body as though it were physical. Perhaps it would be more accurate to say that Timaeus manufactures a new theoretical object that illegitimately combines the conflicting natures of the sensed and the intellected, the body in deed and the body in speech. This is a technically refined version of the bastard reasoning that for Timaeus characterizes our relation to the poetic sophistry of space. Even the noblest mathematical physicist is subject to the conditions of the world on which he gazes. In his noble beginnings, Timaeus is always very careful to draw a sharp distinction between image and original. But as he goes on--that is to say, as he descends from those beginnings to the various particulars--he becomes increasingly caught up in the pseudo-explanatory power of his bastard triangles. His disturbing playfulness takes the form of treating these triangles more and more literally. as though they actually were the cause of physical body. As the likely story unravels, the distinction between image and original is more and more blurred, the painted animal more and more confused with the truly living one. Timaeus is the poet lost in his own poem, the sophist persuaded by his own bastard reasoning. The sophistry of Timaeus· account of body is a mirror of the sophistical �21 nature of space itself. Space seduces us into thinking that to be is to be spatial (52b3-5). Let us see how Plato dramatizes the seductiveness of space in Timaeus· account of dimensionality. In his first founding, Timaeus informed us that the cosmic body was three-dimensional. It befitted the All, proseken. to be, as he said, "solidlooking," stereoeide (32b 1-2). Had it been fitting for it to be two-dimensional (note that this is a real possibility for Timaeus!), the god would have needed only one mean proportional rather than two (32a7-b 1). The second founding seeks to remain true to the the solid look of body, to body's appearance of having depth. It constructs geometrical solids. But what is the origin of their depth? When we examine the inception of the solids as Timaeus constructs them, we see that their origin is the plane: "it is a complete necessity that the plane-nature comprehend depth. And the rectilinear plane is put together out of triangles"(53c6-8). As we know, Timaeus· solids are built by stitching together their twodimensional faces. The construction seems harmless enough, yet it is worlds apart from the one we find in Euclid's Elements. Euclid begins with the sphere and proceeds to construct the solids within that sphere. That is to say, Euclid postulates a naturally existing three-dimensional space of which the plane and all plane figures may be said to be abstractions. For Timaeus, on the contrary, the nature of two-dimensionality is prior to, more natural than that of three-dimensionality: the plane, strange to say, is more comprehensive and in that sense more real than the solid. It is very important to remember that in the likely story, body is not "given;" it must be constructed. This means that the third dimension of depth, too, exists by construction, by art rather than by nature. When Timaeus introduced us to the receptacle, he compared it to gold. This flattered becom- �22 ing in two ways: flrst by making the kinetic material of becoming sound hke a precious metal, and secondly by making the receptacle sound threedimensional. To look three-dimensional and "sohd" is, after all, more beautiful than to look two-dimensional and "flat." To stick with Timaeus· gold simile, solid figures are richer than flat ones. The demiurge of this simile sounds at first hke a sculptor rather than a painter. But what shapes are made to appear in this golden medium? Timaeus gives us one example--the triangle (50b2). Here he betrays his preoccupation with the plane as opposed to the sohd. He as much as tells us that the receptacle is by nature flat--all surface, no depth. Bodily depth, then, is an illusion, and Timaeus· flattery of becoming is the technically beautiful accomodation to that illusion. The regular sohds merely seem to give depth to the receptacle. In fact, these sohds appear to be no more than a cosmetic re-arrangement of the naturally existing plane. Indeed, as we see from Timaeus' account of the human body, 1t is the triangle rather than the solld that dominates the body's motions and affections. In the warfare between inner and outer that defines metabohsm, a is our triangles that defend the body from invasion and corruption, just as it is the collapse of our triangles· structure that spells our death (81 b5 ff.). It is the triangle that is Timaeus· beautiful animal in motion. The receptacle, contrary to appearances, is not a three-dimensional container. It is a movie screen which captures the beautiful appearance but not the being of depth. In its twodimensionality, the receptacle sounds very much like the cave wall of Republic VII, the medium in which the cave-dwellers locate their exciting and solid-looking "real world." The confusion between plane and solid had been prepared, in fact, invited, by Socrates· opening image. The man who gazed on beautiful animals �23 did not care whether these animals were painted or truly living, that is, two-dimensional or three-dimensional. Socrates underlined a distinction only to erase it. Now what does it mean to be happy with the plane, to rest content with the appearance and not the reality of depth? It means to be superficial, to be content with surface and with opinions undeepened by inquiry. In the Timaeus. this contentment with surface appears as the love of praise and the concomitant suspension of dialectic. To praise something or someone is to dwell at the beautiful-seeming surface and, to quote Timaeus, "to search for nothing more beyond it." In the Symposium. Socrates tries to break through the surface preoccupation with the praise of eros in his cross-examination of Agathon. In the Timaeus. he not only does not break through the surface but encourages and even compels his hosts to be superficial, to engage in flattery. When Critias accused Socrates' city of being merely mythical, he was saying in effect that it was two-dimensional and dead, that it lacked the solidity of a really existing bodily city. Now what appears in Critias· own story is the flattest, deadest city of them all--the Egyptian city in which the depth of philosophical inquiry has been squashed down into the plane of unreflective nomos or custom, and in which a materialist physics replaces the "vertical" inquiry into cause with the mere observation of the whole's customary motions, the whole's surface. Perhaps it is only fair that those for whom Socrates is a two-dimensional animal be challenged to produce what they take to be three-dimensional, solid, and truly alive, that they be compelled to reveal their own lack of depth. Now the deepest part of Timaeus' story is his description of the receptacle apart from its mathematical ordering, the part in which Timaeus is not trying to flatter becoming with the illusion of depth but simply tries �24 to tell us what the receptacle is. As we see, the receptacle is not just the unstable context for the four elements. It is, more importantly, the medium and cause of all mortal life. Our humanness inheres in and grows out of the receptacle. It is thanks to the receptacle that individuals, families, cities and even whole civilizations come to be and pass away. It is here in the play of powers that animals fight and cities make war. In Socrates· opening image, someone gazes upon beautiful animals somewhere. pou. This somewhere is the receptacle. But where exactly is this "somewhere?" As we have seen, Timaeus· ordering of space is virtuaJJy indistinguishable from the ordering of our imagination of space. Within the mythical context of the likely story, the "outer space" of sensed body is effectively replaced by the "inner space" of the imagination. Crudely stated, it is the body in speech that counts--not deeds per se but stories about deeds, not objects but our concepts of these objects. Now it is typical of the likely story to recreate the outer as something inner, to cause the surface of body to seem imbued with the depths of soul. Througt'1 such recreation, the likely story revives the human meaning that had been murdered by the Egyptian priests. According to Timaeus· first founding, the heavenly motions are only apparently outside us, "up there" in the sky. But in the meaning conferred on them by the likely story, they become the inward thinkings of the whole. The entire realm of outer~ the so-called "external world," is actually within the all-embracing contemplation of the soul (36d8-e5). The cosmos in speech is an altogether inward world, the world as contemplated world, or more accurately, as reconstituted world. The word for sky or heaven in Greek is ouranos. which also means the palate or vaulted roof of the mouth. Timaeus takes the utterly bodily, utterly inarticulate non-cosmos of the Egyp- �25 tians and transplants it inside the human mouth, that is, withln human speech: he transforms the outer sky or heaven into the palate. The receptacle must be seen in light of the likely story's transf ormation of the outer into the inner. At its very deepest level, the receptacle is the soul in its receptivity to images. In its turbulent and eminently plastic nature we are being invited to contemplate the excitable and highly impressionable part of our own souls. One can even go so far as to see in the four elements a bodily projection of our emotiona11y charged nature: we are ambitious like fire, faithless like water, as light-minded as air, and as incorrigible as earth. In short, the four elements are bodily mythoi about the human soul. When Socrates fashloned an image of his desire and affection, he was gazing upon the just city as though it were a body capable of motion and rest. But he was also gazing within himself, contemplating the very part of the soul that desires and is affected by images of body. The "somewhere" of Socrates· image is this inner "somewhere," the emotional and unreflective "space" within us that longs to be fi11ed with moving images. The more deeply we examine the likely story, the more we see that its true object is not the cosmos but the human soul in its relation to the cosmos. Timaeus prepared us for this fact when he reminded Socrates that "I who speak and you my judges have a human nature." We recall that human nature was the goal of the likely story as announced by Critias. Timaeus was to generate the cosmos down to human nature, to make man a citizen of becoming so that Critias could then make him a citizen of ancient Athens (27a2-b6). Timaeus celebrates the Koureotis for man's cosmic indoctrination, after which Critias celebrates this same festival for his full-fledged political one. This is the drama of the Timaeus-Critias. �26 In Timaeus' flattery of becoming, human nature is given a decidedly unflattering portrait. The demiurge does not set out to make man. Man is not a natural end but rather a necessary means by which the cosmos attains its perfection (41 b7 ff.). The god washes his hands of the whole business at this point, goes into retirement, and bequeaths the unenviable task of making man to his dutiful sons (42e5-7). Timaeus defines the invention of man through an oxymoron: the gods are described as sebomenoi miainein to the1on. "being reverent to pollute the divine" (69d6). The selfcontradictory phrase captures man's ambiguous place within the whole, not to mention the ambiguous character of the whole itself. Man is a desecration of the divine who, for that very reason, accords with the divine plan. With the story of human nature, Timaeus reveals his most central paradox: the cosmos cannot be beautified, flattered to the hilt, without a descent from the beautiful to the monstrous and the grotesque. The gods put us together piece by piece, starting with our heads and working their way down to the sexual organs. The whole account is meant to impress us w i th how much forethought and artistry went into our being. But at the same time, it tends to remind us of Dr. Frankenstein stitching together his new man. Timaeus takes human nature as he understands it and does something extraordinary. He concocts an outrageous pseudo-scientific myth that compels the depth of soul to show its true colors at the surface of the body. He does humorously with the whole body what Erwin Straus does more seriously with our upright posture. In bringing depth up to the surface, Timaeus shows once more his connection with the art of painting: he projects the "deep" or "three-dimensional" soul or principle of life into the two-dimensionality of body's surface. Simply stated, he wants being to �27 appear. In the account of human nature, the tone of the likely story suffers an erosion: the noble poetry of the astronomer gives way to the black comedy of Aristophanes in the Symposium. This is especially evident in Timaeus· funny and yet not at all funny treatment of our sexuality. Timaeus· cosmos, we recall, has two archai. two principles or beginnings. The good pulls the world up towards the starry life of intelligence; the necessary pulls it down into the "mighty river" of becoming (43a6). The likely story dramatizes, in its two beginnings, this fundamental tension and incoherence within the cosmos. It mimics its object through a pun on the word arche. Now man, for Timaeus, combines the good and the necessary in his nature and his outward shape. He is the whole's necessary incoherence rendered visually explicit. His sphere-shaped head contains the circles of Same and Other, the divine circles of reflection and soundmindedness. The rest of him is elongated, the outward sign of his exile from the spherical heavens. In an unmistakable reference to the receptacle, Timaeus calls our lower passions "terrible and necessary" (69c8-d 1). They are housed in the torso--spiritedness in the chest and the desire for food and drink in the belly. The pollution of the divine is this joining of the divine and the bestial. To mitigate its bad effects, the gods cook up an invention--the neck. The neck is the only thing that holds human nature together. It anchors the head to the body but also separates the head for its divine life of astronomy. The neck is our constant reminder that our being is the sacrilegious togetherness of two things that should not be together but must be together if the cosmos is to be complete. The mouth is the clearest expression of our contradictory and profane nature. It was invented for the sake of the noble stream of speech that flows out and the necessary stream of nutriment that flows in (75d5-e5). Human nature is �28 caught in the middle of two streams flowing in opposite directions. The fact that we cannot eat and speak at the same time shows how profoundly incoherent we are. For Timaeus, to be human is to be altogether tragic. The only cure--short of death--is the study of astronomy, the study in whlch we turn away from our monstrous nature and seek refuge in the act of noble imitation, in the life of the head. The truth about Timaeus· cosmos is not contained in any of the things he says about it. It is revealed in the motion of the likely story, in the path of the construction by which the cosmos is made. The being of the cosmos lies in its becoming. This motion is downward: it is tragic motion. If Timaeus· god Kosmos had a voice, he would say with Shakespeare's Richard 11, "Down, down I come, like glist'ring Phaethon"(l 11.liO. The whole likely story is one grand descent from deathless being down to the stars and from the stars down to human nature. As the 1ike ly story moves towards its end, human nature degenerates into all the various beasts. It gives birth at last to all the animal possibilities that sleep within it. The hierarchy of beasts, born of human degeneracy, completes the whole and causes it to be in full agreement with its intelligible archetype. As the cosmos degenerates, it becomes more perfect. This is the paradoxical truth about Timaeus· cosmos. The god Kosmos, in spite of his beautiful ordering, is, in the end, a tragic hero. When Socrates announced his desire, he warned against the deficiencies of poets and sophists ( 19d3 ff.). Poets are too rooted in their own cities. That is, their tendency to imitate the familiar and conventional holds them back from contemplating a city that is good by nature. Sophists, on the other hand, wander too much. They transcend the poets' attachment to place but end up utterly placeless, that is, lacking the experience of being �29 political animals. Their failure to be political is exposed in the Gorgias. where the sophists are portrayed as teaching technique without the proper use of that technique. The sophists show us that being outside the city is not necessarily to be above it. Neither poets nor sophists, it would seem, know how to move vertically into the third dimension of "depth;" they are rooted ultimately in the "flatland" of conventional cities. The center of the likely story is the treatment of the receptacle and the four elements. It is there that we come to see what a likely story really is. We see that it shares in the natures of poetry and sophistry. It is mythos masquerading as logos. As poetry, it begets beautiful images of animals in motion. As sophistry, it uses a pseudo-science to get us to believe that its images are rea1. But Timaeus' relationship to poets and sophists runs deeper than his scientific methodology. It enforms his whole perception of the human good in relation to the intellect and the city. Timaeus is a combination of noble extremes. On the one hand, he is immersed in conventional political activity--he runs his city and enjoys its honors (20a 1-5). On the other hand, as an astronomer, he soars high above all political regimes . .. or does he? As the likely story shows, Timaeus seeks to ground our being in a new and higher regime. He seems to want to redirect our political spiritedness and piety away from conventional cities and towards the natural "city" studied by the astronomers. Instead of Solon's political poetry, we now have Timaeus· political poetry. It seems that Timaeus, even when he soars, cannot escape his political perspective. Just as he apparently cannot get beyond the love of honor, he cannot transcend the noble opinion that the highest human good is stability of character and obedience to law, qualities eminently displayed in the stars. Coming from a city with excel- �30 lent laws, Timaeus "imitates well the things on which he has been reared" ( 19d5-e2). This is the poetic deficiency of his soul. It helps us to see why Socrates calls the likely story a nomos. thereby suggesting that Timaeus, no matter how much he seems to be the lover of natural order, is still bound by the right opinion of conventional cities. The astronomical side of Timaeus is sophist-like: it wanders through the heavens with no thought for political rootedness. All cities are banished from the likely story: there is no fellowship or community among men but only the individual and the cosmos. In the character of Timaeus, Plato has painted a moving picture of the poet-sophist at his best and most magnificent, a poet-sophist who seems to be a combination of philosopher and statesman. Timaeus is at once apolitical and ultrapolitical. His noble extremes do not temper one another. There is missing that mean position in which the soul, in leading the philosophic life, soars above the political perspective without losing sight of its political rootedness. The Timaeus inevitably brings us back full circle to the Republic. the dialogue that the Timaeus had pretended to surpass. Socrates' desire was for a sophistic poem. He wanted to see beautiful animals in motion. He wanted to be fooled into thlnl<ing that these moving animals were truly alive, to Jose himself in the beautiful image in the way that we all tend to lose ourselves in a truly great poem. Socrates stressed the irrationality of his desire by repeatedly using words related to feeling and being affected. He presented himself as "pathetic," as a man at the mercy of the poets. What is Socrates doing here but imitating the souls of his hosts? articulating the desire and the pathos that is theirs? What is Plato doing through Socrates but painting a moving picture of our own nature in its Jove affair with moving pictures? �31 What, then, is Socrates· true desire? Perhaps, it is to see in what precise ways the human souls before him will show their true colors in the act of being painters. The silence of Socrates is really the contemplation of Socrates. It is the philosophical and ironic distance at which Socrates places himself with respect to the realm of all doings and makings. In being entertained, he is placing himself outside the "real world" of his hosts. As Socrates himself tells us, he is "at peace" (27a I) while his hosts go off to war, gratifying the desire that is really theirs. They are the turbulent object of his serene contemplation. In the Timaeus. Socrates is gazing, as usual, upon the human soul. He is reflecting on the animal that beautifies itself in order to forget that it is a monster. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 33 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Kalkavage, Peter Title A name given to the resource Animals in motion: the flattery of becoming in Plato's <em>Timaeus</em> Date A point or period of time associated with an event in the lifecycle of the resource 1990-07-26 Description An account of the resource Typescript of a lecture delivered on July 27, 1990 by Peter Kalkavage as part of the Formal Lecture Series. Identifier An unambiguous reference to the resource within a given context lec Kalkavage 1990-04-13 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College has been given permission to make this item available online. Format The file format, physical medium, or dimensions of the resource pdf Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3fadaed71ce04a47f0a0e985a518f025.jpg e988d0691d0d4e100af824392589ad72 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. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1665 Title A name given to the resource Ann Cruse and Jack Ladd Carr Talking during the Inauguration Reception for Edwin J. Delattre, Annapolis, Maryland, Fall 1980 Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1980-09 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Carr, Jack Ladd Cruse, Ann Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9f519cc9f3d4d7fd3e82c3c5475b8636.jpg 0fd53d427650ab9954404d4afc59bb46 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. Physical Dimensions The actual physical size of the original image 13 x 17.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-2292 Title A name given to the resource Anna Simmons on the Phone at the Friends of St. John's College Annual Fund Telethon Campaign, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1983-04 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Simmons, Anna Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/566d1ba873c8e78334b1406a8a071eb8.pdf dd24706da15f221591f376ed378622ae PDF Text Text Robert C. Abbott Jr. Commencement Address May 12, 2019 St. John’s College, Annapolis Graduating students of the College and the Graduate Institute; family and friends; faculty and guests: it is my honor to speak to you this morning. As some of you know, I am partial to concise works—among them, the fragmentary remains of Sappho’s poetry, Anselm’s minimalist proof for the existence of God, and of course the slightly lengthier six hundred pages of Herodotus’ Histories. This morning, I would like to mull over just one sentence from a Platonic dialogue, in which Socrates tells the young Theaetetus a story. I say “young” because from the outset of the dialogue that bears his name, we know this conversation takes place when he was just starting out in life. Perhaps Socrates had a weather eye on his young friend’s future when he told him this story. It is said that while gazing up at the stars, Thales—one of the Seven Wise Men of Greece— fell into a well; a witty Thracian serving woman, upon observing this, remarked, “How is it, Thales, that being so wise in the affairs of heaven, you should fail to see what was before your very feet?” So who is Thales? Herodotus tells us that he was one of the first to predict the time of a solar eclipse, so it is no surprise we should find him star-gazing. In the tradition, he is considered the first philosopher, and Aristotle specifies that he was the first seeker after the wisdom of nature. So in a way, he is the progenitor of our tribe, someone who, like Socrates, delved into the things under the earth and peered at those in the sky. Thales posited that, “All is water,” which might be a way of saying that beings change their form as water does, but their underlying material remains what it is. He had many accomplishments to his name, not least of which was an ingenious way to cross a river. Right now you might be in agreement with the Thracian serving woman that Thales was rather foolish to fall into his own first principle, so I will tell you this other story to establish his credentials as a genuine thinker.1 And I tell it because you too might be concerned with how to get from Here to There. 1 I owe this particular formulation of Thales’ fall to Joe Sachs. 1 �Robert C. Abbott Jr. Commencement Address May 12, 2019 St. John’s College, Annapolis The army of the Lydian king needed to cross the River Halys and Thales was given the task. Instead of moving the army over the river by conventional means—boat or bridge, Thales changed the ground it stood on. He realized that the river was already moving, and instead of transporting the army over the river, he diverted the river around the army, leaving it on an island between two new channels. Because the whole was divided, both channels could be crossed. That is a clever solution, and perhaps one which only someone who had spent some time thinking about the nature of water would devise. Now to return to our image from the Theaetetus. Thales is a natural philosopher investigating the mysterious motions of the stars, and cannot be blamed for tracing the paths of the gods even as he walks those more terrestrial ones. The Thracian serving woman on the other hand is down to earth. She has a practical occupation, useful to herself and others. Her witty question reveals theory to be both useless and dangerous. Stay grounded, she laughs. You too have noticed, perhaps, that too much time in the hot air balloon above the Socratic Thinkery can make you light-headed. But the more I think about Thales falling into the well, the less it seems to warn against the conflict between theory and practice, and the more it seems to describe an utterly typical event in a thoughtful life. One minute you have your head in the clouds, inventing likely hypotheses and following premises to their as-yet undiscovered conclusions, and the next, the ground has disappeared. What you perceived or understood or believed is no longer there for you as the immoveable ground it was moments before. What is it about a thoughtful life that with some regularity the ground you stand on will vanish and leave you spinning in mid-air? Let me give you an example of what I mean. You are demonstrating at the chalkboard a geometrical proposition from that infinitely patient book, Euclid’s Elements. You complete the diagram by drawing the long final line between points A and B. But as you carry out the proof, you realize something is wrong. Your ratios are jumbled, the triangles you remember are not the triangles on the board, and none of the assistance you receive from friendly classmates makes any sense. Your foot has come down on nothing. 2 �Robert C. Abbott Jr. Commencement Address May 12, 2019 St. John’s College, Annapolis You will no doubt recognize this condition—fluttering in your stomach, disorientation and embarrassment, confusion. This is the straightforward way to fall into a well—to make a mistake. Perhaps that line wasn’t supposed to go to B, but rather to C. Or maybe one of your given conditions was wrong. Or you didn’t understand compound ratio as well as you thought you did. Standing there at the board, exposed and off-balance, you can now recognize your kinship with that first thinker, Thales, patron saint of bewilderment. Because most of you are young and intellectually limber, losing your footing can still be agreeable. Like one of Darwin’s tumbler pigeons, you can perform a Backwards-TripleLutz-Somersault more gracefully than those of us who have been land animals for a longer time. The Graduate Institute students are by and large older and more experienced, and deserve special praise for choosing to have the ground pulled out from under them with some regularity—ground that often was hard won. It is a daunting thing to fall into a well when you are supposed to know better. Lest we ever think too highly of our acrobatics, there is the Thracian serving woman with her ready wit, waiting to point out how ridiculous we thinkers can be at any age. She is integral to this philosophical image because she reminds us of the perils of losing one’s intellectual footing in public. What are those perils? There are three. The first is embarrassment. When you lose your footing, your cheeks burn and you tiptoe away from what you’ve done. Your self-mocking laughter separates you from yourself. “I couldn’t have done that,” you think. If the mistake is serious enough and you deny it too angrily, you separate your present from your past; though as Freud would say, that denial also means you cannot get over what you’ve done. And just as shame can alienate you from yourself, it can also exclude from the conversation others who have made mistakes. But if you have experience at making a mistake in public, you will learn to own what you’ve done, and alienate neither your own past self nor other thinkers. The second peril is that you will be distracted from what you were trying to do. When you fall down a well, the world disappears. It is very difficult to maintain continuity with your past endeavors. You must reach back in memory and find the thread that led you to the 3 �Robert C. Abbott Jr. Commencement Address May 12, 2019 St. John’s College, Annapolis present, however circuitously. But if you have practice at weaving these strands together, you live a more intricate, coherent life, one in which the activity of your mind persists in spite of both failure and success, and time holds, an unbroken braid. The third peril is that you break faith with your fellows. As we all know, there are more unsettling ways for the ground to disappear than losing the thread of a Euclidean proposition. You may find yourself doubting what the right thing to do is, or if there is a right or wrong at all. You may find you’ve harmed a friend and couldn’t say why. Being confused about your place in the world can render you useless for its present needs. I will name this peril incivility, with the understanding that I do not mean mere impoliteness but the failure to fulfill the responsibility you have to your community because you did not have firm ground to stand on. But in this failing, you can learn to see what your community is and requires. You can learn to ask for forgiveness from it, and not allow your own failings to excuse you from your responsibility. Herodotus tells us that Thales was also a statesman of sorts. He recommended to a number of neighboring cities that they choose a single meeting place to hear disputes and decide matters in common, as if each polis were a district of a larger political whole. I wonder if Thales had this commitment to a common political life because he occasionally fell into a well and found himself fractured by embarrassment, distraction, and incivility. Thales’ meeting place is the solid ground on which to work at being undivided. It should remind you of our own classroom: one table, many voices. There are other ways the ground disappears that have nothing to do with making a mistake. How often have you talked your way somewhere in seminar and like Elizabeth Bennet found that you had “wandered about until you were beyond your own knowledge?” You reach for a familiar world and find it upended and whirling. Time varies with velocity, matter is energy by another name, God is love: after a particularly good conversation you might well, as Pentheus did, see two suns in the sky. Aristotle tells us wonder is the source of wisdom, and perhaps it is by having the ground fall away from beneath us that we are prepared to behold the world with new eyes. 4 �Robert C. Abbott Jr. Commencement Address May 12, 2019 St. John’s College, Annapolis Since you are heading out into the world, I feel bound to tell you something particularly true of it in this present age: most people are terrible at falling down wells. This is not surprising. They have little to no practice at making mistakes in public and they believe that the purpose of education is to learn how to become a certified non-mistake-maker, that is, an expert. At most, they acknowledge that failure is important, but only as a ditch one leaps out of, something to laugh at from a more comfortable vantage point. Many commencement speakers are probably telling graduates right now to accept failure as a necessary evil on their predestined path to success. I think Thales and the Thracian woman would have a few choice words for them. I hope it is clear by now that I am not giving you advice. I am praising you for what you have been doing here all along. You have not learned how to land on your feet every time you fall down a well. That would be sophistry—the skill to say something plausible no matter the circumstances. But you have learned to welcome a fall when it comes. Falls come in varying heights—from incorrectly drawing a geometrical diagram to realizing that your whole account for your place in the world didn’t make adequate sense. In the period of your course in these halls you have practiced disorientation: having your ground—perceptual, intellectual, moral—fall out from beneath you. You have learned to be more committed to the conversation than your own embarrassment, distraction, or incivility. You have learned to remain at the table. The sun is not yet at its zenith, but this is well past the midpoint of my address and I would like to tell you a story about my own encounter with a well. Many years ago my family visited the house where my grandmother was born, in Greene County, Virginia. It had long since been in other hands, but she wanted to see it again, and she wanted me to see it for the first time. My grandmother, parents, and I drove down one summer day, warmer than this one, and turned from the highway onto country roads, until we came to the old home place. The property was overgrown, and I was the only one who ventured into the abandoned house. Young trees grew through the floor of the living room and stood like motionless hosts. Only leaves breathed the quiet air of the house. When I returned to the car, I found my grandmother upset by the dilapidation of the present and this rough return to the past. But even in consternation she asked me, “Did you find the well?” 5 �Robert C. Abbott Jr. Commencement Address May 12, 2019 St. John’s College, Annapolis The well was an underlying figure in the landscape of her childhood. She was a rare and powerful storyteller; her memories of that childhood live on in those who heard her stories. I have a vivid image of her drawing water to cool that morning’s milk as if I had been there to hold the pail. When I take a drink after a long row here on the Severn I sometimes remember how she quenched her thirst at the well after a long walk home from school. And I did find this same well. She told me to watch out for it before I left the road and went into the woods. The well was deep, and its wooden cover was surely rotted away. But I discovered it in time, near the back porch stairs—a dark opening in the earth. This memory gives me cause to rethink my telling of the Thales story. I have praised what you undertook here at the College. But like Socrates in the Phaedrus, perhaps I have not yet done justice to the end of that enterprise. I have considered one aspect of the thoughtful life—when the ground disappears, but I have yet to address another—falling into a well. Allow me to begin my encomium again, giving due praise not to the fall, but Depth. You fall, yes, but into what? Thales fell into his own first principle—water, which he took to be the underlying material beneath everything else. In other words, he fell into the source of the world. The word for source in Greek is arche, a word that has many resonances with us here at the College. An arche is a beginning, a cause, a source for the way things are, a spring that pours forth much. The sources of the world are deep. You cannot always climb down but must trust the fall. I am reminded of what the German poet Hölderlin wrote, “Wo aber Gefahr ist, wächst / Das Rettende auch.” “Where danger is, there salvation also grows.” It is no accident that we find water in the deep places of the world. There is a secret bond between the high and the deep. When we set our gaze on the ageless dance of the stars we also find ourselves falling to the very heart of the world. But I want to describe more specifically what we fall into when the ground gives way. When I was in high school, trying to persuade my parents to let me attend the College, we were invited to an event for prospective students at an alumna’s house. My mother was not at all sure that this strange school would be worth the risk. I think my father was happy enough that I was interested in crew to sign off on the whole dubious project. Wouldn’t it 6 �Robert C. Abbott Jr. Commencement Address May 12, 2019 St. John’s College, Annapolis be better to go somewhere with more options, somewhere more conservative, more affordable, somewhere with a study abroad program? We met a tutor at the event, Nancy Buchenauer, and my mother asked her a challenging question: what is the worldview of St. John’s College? Ms. Buchenauer paused, but did not shy away from an answer. “We believe there are certain questions that must be asked.” My parents were convinced. The more I ask opening questions at the beginning of seminar, the more time I live with the great books that pose those certain questions with unyielding intensity, the more I believe that a question is not a statement disguised by uncertainty, nor is it an indication of, or an attempt to induce, confusion. A question is a well-spring sunk into the heart of the world. A question demands that you must answer it now, in the present, and for yourself; no one can do it for you. Who am I? What is nature? What ought I do here? What is fleeting, undying, beautiful? These wells do not run dry however much we draw from them. They are springs of living water, nourishing tree, city, and soul. Our time is at its end and you are about to return to a source. I know the College sometimes seems self-sufficient, but the great world to which you go is one of our sources, and we, its tributary. Plato has given you many ways to picture life in the world. The darkest is in the Republic. There it it is like living in a cave, chained by injustice, bound to see only images of the truth. But in the Theaetetus, he gave you another way of picturing that place underlying all others. Going back to the world is like falling into a well. Disorienting at first, but in it you may discover the source of what is. I believe the well of Thales was a place for reunion and betrothal, like a well in the book of Genesis; or like the pool of Bethesda, where an angel troubled the waters and the lame came to walk again. Thales falling into the well is an image of what happens to human beings after they have strained to see the undying beauty above them, but lost their footing and found themselves in fathomless depth. Perhaps instead of being forced down to earth as in the cave, they fall there, as Alyosha does, in praise and wonder. 7 � 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 7 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 Annapolis Commencement Address, Spring 2019 Description An account of the resource Typescript of the commencement address given on May 12, 2019 by Robert Charles Abbott, Jr. at the end of the Spring 2019 semester in Annapolis, MD. Creator An entity primarily responsible for making the resource Abbott, Robert Charles, Jr. 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 2019-05-12 Rights Information about rights held in and over the resource A signed permission form has been received stating, "I hereby grant St. John's College permission to make a copy of my typescript available online." Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Abbott, Robert (2019 Commencement Address) Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/89eb166bca732315df46161c05de91fc.jpg 94c80f1e3a19f09b515ef2141848aa4c 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. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1674 Title A name given to the resource Anne Nelson and Edwin J. Delattre Seated at Luncheon Table during the Inauguration Luncheon for Edwin J. Delattre, Annapolis, Maryland, Fall 1980 Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1980-09 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Nelson, Anne Delattre, Edwin J. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8c6d78504d5b02df2b36531ec7546722.pdf 2086e4b4b97cdf6e96ceb6030f4c41a2 PDF Text Text ANNUAL CATALOGUE OF ST. JoHN)s COLLEGE ANNAPOLIS, MARYLAND, FOR THE ACADEMIC YEAR, 1877-78. BAL TIM 0 RE, MD.: SOUTH ALDINE PRESS, SOUTH AND GERMAN STS. I 8 7 8. �~-~~~-----.......,.,,,~~------------ ---------------------.1 iJ 1. Board of Visitors and Governors. PRESIDEN;I'. (Ex-Officio.) Hrs EXCELLENCY JOHN LEE CARROLL, THE GOVERNOR OF MARYLAND, 1878. Annapolis, Md. FRIDAY, JUNE 28th, Anniversary Celebration of Philokalian Society. SUNDAY, JUNE 30th, Baccalaureate Sermon. MONDAY, JULY Isl, TUESDAY, JULY 2nd, WEDNESDAY, JULY 3rd, MONDAY, SEPTEMBER 16th, TUESDAY, SEPTEMBER 17th, WILLIAM HARWOOD, EsQ., Annapolis, Md. Class Day of Senior Class. . Address before the Literary Societies NICHOLAS BREWER, EsQ., ( Address before the Society of the Alumni. \ Opening of Session and Examination of / Candidates for admission. Commencement of Christmas Vacation Annapolis, Md. -(Ex-Officio,) (Ex-Officio,) HoN. EDWARD LLOYD, PRESIDENT OF THE SENATE, Easton, Md. HoN. FETTER S. HOBLITZELL, HoN. RICHARD GRASON, JUDGE COURT OF APPEALS, Towsontown, Md. HoN. RICHARD I. BOWIE, LL. D SPEAKER OF THE HOUSE OF DELEGATES, Termination of Christmas Vacation. JUDGE COURT OF APPEALS, Baltimore, Md. 1879. MONDAY, JANUARY 6th, I TREASURER. j Commencement Day. WEDNESDAY, DECEMBEh'. !Ith, A nmversary C e1e b rat10n of Philornathea.n Society. . · . SATURDAY, DECEMBER 2Ist, SECRETARY. Rockville, Md. HoN. JAS. :L. BARTOL, LL. D., HoN. RICHARD H. ALVEY, CHIEF JUDGE COURT OF APPEALS, JUDGE COURT OF APPEALS, Baltimore, Md. Hagerstown, Md. HON. JAMES A. S1:EWART, HoN. GEORGE BRENT, JUDGE COURT OF APPEALS, JUDGE COURT OF APPEALS, Cambridge, Md. Baltimore, Md. HoN. JOHN M. ROBINSON, HoN, OLIVER MILLER, JUDGE COURT OF APPEALS, JUDGE COURT OF APPEALS, Centreville, Md. Annapolis, Md. I �4 Circular of St. 'John's College. BOARD OF VISITORS AND GOVERNORS.-CONTINUED. HoN. ALEXANDER RANDALL, Instructors. HON. WM. H. TUCK, Annapolis, Md. Annapolis, Md. • GEORGE WELLS, EsQ., Annapolis, Md. Faculty and I. NEVETT STEELE, EsQ., LL. D., JAMES MUNROE, EsQ., Annapolis, Md. HoN. GEORGE WM. BROWN, LL. D. Baltimore, Md. Baltimore, Md. JOHN RIDOUT, M. D., RT. REV. WM. PINKNEY, D.D., LL.D. Annapolis, Md. Washington, D. C. FRANK H. STOCKETT, EsQ., HoN. THOS. J. McKAIG, Annapolis, Md. Cumberland, Md. ]AS. MACKUBIN, EsQ., Ellicott City, Md. JOHN T. MATHIAS, EsQ., Westminster, Md. HoN. DANIEL M. HENRY, HoN. WM. T. HAMILTON, Cambridg-e, Md. JAMES M. GARNETT, M. A., LL. D., PRINCIPAL, PROFESSOR OF HISTORY, AND OF THE ANGLO-SAXON AND ENGLISH LANGUAGES AND LITERATURE. Rev. CLELAND K. NELSON, D. D., VICE-PRINCIPAL, PROFESSOR OF MENTAL, MORAL AND sociAL SCIENCE, AND LECTURER UN NATURAL AND REVEALED RELIGION AND THE EVIDENCES OF CHRISTIANITY. Rev. JULIUS M. DASHIELL, D. D., PROFESSOR OF THE GREEK AND LATIN LANGUAGES, THEIR LITERATURE AND HISTORY. ABRAM CLAUDE, A. M., M. D., PROFESSOR OF NATURAL PHILOSOPHY AND CHEMISTRY, AND LECTURER UN ZUULUGY A1'D BOTANY. W. WOOLSEY JOHNSON, A. M., PROFESSOR OF MATHEMATICS, AND LECTURER ON MECHAN.ICS AND ASTRONOMY. Hagerstown, Md. HoN. EDWARD HAMMOND, Ellicott City, Md. WILLIAM H. HOPKINS, A. M., N. H. MORISON, EsQ., LL. D., Baltimore, Md. JOHN G. PROUD, EsQ., . Baltimore, Md. PROFESSOR OF GERMAN, AND ASSISTANT PROFESSOR OF THE GREEK AND LATI!\ LANGUAGES. JULES LE:iwux, DAVID HARLAN, M. D., U.S. N., PROFESSOR OF 1:_HE FRENCH LANGUAGE AND LITERATURE. Churchville, Md. ERNESTE SZEMILENYI, D. M. THOMAS, EsQ., ALEX.B. HAGNER, Es~. Baltimore, Md. Annapolis, Md. SPRIGG HARWOOL, EsQ., Annapolis, Md. WILLIAM R. HAYWARD, M. D., Cambridge, Md. PROFESSOR OF VOCAL AND INSTRUMENTAL MUSIC. FRANCIS B. MA YER, PROFESSOR OF DRAWING AND PAINTING. J. GRATTAN HAGNER, A. M., TUTOR IN LATIN, GREEK, MATHEMATICS AND ENGLISH, AND LIBRARIAN. ]. SHAAFF STOCKETT, EsQ., Annapolis, Md. M. STROHM, INSTRUCTOR IN GYMNASTICS. �1 i', " 11 Circu/ar of St. '.Jo!tn's College. 7 ---- - - - - - - - - - - - - \i I :er SOPHOMORE CLASS.ft) ¢atalogntt off $tudtntn RESIDENCES. NAMES. HENRY A. BARBER, I Cambridge, Marylanrl. Baltimore, Maryland. ./MANLEY H. BARNES, I Towsontown, Maryland. JOSEPH P. BAYNE, Cumberland, i/ FRANKLIN B. BEALL, During the Year 1877-78. " CHARLES C. BIR_D, Washington, District of Columbia) /JAMES B. BURNSIDE, < SENIOR CLASS. NAMES. I JOSIAH s. V JOHN F. \ ~ I Gardenville, Maryland. .J'.)'AMES P. GORTER, Churchville, Maryland. ,/GEORGE A. HARTER, Leitersburg, Maryland. '°' J. J GEORGE If SYDNEY· E. MUDD, i J I JoHN-G. RAY . Emmorton, Maryiand. H. PRESTON, v· JOSEPH I I Westminster, Maryland. Galena, Maryland. A·. SCOTT, Havre-de-Grace, Maryland. Royal Oak, Talbot Co., Maryland F. VALLIANT, Leonardtown, Maryland. JAY D. Salisbury, Maryland. WILLIA~S, Baltimore, Maryland. SoPHOMOREs-22. JUNIOR CLASs.11 j J J. SEMMES DEVECMON, f;::;:;: ~::::.· I f E. PLINY GRIFFIN, La Plata, Maryland. NAMES. NICHOLAS BREWER, JR. / Lonaconing, Maryland. J. CAMP BUTLER, .,...- WILLIAM T. B., Prince George's Co., Maryland /WALTER Millersville, Maryland. v Princess Anne, Maryland. JUNIORS-8. *Deceased W. l. DAVIS, DAWKINS, ./WILLIAM C. DEVECMON, +. Westminster, Maryland. POWELL, - •,/ E. JULIUS CLARKE, Annapolis, Maryland. *LEVI POOL, 8. / St. Michael's, Maryland. CADWALLADER E. LINTHICUM, ROGER FRESHMAN CLASS. RESIDENCES. f Colora, Maryland WILLIAM F. WELDON, v· THOMAS WYCHE, SENIORS-12. NAMES. G. WORTHINGTON BERRY, Tyaskin P. 0 , Wicomico Co., Marylaµd. /EUGENE WATHEN, Perryville, Maryland. ABRAM W. WRIGHT, Frederick City, Maryland PAGE, s. ROMAN TAMM;\NY, I Lonaconing, Maryland. ' w. v EDWARD Cockeysville, Maryland. H. ARTHUR STUMP, Kennedyville, Maryland ,/EMERSON P. ROBERTS, Bryantown, Maryland. ' MAGNUS REID V JAMES Annapolis, Maryland. T. MARTIN, Bel Air, Maryland. REUBEN HARLAN. j GE0RGE Baltimore, Maryland. HARRY KREBS, Templeville, Maryland. ,/WILLIAM KENNEDY, Millersville, Maryland. 'HENRY D. HARLAN, Baltimore, :\iaryland. GEORGE A. FRICK, V ROBERT K. GOLLEY, Princess Anne, Maryland. GONTRUM, Rutland P. 0., Anne Arundel Co .. Maryland. (JOSEPH C. COLLINSON, RESIDENCES. CROCKETT, Denton, Maryland. CHARLES W. BYRl'l_,, / / . .. BENJAMIN F. DEVRIES, ./GEORGE B. DORSEY, = ;.pfl .JI / JOSEPH . L. DOWNES, Matyla1~d. Baltimore, Maryfand, ,.r r1 RESIDENCES. Annapolis, Maryland. Bel Air, Maryland. Newtown, Worcester Co., Maryland. Fountain Mills, Frederick Co., Maryland. St. Clement's Bay, St. Mary's Co., Maryland Lonaconing, Maryland. Mariottsville, Maryland. Port Republic, Maryland. Centreville, Maryland. I I 'I �8 Circular of St. :John's College. Circular of St. Yoim's C:ollege. NAMES. i/ I ALEXANDER Centre.ville, Maryland. Fou!'l_TAI!\, ·- Easton, Maryland. /L. DORSEY GASSAWAY, v Annapolis, Maryland . ./ JAMES B. GREENE, Baltimore, Maryland. I AL~XANDER , R. HAGNEK, Prince Frederick, Maryland. v EDWARD P. T. HAMMUND::c Berlin,, Maryland . ./WILLIAM B. HARLAN, Churchville, Maryland, ./V, BALDWIN JOHNSON ,. DENWOOD A. JONES, East New Market, Marylanrl. Dame's Quarter P. 0., Somerset Co., Maryland, _. _,..CHARLES H. LATIMER / B. JOHN Woodville, Maryl~nd. LEAGUE, '('.' _ Annapolis, Maryland. I SYLVESTER K. MARSHALL, v PHILIP J. MILLER, JR., Snow Hill, Maryiand. (Partial Course,) Annapolis, Maryland. vLEMUEL D. OFFUTT, Woodstock, Maryland. VNEILSON T. PARKER, ./WALTER W. Annapolis, Maryland . PRESTON,-· Emmorton, Maryland. /FORREST J. PRETTYMAN, MILTON A. : J01.J:N SPE~SA;.iD, 1 I. Cavetown, F.i . H. WHITE, ABRAM Barnesville, Maryland.· Annapolis, Maryland. WILSON, . Altamont, Garrett Co., Maryland. FRESHMAN CLASS-30. FIRST PREP ARA TORY CLASS. · NAMES. /HENRY L. BOYD, Annapolis, Maryland. DUNCAN, ; S. DANA GREENE JR I GRAFTON MUNROE, HENRY·RANDALL j JosEPH A. TURNER,' /w~L Annapolis, Maryland. ( W. Millersville, Maryland. EDWIN CECIL, Annapolis, Maryland. HALLAM CLAUDE, fJ Annapolis, Marylanrl. jRoBERT VINTON CLAYTON, JR., Princess Anne, Maryland. r.l'JAMES T. DENNIS, W. /HARVEY I Centreville, Maryland. EMORY, v. s. FARQUHAR, NORMAN /RICHARD H. GREEN, JR., /DANIEL Prince Frederick, Maryland. Churchville, Maryland. /WiLLIAM B. HUTCHINS, W. JANVIER, i...HENRY R. . . v: . (Partial Coztrst,) Taylor P. 0., Harford Co., Maryland. Kennedyville, Maryland. . . Annapolis, .Maryland. MUNROE,"(Partia! Course,) {===BEALE E. PADGETT, ./SAMUEL Annapolis, Maryland. '.' ' M. HAGNER, '.;DAvin.E. HARLAN, ,/}oHN Annapolis, Maryland. . J Port Tobacco, Maryland. c. PADGETT,:- Port Tobacco, Maryland, DANIEL R. RANDALL, EDWARD J. / . . Annapolis, Maryland. . T. FRANKLIN SCHLEY, W. ll"HARRY M. Ii JOSEPH STEIN, ,/HERMAN REVELL, W. :Annapolis, Maryland. W oodensburg, Maryland. SLADE, '• Annapolis, Maryland. • Annapolis, Maryland. THOMPSON,".' Annapolis, Maryland. .JFREDERICK VOLLMER,''' Annapolis, Maryland. VBARTON LEE 'WELCH, ' SECOND PREPARATORY CLAss-28. Annapolis, Maryland. South River, Anne Arundel Co., Maryland. WESLEY WHITE"·. j A. SOLLEil.S WILSON, (Partial Course,) !: Annapolis, Maryland. (Partial Course,) Annapolis, Maryland. Annapolis, Maryland. Horse Head, Prince George's Co., ·Maryland. t HENRY H. WEEMS J J. Annapolis, Maryland. BREWER( ELMER E. CASLER,·~ /JAMES GUY THOMPSON, Annapolis, Maryland. Clarksville, Howard Co., Maryland. IT. ·DENTON MIL~ER,., J T. E. /ERNEST I Annapolis, Maryland. Lavender Hill, Baltimore Co., Maryland. M. DASHIELL, JR.," T. B. Annapolis, Maryland . Annapolis, Maryland. BLACK,,1 Tyaskin, Maryland. /GRANVILLE M. CATLIN, .:. PETER 1V RESIDENCES. t· . W. I TOTAL IN COLLEGIATE DEPARTMENT-72. I v JULIUS Maryland~ ' Annapolis, Maryland. (Partial Course,) ./FRANCIS C. BAKER, /THOMAS jJ RESIDENCES, NAMES. v'RoBERT T. ANDil.EWS, Rockvill;, Maryland., I/ CLAGETT PYLES I SECOND PREPARATORY CLASS. RESIDENCES. EDMUND H. EMORY, 9 Annapolis, Maryland. Prince Frederick, Maryland. f!RST PREPARATORY CLASS-12 TOTAL IN PREPARATORY 40 DEPARTMENT, 72 TOTAL IN COLLEGIATE DEPARTMENT 1 AGGREGATE, II2 N. B.-Students marked "Partial Course" do not study the Classics. ·'i 1,', ~ '~ .,,I 1.1 1.,.1 ·,.:1 'I l ~ ' 1I 1!1 ·,11 ,, 111: '.,! �I'., Circular of St. 'John's College. II CERTIFICATES OF DISTINCTION IN ALL STUDIES. AND _j::;ERTIFICATES OF J?rsTINCTION AND fRIZES oj\wARDED FIRST GRADE. ON Commencement Day, July 4th, 187E/. "I SENH}R CLASS. N. WALTER DIXON, Fii:-st Honor. HONORARY DEGREES. JUNIOR CLASS, HENRY D. HARLAN, Doctor of Laws, GEORGE A. HARTER, J. HARRY KREBS. FIRST PREPARATORY CLASS. PROFESSOR HIRAM CORSON, M. A .• WM. C. DEVECMON, CORNELL UNIVERSITY, V. BALDWIN JOHNSON, Ithaca, N. Y. SECOND GRADE . GRADUATE DEGREES. . "-- MASTER OF AaTs, SENIOR CLASS. T. BARTON BRUNE, A. B., (1875), HERBERT HARLAN, *BURTON A. RANDAL'!,, Baltimore, Md. Second Honor. SOPHOMORE CLASS. BACHELOR OF ARTS, IN. WALTER DIXON, Princess Anne, Md. j MONROE MITCHELL, St. Denis, Baltimore Co., Md. Church ville, Md. J BURTON ALEX. RANDALL Annapolis, Md. PRIZES. NEW SHAKSPERE SOCIETY'S PRIZES. J. HARRY KREBS, SECOND PRIZE, GEORGE A. HARTER, EARLY ENGLISH TEXT SOCIETY'S PRIZE. FOR PROFICIENCY IN ANGLO-SAXON AND EARLY N. WALTER PIXON. ENGL!~H FRESHMAN CLASS. ' CHARLES W. BYRN, FRANCIS GANTT, ROBERT K GOLLEY, EUGENE F. WATHEN. FIRST PREPARATORY CLASS. STUDIJ!;S, NICHOLAS BREWER, JR., WM. W. DA VIS, WALTER I DAWKINS, FOR PROFICIENCY IN THE STUDY OF SHAKSPRRE. FIRST PRIZE, CADWALLADER E. LINTHICUM, JHERBERT. HARLAN, GEORGE B. DORSEY, L. DORSEY GASSAWAY, WILLIAM B. HARLAN. ·SECOND PREPARATORY CLASS. SECOND SECTION. T. FRANKLIN SCHLEY, JOSEPH STEIN. *Students marked thus, obtained an average of more than 4.4 in all studies. I I '"'I �Cz'rcular of St. John's College. ' ,,I .,, ''i PROSPECTUS OF THE S LOCATION AND ACCESS. T. J;OHN'S COLLEGE, founded in the year 1784, and endow~<l by the State of Maryland, is pleasantly situated at Annapolis, on the banks of the Severn River, a few miles from the Chesapeake Bay, which is in full view. Its buildings three i? number, are large and well-constructed for the accom~ moda~10n of youth. Its grounds afford ample facilities for exercise, and the waters of the Severn for bathing and boating. The situation is eminently healthy. Anna~olis has railroad communications with Baltimore and .W<l:shmgt~:m thre~ times a day; daily steamboat commumcat10ns with Baltimore, and telegraphic connection with all parts of the country. COURSE ,,:,I ,I ' I J i ,'·r1 ' ' ''11.1 STUDY. TIME AND TERMS OF ADMISSION. . The regular examinations for admission into the College or the Preparatory Department, are held on the Monday and Tuesday preceding the first Wednesday of ] uly. and on the third Mondny and following Tuesday of September in each year. All candidates for admission are required to be present on those days. Satisfactory evidence of good moral character must be furnished by each,applicant, testimonials of former teachers preferred, and if he" comes from another College, he must present a certificate of honorable discharge. Candidates for the degree of Bachelor of Arts, in order to obtain admission to the Freshman Class, must, unless they have passed through the regular course in the Prepar~tory Department, sustain an examination in the following studies : The ~reparatory Department of the College has two classes, entitled rst and 2d, according to the grade of studies. Stud~nts .of the I st Pr~paratory Class, who pass a satisfactory exammat10n, are qualified for admission into the Freshman Class of the College. I ,,, I I OF who shall furnish satisfactory evidence of their proficiency in said course, by submitting to the Faculty, at designated periods, such written theses as may be specifically required of each candidate for said degree. The degree of Master of. Arts . is not conferred z'n course, but only on the evidence of satis. factory attainments in advanced studies. Vocal and Instrumental Music, Drawing and Painting, are taught at special charges, on terms arranged between students and the Professors of Music and Drawing. English Grammar; U. S. History-iA Ancient and Modern Geography; Arithmetic; Algebra through Quadratic J:!;quations; Geometry, first book; Hadley's, Goodwin's, or Klihner's Greek Grammar; Greek Reader; Xenophon's Anabasis; Harkness's, Gilclersleeve's, or Allen and Greenough's Latin Grammar; Cresar's Commentaries, or some equivalent : Ovid; Virgil; Latin and Greek Composition. The Collegiate _Department embraces three courses: Ist, the r~gular Academic Course, occupying four years, and pursue? ~n the Freshman, Sophomore, Junior, and Senior classes, ent.itlmg the grad1;1ate~ of the Senior Class, who shall pass a satisfactory exammat10n, to the degree of Bachelor of Arts. 2d, the Selec~ Course, embracing studies in the different classes, accordmg to the option of parents, and entitling the students, who. sha~l co~plete the course and sustain a satisfactor}'." ex.ammat10n m any special study, to the degree of Pr~ficzent m that study. 3d, the Post-Graduate Course, prescribed fo.r students who aspire to the deg·ree of vr t ,r At h'h' f .maseroJ r s, w .ic 1s con erred only on such graduates of the regular Academic Course as shall pursue for two years, at the College or els~where, a course of study assigned by the Faculty, and Candidates for admission to any higher class must be examined in all the previous studies of the class they propose to enter. , Students pursuing a Select Course may enter any classes for which they are fitted, the number of their studies being subject to the direction of the Faculty. Candidates for admission into the lowest class of the Preparatory Department must be well grounded in the elements of a Primary English Education. They will be examined in Reading, Writing, Spelling, Arithmetic, Geography and English Grammar. The course of study in the Classics and Mathematics, in the Preparatory and lower Collegiate Classes, has been arranged in accordance with the requirements- of the examination for matriculation in the Johns Hopkins University. �SCHEME OF STUDIES COLLEGIATF~ IN THE PREPARATORY DEPARTMENT. FOR THE DEGREE OF BACHELOR OF ARTS. SECOND PREPARATORY CLASS. No. of hours pc=:r week. I ENGLISH SECOND SECTION.* STUDIES./ READING.-Concert and Individual Reading ; Declamation · Mc_! Guffey's Fifth Reader. ' ] SPELLING.-Worcester's School Dictionary; Dictation Exercises I ENGLISH GRAMMAR.-Swinton's Language-Lessons and School Corhl position; Worrl Parsing; Logical Analysis. GEOGRAPHY.-Cornell's High School. ARITHMETIC.-Davies' New School. \ LATIN.-Allen and Greenough's Grammar, and Leighton's Latin I Lessons. ENGLISH COMPOSITION, PENMANSHIP and MAP DRAWING. FIRST SECTION. f ENGLISH STUDIES.- FRESHMAN CLASS. No. of hours per week. 5 2 3 I READING.-Concert :~' ' .:1 I' ,11,'1 I 5 ~,, and Individual Reading ; Declamation· McGuffey's Fifth Reader. ' SPELLING -Worcester's School Dictionary; Dictation Exercises . I ENGLISH GRAMMAR.-Swinton's; Word Parsing; Logical Analysis. l HISTORX.-Holmes' United States. _I ARITHMETIC.-Davies' University. I ALGEBRA.-Brooks's. _I LATIN.-Allen and Greenough's Grammar, and Leighton's Latin I Lessons ; Cresar. GREIUC-Leighton's Greek Lessons, and Goodwin's Grammar. ENGLISH COMPOSITION and PENMANSHIP. I ELOCUTION.-Select Readings ; Declamation. -; PHYSICAL GEOGRAPHY.-Maury's. I ANCIENT GEOGRAPHY.-Mitchell's. l HISTORY.-Thalheimer's History of England . .I MATHEMATICS.-Brooks's Algebra ; Chauvenet's Geometry (First I Book.) _I LATIN.-Cresar; Ovid ; Virgil ; Latin Prose Composition ; Allen and I. Greenough's Grammar, and Leighton's Latin Lessons. .\ GREEK.'--Xenophon's Anabasis; Greek Prose Composition; Leigh1 ton's Greek Lessons, and Goodwin's Grammar. ENGLISH COMPOSITION, and MAP DRAWING. *This Section will be dropped next session, if possible. ' FIRST TERM. GREEK.-Herodotus; Greek Antiquities and Mythology; Jones's Exercises in Greek Prose, and Boise's Exercises in Greek Syntax ; Hadley's, and Goodwin's Grammars ; Grecian History (Smith's Student's Greece:) LATIN.-Virgil's JEneid, continued; Cicero's Select Orations; Roman Antiquities and Mythology; Allen's Latin Prose Composition ; Allen and Greenough's Grammar. MATHEMATICS.-ALGEBRA.~Review of Algebra, including Equations of First Degree and Equations of Second Degree; Permutatic.ns and Combinations ; Binomial Theorem ; Extraction of Roots ; Radicals ; Progressions; Series (Todhunter's Algebra) ; Original Problems. NATURAL HISTORY.-Zoology, (Agassiz and Gould's.) ( ENGLISH STUDIES.LANGUAGE -Hart's Composition and Rhetoric ; Original Essays ; ( Elocution. i SECOND TERM. FIRST PREPARATORY CLASS. I ENGLISH STUDIES.- COURSE OF STUDIES 3 GREEK.-Homer (Iliad); Greek Antiquities, Mythology, and Composition; Hadley's, and Goodwin's Grammars; Grecian History (Smith's Student's Greece.) LATIN.-Livy; Odes of Horace; Roman Antiquities and Mythology, and Latin Compo~ition ; Allen and Greenough's Grammar. \ MATHEMATICs.-GEOMETRY.-Plane Geometry (Chauvenet's I., II., III., IV. and V. Books); Original Problems. · 1 f ALGEBRA.-Theory of Exponents; Theory and Practice of Loga. rithms; General Theory of Equations (Lectures); Original Problems. NATURAL HISTORY.-Botany, (Gray's How Plants Grow.) ENGLISH STUDIES.-LANGUAGE.-Morris's Elementary Les~ons in Historical English Grammar ; Original Essays; Elocution. SOPHOMORE CLASS. FIRST TERM. GREEK.-Plato l"' p0logia and Krito); Euripides (Alcestis or Medea) ; History of Greek Literature ; Greek Prose Composition. LATIN.-Horace's Satires; Cicero de Senectute; History of Roman Literature ; Latin Prose Composition; Roman History (Merivale's Student's Rome.) MATHEMAT!CS.-GEOMETRY.-Solid Geometry; (Chauvenet's); Original Problems. TRIGONOMETRY.-Plane Trigonometry (Chauvenet's); Originah Problems. �16 Circular of St. :John's College. No. of hours per week. 3 NATURAL PHILOSOPHY.-Ganot's Physics {Atkinson's Edition); Lectures. ENGLIS1:1 STy~rns.-~rrn~ATURE.-Hal.es.'s Longer English Poems; Coppee s English Literature ; Ongmal Essays ; Elocution. 2 SECOND TERM. 5 5 3 2 GREEK.-Demosthenes : Sophocles (CEdipu·s Tyrannus) ; Greek Literature and Composition. LATIN.-Horace's Epistles; Cicero (De Officiis) ; Terence (Andria)· Roman Literature and Latin Composition; Roman History {Merivale's Student's Rome.) MATHEMATICS.-Spherical Trigonometry (Chauvenet's); Analytical Geometry {Johnson's); Original Problesm. NATURAL PHILOSOPHY.-Ganot's Physics {Atkinson's edition); Lectures. ENGLISH STUDIES.-LANGUAGE AND LITERATURE.-CoppEle's English Literature; Shakspere's "Macbeth" (Rolfe's edition)· Original Essays ; Elocution. ' 4 3 3 2 2 t FIRST TERM. ( GREEK.-Plato's Phredo ; Sophocles {Antigone Ajax or Philoctetes) · Greek Composition. . ' ' ' LATIN.-~";citus (Germania and Agricola); Juvenal; Latin Composit10n. MATHEMA:TICs.-Analyti~al Geometry (Johnson's), continiled ; Differential Calculus (Rice and Johnson's) ; Original Problems. NATURAL PHILOSOPHY.-Ganot's Physics (Atkinson's edition); Lectures. POLITICAL EcoNOMY.-Thomson's Social Science; Lectures. J ENGLISH. STUDIEs.-:-?1sTORY.-Thalheimer's Medireval and Modern 1 History ; Ongmal Essays ; Elocution. MODERN LANGUAGES.-French or German. SECOND TERM. ~~II Ii .+ 4 3 I: ~ 3 2 2 J GREEK.-Thucydides ; Greek Composition. . I LATIN.-Tacitus (8:istorie~); Plautus {Captives); Latin Composition. MATHEMATICS.-Differential Calculus (Rice aud Johnson's) continued. NATURAL PHILOSOPHY.-Ganot's Physics (Atkinson's edition); Lectures. MORAL PHILOSOPHY.-Butler's Ethical Discourses· Lectures. j HISTORY.-Thalheimer's Medireval and Modern tt'istory. 1 ENGLISH STUDIES.-LANGUAGE AND LITERATURE -Chaucer's•· Prologue" and "Knight's Tale," (Morris's C. P. edition); Original Essays ; Elocution. MODERN LANGUAGES.-French or German. SENIOR CLASS. FIRST TERM. 4 No. of hours per week. 2 2 JUNIOR CLASS. 4 Circular of St. :Johns College. \ - GREEK.-Tliu~y~ides; Aristophanes (Clouds and Birds); Greek Composit10n. 1LATIN.-Quintilian; Persius; Tacitus (Histories); Latin Composition. 3 2 17 MATHEMATICS.-lntegral Calculus (Rice & Johnson's); Lectures. \ MENTAL PHILOSOPHY.-Sir William Hamilton's Metaphysics ; ) Lectures. l EVIDENCES OF CHRISTIANITY.-Butler's Analogy ; Lectures. CHEMISTRY.-Fownes' Chemistry (new edition); Lectures. \ ENGLIS~ STUDIES.-ANGLO-SAXON.-March's Anglo-Saxon Reader; ·1 Original Essays ; Elocution. MODERN LANGUAGES -French or German. SECOND TERM, \ ) 2 ·2 3 2 JEschylus (Prometheus ·Bound); Greek Compos1t10n. l LATIN.-Tacitus (Annals); Lucr~ti~s.; Latin Composition. MATHEMATICS.-Astronomy (Whites); Lectures. \ LoGic.__;Sir William Hamilton's Logic ; Lectures. ) EVIDENCES OF CHRISTIA:Nn:v.-Lectnres on Evidences of Christian[ · ity, and on Constttut10nal Law. CHEMISTRY.-Fownes' Chemistry (new edition); Lectures. (ENGLISH STUIHES.-SEMI-SAXON AND EARLY ENGLISH.-Corson's Hand-Book of Anglo-Saxon and Early English ; Hadley's Brief History of the English Language ; Introductory Lectures on Comparative Philology and on the English Language. I HISTORY.-Morris's "Age of Anne," with references to parallel I reading. - MODERN LANGUAGES.-French or German. GREEK.-!~ucydides; I i ',, : 11 I I Partially Elective Studies. I 1 11! I I' , I FRENCH.-3nl Class ht Ywr. Otto's French Conversational Grammar; Vultaire'8 Charle~ XII;· Exercises in Accidence, Verbs ai;d, Syntax. <Jd Cl1tss 2d Year.-Racine's Esther; Labiche and Martm s La Poudre aux "' Y eu'x · Saintine's Picciola; SacUer's Translations from English into French· Otto's Grammar ; Original Compositions. ht ()lrJ;XH 3d' Year.-Racine's Athalie; Comeille's Le Cid; Moliere's Le Misanthrope (Prof. Joynes's editions.) Mme. De Stael's De L' Allemagne; Odginal Compositions. GERMAN.-3d Class, 1st Year.-;--Gra=ar (Whitney); F?rms and Inflections; Oral and Written Exercises; German Reader (Whitney). 2d Class, 2d Yewr.-Grammar; Syntax, Oral an~ Written Exercises on ~he Construction of Sentences and on 8pecial pomts of the GrailIIIlar ; Schiller's Wilhelm Tell (Buchheim); Leasing's Minna von Barnhelm (Whitney); Goethe's Hermann und Dorothea (Hart). lst Class 3d Y ear...:.-Grainmar · Word Formation and Derivation; Special Exe~·cises in Composition;' Goethe's Egmont (Buchheim), or Iphigenie auf Tauris · Schiller's Die Piccolomini (Hart), or Wallenstein's Tod; Lectures o~ Literature and History and on Relations of German to English. . GYMNASTICs.-Gymnastic exercises are optional, ~ut those who desire to practice them. are arranged in classes, under the supermtendence of a regular Instructor. ,, !I �r8 Circular of St. John's College. Circular of St. John's College. Course · of Instruction. Re1narks on Studies. The Course of Instruction embraces partments: t_he following de- ,, I I. ANClENT LANGUAGES-Including the Latin and Greek languages, Greek and Roman Antiquities and Mythology, and the History of Greek and Roman literature. Prof. DASHIELL and Ass't-Prof. HOPKINS. II. MODERN LANfWAGE~-Including the French and German languages and literature. .· . Profs. LEROUX and HOPKINS. III. MATHEMATICS-Including Pure. Mathematics, Mechanics and Astronomy. Prof JOHNSON. IV. NATURAL SCIENCE-Including Natural . Philosophy, Chemistry, and the elements of Zoology and Botany. Prof. C LA u DE. V. MENTAL, MORAL and SOCIAL SCIENCE-Including Metaphysics, Logic, Ethics, Natural and Revealed Religion and the Evidences of Christianity, Political Economy and Constitutional Law. - · VICE-PRINCIPAL. VI. No student will be permitted to discontinue any study, except at the close of a term, and then only at the written request of his parent or guardian. Students who do not study Greek will be required to study French or German, and those who do not study either Latin or Greek, will be req~ired to study both French and German. These languages will be commenced by such students in the First Preparatory Class. The studies of students of the Second Preparatory Class who do not study the Classics, will be so arranged that their time will be fully occupied. Students of the regular Academic Course are required to study either French or German during the Junior and Senior years, unless they shall have completed the three years' course in either language before real!l,ing the Junior or Senior year. For classical students below the Junior Class, the French and German languages are elective studies. Apparatus for Gymnastic exercises has been erected, and. regular hours of exercise assigned for each class. The use of the Gymnasium is granted on payment of a small fee. HISTORY AND TH~: ENGUSH LANGUAGE AND LITERATURE-Including Ancient and Modern History, the English and Anglo-Saxon languages and their literature, and an outline of _the general principles of Comparative Philology. PRINCIPAL. The departments of History· and the English Language and Literature, and of Natural Science, having been recently reorganized, the following outline of the courses in these departments is appended : •I , 'I �io Circular of St. :John's College. Circular of St. :John's College. DEPARTMENT OF HISTORY, AND THE ENGLISH LANGUAGE DEPARTMENT OF NATURAL SCIENCE. AND LITERATURE. In this department instruction will be given- Ist. IN .HISTC~RY.--:-A thorough knowledge of Greek and Roman history is believed to be the basis of all historical study, and these will first be carefully learned. This will be followe? w!th a general outl_ine of history, as contained in !halheimer s Manual of M.edireval and Modern History, and illustrated by reference to the Bretschneider-Spruner wallm.aps. A 'more particular study of some period of history ~ill complete the historicai course. During the present sess~on, "The Age ?f Queen Anne" has been made a special subJect of ~tudy, with r~ferenc~s to historical and literary works illustratmg. that penod, which are to be read privately by the class. ~'. 21 . 2d. IN THE ENGLISH AND ANGLO-SAXON LANGUA<;Es AN1? _THEIR LITERATURE.-Under this head the art of Comp.ositt<?n an~ Rhetoric will first be studied, with frequent exercises m written composition and declamation ; this will be follow~d by a study of the historical grammar of the language. The ?istory of English l~ter<l:ture will ~hen ~e taken up, and the_ live~ ?f authors studied m connect10n with specimens of their.wntmgs, which will be criticised in class. After this the English of ,Shakspere w~ll be m~de a special subject of study, and the most marked pomts of difference between Elizabethan :ind modern English noted and commented on which will be mcluded in, the critical study of some one ~f the plays of Shakspe~e. The st~dy of Chaucer will next be taken up, and parti~ular attent10n be paid to his grammar and vocabularJ:'. Fmal~y, the A~glo-S?-xo:r:i. language will be carefully st1;1d_ied, and_ m connection with it lectures delivered on the ongm and history of the English language, and lectures introdu~tory. to the study of Comparative Philology, an outline bemg given of the _cl:i~sification of languages, particularly the branches and su~diyis10ns of the Inda-European family, and of t?e general prmciples of Comparative Grammar, after manusc_np~ notes on the lectures of Prof. George Curtius, of Le1pz1g. In this department instruction will be givenIst. IN ZOOLOGY-viewing the animal kingdom as a whole, observing the types of organs which, variously modified, pervade the genera, classes, families and branches in which existing and extinct animals are arrayed, and taking a general survey of comparative anatomy and physiology. 2d. IN BOTANY-comprehending the anatomy and physiology of plants, and their classification, according to the natural and artificial methods etc. 3d. IN PHYSICS-examining the fundamental laws of force and its products, motion and its equilibrium, and the application of these, first to the action and reaction of masses -solid, liquid and gaseous-embracing mechanics, hydrostatics and pneumatics; second, of molecules, embracing light, heat, electricity and magnetism, in their relations to physics; third, to the interaction of molar and molecular forces, embracing "the correlation and conservation of forces," the whole applied to the explanation of the phenomena of nature and combinations of art. 4th. IN CHEMISTRY-comprehending the laws of heat, electricity and light, in their chemical relations ; a description of the elements and their important compounds, binary and complex, their properties, classification, laws of union and separation, and the theories (atomic and others) by which these are explained ; the chemical nomenclature, symbols and notation, and the principles on which they are founded ; th,e whole, as far as possible, illustrated by experiment, and accompanied with instruction in manipulation. . As extended a treatment of these subjects will be given as is possible in the time allowed. In the course above sketched, the professor will endeavor, first, to educate the mental faculties of pupils, training them to compare, to generaljze, to ascend inductively from facts to principles, to descend deductively f~om pr~nciples to f~c.ts ; second, to impart such knowledge of its sub1ects as all liberally-educated persons should possess; third, to make it sufficiently thorough to indicate whether any pupil has such ,.1 !I �-22 Circular o.f St. 7olm's College. natural taste and aptitude for the study of any one of its branch.es as should induce him to make its pursuit his special avocation. f~g1at~ cours~. The st~dies of the several classes have be;en so arranged ~s 1 1:1ake 111struction in the sciences a prominent part of the o t 0 Additions will from time to time be made t~ t 1eJh1losoph1cal apI,>aratus, and every effort used to make· e. a orat<;>ry and .cab111et as complete.as possible. Contribut10ns.for 1llustrat10n of any of the branches of this de art ment will be thankfully received. p POST-GRADUATE COURSE OF STUDIES. The_ Post-Graduate Course of Studies, extendin throu h two yea1s, and pursued at the College or elsewhere i~ assi n~d by the Fa_culty to candidates for the degree of Ma~ter of Xrts. Ctnd1dates for this degree are required to sele.ct at least two o the departments of study specified in this Catalo ~age 19,) and under the direction of the professors in th~~~ p epartments to pursue their s!u~ies for the two years of the o~t-Gr~duate Course, subn:i1tt111g to them such essays or un e_rgo111g such or~! or _wntten examinations, as ma ' be reqmred to test their qualifications for this degree. y EXAMINATIONS, REPORTS, CONDUCT. 1'i~itten examinations on the studies of the entire term are. le . at the close _of each term. The marks for these exam111at10ns are comb111ed with the marks for daily recitations toh make up ~he ~tudent's standing for the term. Any student w os~ examu~at10ns at the close of a year shall evince an inc~pa~1ty on h1syart to pursue Vl'.ith advantage the studies of ~ e ~ass to which he belongs, will have offered to him on the rs\. ay of ~h~ next year an opportunity to retrieve his lost post !ower10n, an 111 default of doing so, will be reduced to a class. · A student defic_ient in knowle~ge,, or persistent! fectful o f ai:iy study, 1s at any time liable. to be reduce~ ~;g~ ower c1 111 that study. ass d A rerit roll is kept. and each ·recitation noted on the gra e o from o to 5. In order to pass from a lower to a Circular o.f St. :John's College. higher class, each student must obtain an average of at least 2.5 each on his recitations and on his examinations for the Academic year. Demerits will be given for absence, and for violation of College regulations. Reports respecting conduct and schol<3.rship, including all absences from College exercises, will be sent every two months to the parents or guardians of the students. Whenever any student of the Collegiate department has I oo demerits for any one term, or I 50 for the year, or any student of the Preparatory Department has 125 derperits for any one term, or 200 for the year, he must leave the Institution. Each student is required to obey all the laws of the College, so long as he shall remain a member of it; and whenever any student can no longer cheerfully comply with College rules, he will be required to leave the Institution. · All Students are required to be present prompt!J1 ·on the opening day of the session, and no student wzll be permitted to leai1e the College wltile College exercises are going on, except in cases of urgent necessity, and at the written request of his parent or guardian. The attention of parents and guardians is specialry called to these regulations, and their co-operation earnestly requested. They are also earnestf)! solicited, on the occasion of holidays, not to detain students at home beyond the Students time allotted for suspension of College exercises. absent from any cause except protracted sickness, will be marked zero on all recitations made during their absence. When the cause of absence is satisfactory to the Faculty, they will be allowed to make up the omitted recz'tations. DEGREES AND CERTIFICATES. The following Academic Degrees are conferred by the College: The Degree of Master of Arts, conferred after completion of the Post-Graduate Course of Studies. The Degree of Bachelor of Arts, conferred upon students of the Senior Class who shall obtain an average of 3.75 on all the studies of the Senior year. The Degree of Proficient, conferred upon students of the . Select Course, who shall complete the course and obtain an average of 4 in any special study during the last year of the course in that study, and upon students of the regular Aca- •I '1 �Circular of St. :John's College. demic Course in any elective study in which they shall complete the course and obtain a like average. The Degree of Distinguished Proficient is similarly conferred upon any student who shall obtain an average of 4·.5 in any special study. Certificates of Distinction of the First anel of the .Second Grade are presented on Commencement Day to those students in any Class who shall have obtained an average of 4.5 and of 4 respectively in all their studies and in Conduct for the Academic year. Students who have obtained an average of 4.5 in any one branch of study are honorably mentioned on Commencement Day, but no student is honorably mentioned, nor is any Certificate or Degree conferred upon any student who has received an average of less than 2.5 in any one study for the Academic year. PRIZES. I. Ea~ly English Text SocietJ/s Prize. The Early English Text Society, of London, through F. J. Furnivall, Esq .. Director. has added this College to its list of Institutions authorized to award the Society's Prize· for proficiency in English of or before the time of Chaucer. The prize consists of some of the reprints of the Society's publications for the year 1864 or 1865. I I. New S/zakspere Society's Prize. The New Shakspere Society of London, through F. J. Furnivall, Esq., Director, has added this College to its list of Institutions author· ized to award the Society's Prize for proficiency in the study of Shakspere. The prize consists of some of the Society's annual publications. . III. Bishop Pinkney's Prize. The Right Reverend William Pinkney, D.D., LL. D., an Alumnus of the College, has offered for the present session a Gold Medal as a Prize for the best essay on Butler's Analogy by a member of the Senior Class. LIBRARY. The Library of the College consists of about 5,000 volumes, the use of which is permitted to the students undt>r certain regulations. Through the liberality of the Legislature of 1872, and donations from the classes of '71, '72 and '73, large additions have been made to the Library; and, by means of the regular Library fees, subscriptions have been made to a large number of American and foreign periodicals. A com- Circular of St. Yo/m's College. 25 plete library being an indispensable auxiliary to th€; intellectual advancement of professors and students, the claims of the College Library are commen?ed ~o the Alumni of the Coll~ga, and to the friends of educat10n 111 the State. Any contributions of books or funds for the Library will be gratefully acknowledged. LITERARY SOCIETIES.· There are two Literary Societies (the Philokalian and the Philomathean) among the stu?~nts, which afford opportu.niti~s for the cultivation of compositlOn and debate An orat10n is usually delivered before these Societies on the day preceding Commencement Day, by some gentleman selected by them.· SOCIETY OF WORSHIP. The exercises of each day are opened with prayer in the College Hall. All students are required to attend public worship on Sundays at such church as their p~re.nts o~ guardi~ns may direct and to abstain from whatever is 111consistent with a due obser~ance of the Sabbath; The principles and duties of the Christian Religion will be constantly enforced. in the. teaching and in the discipline of the College, but no 111struc~10n whatever is given, or influence exerted, in the interest of any particular denomination of Christians. TERMS AND i :. ! ALUMNI .. The Society of Alumni holds its annual meetings on Commencement Day, on which occasion an oration is delivered by one of its members. A~l former stud~nts who have completed their c'?llegiate edu~at10n at St. John s C~llege,. and left in good stand111g, are considered mem?ers o~ this So~iety. It numbers on its rbll many names prom111ent 111 the history of the State. PUBLIC ' I I VACATIONS. The Annual Commencement of the College takes place on the first Wednesday in July. The College year begins on the third Monday, in Septe~­ ber and ends on the first Wednesday in July. fhe year 1s ·•·divided into two equal terms. i" ~j �11 Circular of St. John's College. . The regular .vacations extend from the first Wednesday m July to the third Monday in September, and from the 23 d of December to the first Monday in January both inclusive Th~ 22d of February, Good Friday, and the 4.th of July ar~ holidays, as also the Day of Public Thanksgiving, appointed by _the Governor of Maryland, or by the President of the U mted States. EXPENSES. The charge fo_r the entire scholastic year, beginning ' on the third Monday in September, and ending on the first Wednesday in July, is $z75.oo . This amount covers all the ordinary Colle~e expenses except fo~ text-books, and must be invariably paid semi~nnually z_n advance, that is, $r 37.50 at the opening of the rst term m September, and $137.50 at the opening of the s~cond. term, on the I 5th of February following. No deduction will be made, except for protracted absence caused b'Y sickness. ' Studen.ts not hc;il?ing scholarships which entitle them to both bo~rd and. tmt10n free, are required to provide themselves wit~ furniture, including stoves. Furniture may, however, b~ hired fr?m the Steward at a reasonable rate. Board at special rates, m clubs, may be had on terms arranged between parents and the manager of the boarding department. . Students boarding in the College are required to have their clothing distinctly marked. ~I The boarding-house will be closed during- the Christmas and Summer vacations. . Books and stationery will be furnished at the lowest possible rates_. and. disbursements made for personal expenses of · students, if fun~s shall be deposited by parents for this purpose, but no advances will be made by the College. The tuition fees of students who reside in Annapolis are as follows : In t~e Preparatory Department, for each term, payable m advance c11> ' ..,30.00 In the Collegiate Department, for each term, payable in advance 45.00 Circular of St. Jolzn's College 27 The extra charges, also payable in advance, by all students, are as follows : Seat in Church, per term, (paid by boarders) Library Fee, Repairs and ordinary wear and tear, (paid by boarders) Use of Gymnasium, (optional) Diploma of Proficient, at graduation Diploma of B~chelor of Arts, at graduation 1.50 5.00 5.00 3.00 5.00 ro.oo No student will be matriculated until he shall present to the Faculty a receipt from the Treasurer for all dues; and no Diploma will be awarded unless t~e candidate shall present to the Faculty a similar receipt, including fee for Diploma. . I Willful da~age will be rriade the ground of additional charge to be defrayed by the perpetrator. STATE SCHOLARSHIPS FOR TUITION. A system 'of one hundred and fifty State Scholarships has been founded by the Board of Visitors and Governors of St. John's College on the annual donation received by the College Each of these scholarships e_ntitles the from the State. holder, in whose name it is issued, to exemption from the payment of the room rent and tuition fees, if, on examination, he is found qualified to enter any class in the Preparatory Department or College. The Preparatory Department corresponds, in the scope and quality of its studies, to a High School. Each Senatorial District of the State is entitled to six of these scholarships, which are filled by the School Commissioners of each District ; and in case more than six shall be nominated from any District, the Faculty will select the six best qualified to enter the Institution. All Scholars thus selected are required to conform to the rules and regulations of the College. In addition to tuition and room-rent, the College authorities engage during the coming year to furnish board in the College Co.mmons, (including fuel, lights and washing,) to all ,,, '! I I· I �28 Circular oj St. J'ohn's College. Circular of St. John's College. incumbents of State Scholarships at the rate of $200 per annum, payable in advance, in semi-annual instalments of $roo at the beginning of each term in the scholastic year. In mder to. secure greater efficiency to the College, and a higher appreciation of the State's liberality, it is recommended to the Boards of School Commissioners to make these Scholarships the rewards of competitive exq.minations, and to grant certificates to none who are not fully qualified to enter the Preparatory Department of the College. The College has suffered heretofore from lack of preparation on the part of these appointees. There will be two vacancies in these Scholarships at the close of the present session, viz : one from Carroll, and one from Charles county. Books will be furnished hereafter to those students only who hold Senatorial Scholarships for both board and tuition, and if damaged or lost, will be charged to them at their full cost. STATE SCHOLARSHIPS FOR BOARD AND TUITION. p', 1 .i'I The General Assembly of the State, (Acts of 1872. ch. 393, and I 878, ch. 3 I 5,) has provided for furnishing board, fuel, lights and washing to one of the six incumbents of State Scholarships for tuition from each Senatorial District in the State, to be appointed by the Board of School Commissioners, by and with the advice and consent of the Senators in their respective Districts, after competitive examination. The law requires that candidates shall produce before the Board of School Commissioners satisfactory evidence of their moral character, _and of their inability, or the inability of their parents or guardians, to pay the regular College charges .. These Scholarships are tenable for four years, and the incumbents are required by law to pledge. themselves that they will continue students of the College for the full term of four ye_ars, 1Jnle5s prevented by unavoidable necessity, and that they will teach. School within the State for not less than two years after leaving College. To obtain a full Collegiate education, the object contemplated by the Act, candidates should be prepared to enter at least the Freshman Class of the College ; they will not hereafter be received into the Preparatory Department of the College. They are required to pursue the regular Academic Course in order to qualify themselves for teaching ]Jereafter. The Boards of School Commissioners are earnestly requested to exercise great care in the selection of these students, and especially to appoint none deficient m preparation. In filling these vacancies, t~e Boa~ds of Sc~ool Co!11missioners are requested, other thmgs bemg equal, fo appomt those candidates who are at least sixteen years of age and ar.e most advanced in their studies. It is required that all appli• cants hereafter should be prepared, in at least Mathematics and English studies, to enter the Freshman Class of the College. 1 ~The Secretaries of the several School Boards are requested to communicate to the Principal of the College the names of those former incumbents of these Scholarships who are now, or may hereafter be, employed. in teaching in their respective counties, or in the city of _Baltimore. COLLEGIATE SCHOLARSHIPS. The following regulations have been made by the· Board of Visitors and Governors for the establishment of Scholarships in connection with the College : For a permanent Scholarship for tu.it.ion, $rooo. For a permanent Scholarship for board and tmt10n, $3000. For a Scholarship for the tuition of a student through all the College Classes, $250. For a Scholarship for the board and tuition of a student through all the College Classes, $800. For any other Scholarships the sum reduced shall be i1:1 t~e same proportion, the money in each case to be paid m advance into the treasury of the College. The establishment of these Scholarships is commended to the attention of the Alumni and friends of the College. �Czrcular of St. 'John's College. 31 ! , .I To the People of Maryland. In sending out the Catalogue of the Twelfth Session since the reorganization of ST. JOH.l\'S COi.LEGE, the Faculty would earnestly commend to the people of Maryland the advantages presented by the College for the attainment of a thorough and liberel education. The location of the College makes it easy of access from all portions of the State, and its situation has been often commented on as peculiarly· imitable for a Literary Institution. The Departments of Instruction are fully organized and in complete working order, and .the Course of Study will challenge comparison with that of most first-class Colleges in the. land. The effort is constantly made to raise the grade and improve the methods of instruction, and the amount of work done and results attained are not inferior to those of Colleges elsewhere. The liberality of the Legislature of 1872 has enabled the College to add largely to its Library and Philosophical Apparatus, so that the facilities for scientific studyhave been greatly increased. Especially noticeable are the extremely low terms charged (two hundred and seventyfive dollars) for tuition, room rent, board, fuel, lights, and washing-terms much less than those of Colleges in other States, and altogether insufficient to maintain the College but for the liberal assistance granted lzy the State. In return for this assistance, when it was first received with no conditions attached, the Board of Visitors and Governors established one hundred and fifty scholarships (six for each Senatorial District in the State,) entitling the holders, appointed by the Board of School Commissioners of the District, to exemption from payment of fees for tuition and room rent-thus limiting the charge for board, fuel, lights, and washing, for these students, to two hundred dollars. Means were also provided by the Legislature of 1872 [Act amended by the Legislature of 1878], for making twenty-six of the scholarships (one from each Senatorial District) free of all charges for board, fuel, . · lights, and washing, under certain conditions specified in the preceding Circular. These are the great advantages which~ the College presents for the attainment of a Collegiate education by even the poorest who are properly qualified to avail themselves of them. Such are unable to go beyond the borders of the State, and can thus obtain a liberal education at their very doors. And will those who are able to send their sons to well known Colleges of other States refuse their patronage to ST. JOHN'S COLLEGE, and thus neglect the opportunity now and here afforded of building up a College, already the equal of many of these, a1~d which, by proper support from the people of Maryland, may in time become the rival of any institution in the land? A sufficient amount is annually drained from the State by sending her sons abroad for an education which may be obtained at home, to place this College above all want. Will the people neglect the literary advantages presented here, and go elsewhere for a similar education at greater cost ? � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Annual Catalogue of St. John's College Annapolis, Maryland, for the Academic Year, 1877-78 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 College Catalogs and Statements of the Program 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 Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs 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. 31 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/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Annual Catalogue of St. John's College Annapolis, Maryland, for the Academic Year, 1877-78 Date A point or period of time associated with an event in the lifecycle of the resource 1878 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Batlimore, MD Publisher An entity responsible for making the resource available South Aldine Press Description An account of the resource College catalog for the years 1877-1878 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/363f7d568531b075ac48f38e5a60297e.pdf d62a7b1074190d6b003cf188b720a071 PDF Text Text ANNUAL CATAL~GUE I. l -OF- ST. '• JOHN'S COLLEGE ANNAPOLIS, MARYLAND, -FOR THE- Academic Year, 1878-79 . . ANNAPOLIS, MD., ANNE ARUNDEL .A.DVERTU'.!ER-PRL.~T I, �------------------------- ·Board of Visitors and Governors. I ! I ' Ii I PRESIDENT. (Er,- Officio.)' Hrs ExcnLENCY JOHN LEE CARROLL, THE GOVERNOR OF l\IARYLAND, 11179. FRID.lY, JUNE 27th, SUND.~Y, JUNE 29th, SECRETARY. Baccnlaureate Sermon. MONDAY, JUNE 30th, WILLIAM HARWOOD, EsQ., Class Day of Senior Class. Annnpoli8, Mel. Address before the Literary Societies. \ Commencement Day. W11DXESDAY, .JULY 2nd, SEPTEllIEER HitL, • Anniversary Celebration of Philokalian Society. TUESDAY, JULY 1st, l\!foNR~Y, Annapolis, Mel. ( Address before the Society of the Alumni. TREASURER. - \Opening of Session and Examination of TUESDAY, SEPTEMBER, 16th, - ( NICHOLAS BREWER, E~Q., fl.nnapolis, Md. Candidates for admission. FRIDAY, DECEMBER 12th, AnniTersary Celebration of Philomathean Society. - - (Ev-Officio.) HoN. HICHARD J. BOWIE, LL.JJ., Commencement of Christmas Vacation. 18110. MmmAY, JANUARY 5th, (E.p-Ojfici1J.) HoN. EDWARD LLOYD, SATURDAY, DECEMilETI 20th, - Termination of Cln'istmas Vacation. PRESIDENT OF TIIJ'l SE5A'l'E, E~~~ton, HoN. FETTER S. HOBLITZELL, ~PEAKER I' 1\i<l. OF TIIE HOL':"SE OF DELEGATES, Enltimore, Mel. HoN. JAS. L. BARTOL, LL. D., mu.El!' JUDGE COURT OF APPEALS, Baltimore, Mel. HoN. JOHN M. ROBINSON, JUDGE COURT OF APPEALS, JUDGE COURT OF APPEALS, Rockville, Md. HoN. RI(JHARD H. ALVEY, ,JUDGE COD.RT OF APPEAJ,S, Hagerstown, Md. HoN. GEORGE BRENT, JUDGE COURT OF APPEALS, Port Tobacco, llicl. HoN. OLIVER MILLER, JUDGE COURT OF APPEA~S, Centreville, Mel. Annapolis, Mel. HOl'T. RICHARD GRA.SON, HoN. LEVIN T. H. IRVING, JUDGE COURT OF APPEALS, JUDGE COURT OF APPEALS, Tcwso:i,town, Mel. PrinceHs Anne, Md �4 Circular cf 8t. Jolin' s College. Faculty and Instructors. BOARD OF VISITORS AND GOVERNORS.-CONTINUED. Hox. ALEXANDER RANDALL, Annapolis, 11Id. I Ifox. WM. I-I. TUCK,, Annapolis, Mel. .1 ~ '1 ~ PRINCIPAL, PROFE'3:30Il OF HISTOllY, AXD OF THE .ANGLO-SAXO~ A:ND E~GLBH LANGUAGES AND GEORGE WELLEl, E8Q., Annapolis, Md. LITERATURE. J .HIES MUNROE, EsQ.,, Annapolis, Mel., I. NEVETT STEELE, Esci., LL. D., Hox. GEO. WM. BROWN, LL. D.,. Baltimore, M'.l. B:tltimore, M:l. JOHN RIDOUT, M. D., Annapolis, Md. ~ev_ CL::EL.A.ND x_ NELSON. :o_ D •• YICE-PTIINCIPAJ.... f>TIOFE~~OR OF MENTAL, 1iIOl':.A.L AND SOCIAL SCIENCE, AND LECTUilEil ON NATURAL AND IlEYEALED IlELIGION A~D TIIE EVIDENCES OF CHRISTIANITY. Eev. :r"O"LJ:"O"S JI.a:. D.A.S:S::C::ELL, :C. D., RT.REY.WM. PINKNEY,D.D., LL.D.,, PilOFE8SOR OF THE GREEK AND LATIN LANGUAGES, THE!"R LITERATURE• AND HISTORY. Washingtoa, D. C. .A.::SE.A.::M: CL.A."O"D::E, .A.. JI.a:., JI.a:. D •• FRANK H. STOCKETT, EsQ., HON. THOS. J. McKAIG, Annapolis, Md. \1-nOFE~Son OF l\ATURAL PIIIL030PIIY AND CHEMISTRY, A~D LECTURER ON ZOOLOGY ASD BOT.ANY. Cumbcrlaµd, llld . .JAS. MACKUBIN, Esci., .JOHN T. llfATHIAS, Esc1 ... Ellicott City, Md. PTIOFESSOil OF l~.L\.THE:MATIC3, AND LECTU~Ell OM MECUANIUS AND ASTRONOMY• \Vestmiuster, J)frl. Hox. DANIEL lit. HEXRY, Hox. WM. T. HAMILTON, Cambridge, 1'11. llager~to wn, Hox. EDWARD HAMMOND, PROFE8~0Il OF GETI:l!AN, AND ASSISTANT PROFESSOR O~ THE GREEK AND LATIN LANGUAGES. 1\Id. N. H. l\WRISON, EsQ., LL. D.,_ Ellicott City, Md. Baltimore, Md. JOHN G. PROUD, EsQ., D.\.VID HARLAN, M. D., C S. ]).,, PROPESSOil OF THE FilENCH LANGUAGE AND LITERATURE. TUTOR IN Baltimore, Md. Ch11rchYille, Md. LATIN~ lIATIIEXATICS AND ENGLI3H. G::EOEG::E A. :S:.A.::S'l:'::EE, .A.. ::e •• .TCTOE lN I.ATIN, GTIEEK. MATHEMATICS AND ENGLISH, AND LIBTIARIAN. D. l\I. TH0:\'1AS, EsQ., Hos. ALEX. B. HAGN"ER, Baltimore, Md. \Vashingtou. D. C'. SPRIGG HARWOOD, EsQ., WILLIA)'! R. HAYWARD, 1\'L D.,, Ann~tpolii:i, ~id. Cambridge, Md. J. SHAAFF STOCKETT, Es~., PilOFE880Il OF VOCAL AND INSTRUMENTAL 1IUSIC. PTIOFESSOil OF DRAWING ANJt PAINTING. Annapolis, Md. INSTRT;CTOR IN GYMNASTICS. �-· ; Circular of St. John's College. NAMES. SOPHOMORE CLASS. et ! llESIDENCE.=. ""NICHOLAS BREWER, JR., ................ ,. ........... Annapolis, Marylancl. ./ E. .JULIUS CLARKE, ................... Newtown, 'iVorcester Co., l\Iarylancl. I !, )VAUGIIAN S. CoLLINs,.,. ...................... ·.· ......... Berlin, Maryland. /'iVILLI.A..'1 W. DAVIS, ..............Fountain Mills, Frederick Co., Maryland. V"VVALTER I. DAWKINS, .......... St. Clement's Bay, St. Mary's Co., 1\Iaryland . ./WILLIA)[ DEVECMON, .......................... Lonaconing, Maryland. c. -f / BENJAMIN F. DEVRIES, .......................... Mariottsville, 1\farylancl. I- v·TOSEPH L. Dowirns, .................... " .......... Centreville, 1\Iaryland. NAMES. f T1. DORSEY GASSA 'VAY, .............................. Annapolis, llfarylancl . SENIOR CLASS. ./.JAMES B. GREENE, ................................. Baltimore, 1\Iarylancl RESIDENCEt:!. / 11. \iVoR'rHINGTON BERRY, ............. : .............. L'.1 Plata, Marylaml.. /.JAMES W. GREER, ................................. Annapolis, Maryland .. I' E. PLINY GRIFFIN, ................... T. B.,.Prince George's Co., Maryland. j fJADWAJ,LADER E. LINTHICmr, ..................... Millersville, j)farylanrl .. ) RonER S. POWELL, ..... : ...................... Princess Anne, I\Iaryl:inil. SENIORS-Ci. NA]l.E~. GEORGE B. DoRSEY, ............................ Port Republic, 1\faryland. JUNIOR CLASS. ~' v' J ..LEXANDER B. HAGNER, ..................... Prince Frederick, Maryland ,,/EDWARD P. T. HA.c'°rnND, .............................. Berlin, Maryland. v WILLIAM B. HARLAN, ............................. Uhurchville, 11'.Iarylancl. /V: BALD~VIN /FREDERICK J. KEECH, ... ·,: ........................ Bryantown, Maryland. VCHARLES H. LATmER, ............................. Woodville, Maryland. v .IoIIN B. ,; WALTER 11E81Dl.:~l'E~. f HENUY A. J' LEAG u:E, .................................. Annapolis, Mary Janel. Yv. PRESTON,······....................... Emmorton, 1\farylancl. ..,...CLAGETT PYLES, .................................. Barnesville, Maryland. ·• J:HILTON A. SPESSAnn, ........... ' .................. Cavetown, Maryland.. ,; ~\.BRAM I. WILSON, ...................... Altamont, Garrett Co., J\forylancl· SOPHOMORES-23. ;fosErH C. COLLINSON, ......... Rutland P. 0., Anne Arundel Co., Maryland. BAnBEI~, ................................ C::nnliriclge~ Marylaml. -'_ :\IANr. Y IL BARNES, ................................. Baltimore, l\farylaml. J .TosEPH P. BAYNE,. .............................. Towsontown, Maryland, j FRANKLIN B. BEALL,. ............................ Cumberlnnd, J\Iaryhincl. ,J UrrARLES C. Brnn, .................................. Baltimore, llforylaml. I c:tEORGE A. FmcK, ........................... ·....... BaHimorc, I\Iaryland. ilfoBERT K. GoLLEY, .............................. TempleYill€, :i\Iaryland. v'EDWARD A. 8COTT, ..................................... Galena, Maryland. /.rosEPH F. VALLIANT, .................... Royal Oak, Talbot Co., I\fo~·ylancl. j F. EUGENE 'iVATHEN, ........................... Leonardtown, Marylanrl. I/ Wrr.LTAU F. 'iVELDON, ................................. Color:i, l\fa~·yland._ ) .TAY n. Wrr.r.TAUR, ........................ ·: ........._Salisbur~',,M;arylrtnc\._ JuNIORS-1:3. 0 JOHNSON, ...................... East New Market, Maryland. 0., Somerset Co., Maryland. .I DENWOOD A. JuNEs, ........ Dame's Qnarter P. NAllIEtl. FRESHMAN CLASS. , ~17 ~ RESIDENCE:7!, /,J. ALBERT Boo'l'II, .............. Dulaney's Valley, Baltimore Co., Maryland. v'H. HEBER BosWELL, ................. : .......... Port Tobacco, Maryland. ./HENRY L. BOYD, ................................... Annapolis, Maryland. ·} gl{JJA.c"\IP BeTLEH, ...................................... Bel Air, l\Iaryland. o.1 GRANVILLE M. CATLIN, ................. ~ ............. Tyaskin, l\forylancl. >) .ToIIN CLAYTOR, ................................... vVest River, Maryland. .;(}EORGE W. COOLEY, ................................ Lapidum, Maryland. ./ .JuLrus M. DASHIELJ,, Jn., ............... _. .......... Annapolis, Maryland. /PETER T. B. DUNCAN, ........................... Lavender Hill, Maryland, �Circular of St. Jolin's College. /. NAMES, , RESIDENCES. SECOND PREPARATORY CLASS. ~ S. DANA GREENE, J:11., .............................. Annapolis, Maryland. , HARRY L. GRIFFITH,. .............................. Baltimore, Maryland. v J. NICHOLSON HENnY,; ............................. Stapleton, New York. / GnAF'!'ON MUNROE,. ................................ Annapolis, Maryland. . ' JFoxHALL A. PAUKER, JR., .......................... Annapolis, Maryland. .!FORREST J. PRETTYMAN,. ........................... Rockville, Maryland. 'T. HENRY RANDALL,. ............................... Annapolis, Maryland· 1 J. MORGAN READ,. ............................... Westminster, Maryland. H. WEElrs,. ............................. South River, Maryland. / .J. WESLEY WHITE,. ................................ Annapolis, Maryland. FRESHMEN-19. TOTAL IN COLLEGIATE DEPARTMENT-60. '~·'*HENHY N.AMES. FIRST PREPARATORY CLASS. 9 Circular. of 8t. Jolin' s College. llESIDENCES. /RoBERT T. ANDnEws, (Partial Coit't'Be,) .............. . Annapolis, Maryland. /RICHARD E. BnYAN, JR., .......................... Queenstown, Maryland. ii W. HALLA)! CLAUDE,. .............................. Annapolis, Maryland. I RoBERT VINTON CLAYTON, JR., ..................... Ann:apolis, Maryland· ./NORMAN V. S. FARQUHAR,. ......................... Annapolis, Maryland.· I DANIEL E. GRAVES, ......................... St. Clement's Bay, Maryland. I RICHARD H. GREEN, JR., ........................... Annapolis, Maryland. I ROBERT S. HARmsoN,. .......................... Huntingtown, Maryland. ./HENRY R. MUNROE,. .............................. Annapolis, Maryland. I BEALE E. PADGETT,. ........................... Port Tobacco, Maryland. v SAMUEL C. PADGETT, ........................... POI't Tobacco, Maryland. / c. MORELAND PRATHER, (Pctrtial Course,) .......... . Millersvil]e, Maryland. J '\YILLIAM J. PmcE,. .................. -............ Queenstown, 1\faryland. v DANIEL R. RANDALL,. .............................. Annapolis, Maryland.· ./ T. FRANKLIN SCHLEY,. ............................. Annapolis, Ma1-yland. /HARRY M. SLADE,. ............................. Woodensburg, Maryland. j JosEPH STEIN,. .................................... Annapolis, Maryland. v HERMAN w. THOMPSON,. ........................... Annapolis, Maryland. /JAMES GUY THOMfSON,. ....... ~· ' .... : ............. Annapolis, Maryland. CARMICHAEL TILGHMAN, ......................... Queenstown, Ma1-ylanc1. ,/FREDERICK VoLLMER, ............................. Annapolis, Maryland. /.EDWIN H. WEBSTER,. .............. Hicko1-y, P. 0., Harford Co., Maryland. / BARTON LEE WELCH,. ....................... , ..... Annapolis, Mm-ylancl. FIRST PREPARATORY CLASS-23. *Deceased. ll.ESlDENCES. N nrns. Ii M . html /JOSEPH s. "" BA~IL > 'Jn_ , (Pctrtial Co1t1·se,) ...... ....... Annapo s, a1y' · .1u. ~ .• · /.CHATILES BREWER,. ............................... . Annapolis, Maryland. · n <"CHARLES S. CONNER, (Prtrtzm• vow·se, ) · · · · · · · · · · · · · · · ·Annapolif' ' Maryland. PAUL J. D-~SHIELJ,,. ............................... . Annapolis, Maryland. l Annapolis, J\<Ia1-yland. _/JOSEPH W. DuvAJ,J,, .................... , .......... Annapolis, Matyl~nd. /ALBERT D. GIRON,. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ' . ) Annapolis ' Maryfand. v' ANTHONY HUGHES, (Pai•t·ial C'oztrse, · · · · · · · · · · · · · · · · · _ /MICHAEL KILCHENSTEIN,... .. . . .. . . .. . . .. . . .. . . Lavender Hill ' Maryland. . . /OSCAR LEONHARD, (Pctrt·irtl Course, ) . . . . . . . - . . . . . . . . . . Annapolis • Maryland. . . . /RICHARD C. LEWIS, (Partuti Goztr.~e, ) · · · · · ... · · · · · · · · ·Anna1Jolis ' Maryland. . . ~J'oHN R. )IAGRUDER; .JR.,. .......................... Annapolis, Maryland. : ./FRANK A. niuNnoE,. ................. · · · · · · · · · ·· · · ·Annapolis ' Maryland. /WYATT vV. RANDAJ,L,. · · .. ·· · · .... · · ..... :......... Annapolis ' J\farylancl. . ,/EDWARD J. W. REVELL,.·· .... ·· .... ·· .. . .......... Annapolis, Maryland. • . /EDWARD R. RonB, (Pctrtutl Course, ) · · · · · · · · · · · · · · · · · ·AnuarJolis ' Marylaml. · Annapolis ' Maryland. WILI.IAM S. SouTHGATE, Jn.,.······················ · HENllY D. ToDD, Jn., (Part'utl Coztrse, ) . · · · · ·· · · · · · · · ·Annapolis ' Maryland . · ,.., \VILLLUI H. VA.....,-SANT, (Partictl vow·se,) · · · .. · · .. · · · · ·Annapolis ' Maryland. S1woND PREPARATORY CLASS-18. I TOTAL IN PREPARATORY DEPAUT)IENT,. · · · · · · · · · · · · · · .. .4l ToTAL IN CoLLFlGIATE DEPARnIENT,. · · · .. · · .. · · .. · · .. · · .60 AGGREGATE,. ............ · · .... · · ... 101 N. B.-Stuclents marked "Pctrt-ial Course," do not study tlie Classics. I ! I ii 1 • [ii I I' I,.I :,ll 1: '·' I 11 \.l 1:1 I! I.' I 11 �·Circular of St. Jolin ..s College. 11 ~:UZJ,E.S. AND f:ERTIFICATES OF J-lISTINCTION AND fRIZES fawARDE~, o~ Conirnencement Day, July 8d, 1878. NEW SB:AKE!PERE SOCIETY'S PRIZE. FOR PROFICIENCY IN THE STUDY OF SHAKSPERE. EUGENE F. WATHEN, (Sophomore Class.) EARLY ENGLISH TEXT SOCIETY'S PRIZES. FOR PROFICIENCY IN THE STUDY OF CHAUCER.- C. E. LINTHICUM, (.Junior Class.) FOR PROFICIENCY IN ANGLO-SAXON AND EARLY ENGLISH f>TUDIES".. Doctor of Lavvs, J. HARRY KHEBS, (Senior Class.) I S. TEACKLE WALLIS, EsQ., Baltimore, Mel. BIS.a:OP PINKNEY'S PRIZE. Doctor of Divinity, FOU THE BEST ESSAY ON BISHOP BUTLEU'S ANALOGY . ( HEv. SAMUEL V. LEECH, Baltimore, Md. .IREv. SAMUEL H. GORDON,, .JOHN F. GONTRUlVI, (Senior Class.) Prince George's County, J\frl. C~lt'l'EFIOATE:S. Glt£DU-£'Ji"E Jll;E.fiUiUi.<ES. QF SENIOR CLASS. Annapolis, Md. PROFICIENT IN LATIN AND MENTAL AND MORAL SCIENCE. ABRA,}II W. WRIGHT, JUNIOR CLASS. CADWALLADER E. LINTHICUM.· Carroll County, llld. SECOND GRADE. l'ROFICIEN'l' IN LA'l'IN, MA'l'HElliATICS, MENTAL AND MORAL 8CIENCE, NATURAL SCIENCE, HISTORY AND ENGLISII STUDIES. 'I. .JAMES P. GORTER, · SENIOR CLASS. .JAMES P. GORTER, Aune Arnnclel County, Mel. *GEORGE T. l\'IARTIX, .JOHN G. RAY. DBTINGUBHED PROFICIENT IN GERMA.i.'!. J' i .J. SHILES CROCKETT, Somerset County, Md. j .JbHN F. GONTRU.l\'f, JHENRY SOPHOllIORE CLASS. .J. HARRY KREBS, CHARLES W. BYRN, • Baltimore, Mel. ,~nnnpolis, D. HARLAN, Harforcl County, Mel. J I .,; GEORGE T. MARTIN,. Baltimore County, Md. "ROGER S. POWELL. Baltimore, Mel. BAC.E:IELO ::i OF ARTS, . ,JUNIOR CLASS. ,J. HARRY KREBS, Washington County, l\Id. Md. Washington Co1mty, J\frl. FRESH.MAN CLASS. J SYDNEY E. MUDD, j J JOHN G. RAY, Baltimore H. ARTHUR STUMP, Cecil Comity, Md. Count~-, EUGENE F. WATHEN. WILLIAN! W. DAVIS, WILLIAJ\I C. DEVEC'.:\ION, MILTON A. SPESSARD. FIRST PREPAUATORY CLASS. PETER T. B. DUNCAN. Charles County, J\fd. GEORGE A. HARTER, S'JrliJ~.:i;~s.•. HENRY D. HARLAN.-Seconcl Honor. GEORGE A. HARTER, J First Honor. ,J. HARRY KREBS, ( HUGH NELSON, A. B. (1875.) GEORGE A. HARTER, INt £LE. FIRST GRADE. MASTER OF ARTS, j ~>11$,'li'.'lllNtO'FIQlNt SECOND PREPARATORY CLAS8. BE;\.LE E. PADGETT. Md. *Students m::nked ihes obtainecl~an avern.ge ofn:.orc 1l:an 4.-1 in r..11 etr.diC"s. ., Ir ~ I �I I ~ I i CircvJm· ·of 8t. Jolm's College. I I' :,i FR.OSFEOTUS OF THE I 1. 1:1 1i"i ~I ' :',,I ! 'i1 1;1 rl 'I ''f h fj i ! !· i I I I ,1; .I ' 11 ··!" LOCATION AND ACCESS. '"°T. JOHN'S COLLEGE, founded in the year 1784, and .).J endowed by the State of Maryland, is pleasantly situated at Annapolis, on the banks of the Severn River, a few miles from the Chesapeake Bay, which is in foll view, Its buildings, three in number, are large and well-constructed for the accommodation of youth. Its grounds afford ample facilitic8 for exercise, and the waters of the Severn for bathing and )Joating. The situation is eminently healthy. Annapolis has railroad communications wit.h Baltimore and \Vashington three times a clay ; daily steamboat communications with Baltimore, and telegraphic connection with all parts of the country. COURSE OF STUDY. 'rhe Preparatory Department of the College has two ·classes, entitled 1st and 2cl, according to the grade ofistudies. Students of the 1st ·Preparatory Class, who pass a satisfactory examination, are qualified for admission into the Freshman Class of the College. The Collegiate Department em braces thn~e courses: 1st, the regular Academic Course, occupying four years, and pursued in the Freshman, Sophomore, Junior, and Senior classes, entitling the graduates of the Senior Class; who shall ·pass a satisfactory examination, to the degree of Bachelor ef Arts. 2d, the Select Course, embracing studies in the different classes, according to the option of parents, and entitling the students,. who shall complete the comse and sustain a satisfactory examination in any special study, to the degree of Proficient in that study. 3d, the Post-Graduate Course, prescribed for students who aspire to the degree of .L"Jllcister of Arts, which is conferred only on such gradmttes of the regular Academic Course as shall pursue for two years, at the College or elsewhere, a course of study assigned by the Fa· -cnlty, at1d who shall furnish satisfactory evidence of their 13 proficiency in said course, .by submitting to the Fac~lty, at clesignated periods, sucl~ wntten th~ses as may be specifically. required . of each candidate for s~ud degree. The degree of Masters of Arts is not conferred in <·oiirse, but only on the evidence of satisfactory attainments in advanced studies. Vocal and Instrumental Music, Drawing and Painting, are taught at special charges, o~ terms arra~ged between students and thl.l Professors of 1Vlus1c and Drawrng. THIE AND TER:\l:S OF AmIISSION. The regular examinations for admission into the College . or the Preparatory Department, are held on the Monday and 'l'uesday preceding the firs~ Wednesday of July, and. on the third Mondav ancl followmg Tuesday of September m each yea,r. All candidat~s for admi~sion are required to be present on those da.ys. Satrnfactory evidence of good moral character must be fui·nished by each applicant, testimonials of former teachers preferred, :incl if he comes from. another College, he must present a certificate of hono~·able discharge. . Candidates for the degree ot Bachelor of Arts, m order to obtain admission to the Freshman Class, must, unless they have passed through the re~ula; co~use in the Pi;eparato1:y Department, sustain an exammat10n m the followmg studies : En o-Jish Grammar; U. S. History; Ancient and Modern Geography; Arithmetic· Ai°o-ebra through Quadratic Equations; Hadley's, Goodwin's, or Knhner's. Gr~ek Grammar; Greek Reader; Xenophon's Anabasi~; Ha,rkness's, Gil~er-. sleeve's. or Allen and Greenough's Latin Grammar; Cresar ~ <;Jommentanes,. or some equivalent; Ovid; Virgil; Latin and Greek Compos1t1on. Candidates for admission to any higher class must be examined in all the previous studies of the cla::is they propose to enter. , Students pursuing a Select Course may e~ter an~r cla~ses for wliich they are fitted, the number ot their studies berng subject to the direction of. tl~e F?'culty. . Candidates for aclrmssrnn rnto the lowest class of the Preparatory Departme1it. must be :vell g~·ounde~ in the elements of a Primary English edn.cahon .. rhey .will he examined in Reading, ,Writing, Spellrng, Arithmetic~ Geography and Engli~h Grammar. . . . The course of study m the Classics and l\Iathemat1cs, in the Preparatory and l~\ver l'ollegi!Lte Classe~, has been. ar-. rauo-e<l in accordance with the reqmrements of the examurntiou~for matriculation in the Johns Hopkins U niYersity. I ;I I I I I .1 II jl 11 11 j, j, ·11 '1 .1 ,1 i! I �) GOLLEJIATE COURSE OF STUDIES SCHEME OF STUDIES FOR 'L'HE IN 'IRE No. of hours FIRST TERM. per week. r\o. of r, l~1rnEK.-Heroc19tus; Greek Antiqnities ancl Mythology: Jones·" Exercises in Greek Prose, and Boi~c·s Exercises· ill Gl'eek 8yntax: Hadley's, and Goodwin'~ Grnmmar's; Grecian Hh::1tory tS1nithi:-; Student's Greece.) . LATI~.-Virgil's ~ueid, continued; Cicero's Select Orations· Rmnau Antiquities and Mythology; Allen and Greenongh's Gra~mar, nnrl SECOND SECTION. hour~.: per week. JENGLISH STUDIES.- nucl I READING.-Concert Fifth Reader. IncliYiclnal Reading: Dcclamatiou; l\foGnlfoy'" \ 8PEL1..ING.-1Vorcester's School Dictionary; Latin Prose Compositiou. MATHE:lIATics-ALGEBHA.-:-ReYie"~ of Algebra, including Equations of Fin.it Degree and Equations of Second Degree; Pennntations and Cornbinations; Binomial Theorem; Extraction of Roots: RarliC'Hl' · _.._....,. Progrestiions; Series (Toclbun1er's Algebra): Original Prohlcnu:. ' NATUBAL HISTORY.-Zoology, tAgassiz and Goul(l's.) Dictation Exerci~e~. ... ENGLISH GRAlUMAR.-Swinton's Language-Les~ons and School Composi- t U r. r. tion ; Word Parsing; Logical Analyt-3fa:. GEOGR.APHY,-Cornelrs High School ARITHMETIC.-Dnxies' New School. LATIN.-~.\llen n.nc1 Greenougb,s Grammar, mul Leighton's Latin Le~E=m.tfi. ExGLISH Co:urmnTION, PEN1UANSHIP ancl 1\iAP DnAWINn. j ENGLISH STUDIES.- ~ LANGl'At~~~~Hart's Composition and Rhetoric: Originnl E~snys: EloenSECOND TERM. FIRST SECTION. ~ ENGLISH STUDIES.- < READING.-Concert nucl ·Incliviclnal Remlinl(; Declamation; I lTREEK.-llomer (Iliad): Greek Antiquities, Mythology, ancl Compo"ition: Hadley'~, and Goodwin's Gramnun'i3; <lreciau History (8n1ith'r: Student's Greece.) LATIN.-Livy; Odes of Horace: Romon "Antiquities aml MytholO"'Y, nncl Latin Composition; Allen and Greenough·~ Grammar. '='· MATHEMATrcs.-GEOMETRY.-Plnne Geometry l Ulumvenet's I., II., III., JY. and V. Books)·; Original Problems. ALGEBRA.-Theory of Exponents; 'fheory and Practice of Lo~arithm• · General Theory of Equations (Lectures); Original Prohle'1n:-1. , NATl'RAL HISTORY.-Botany, (Gray's How Plants Grow.) .ENG-LI~H STUDIEs.-LANGU.!.GE,-]'Iorr1s's Elementary Lessons. in lli':ltoric:ul English Urammar; Original Essnys; Elocution. ./ Fifth Reacler. McGnlley'~ SPELLING.-Worcester"s School JENGLISH GRAMMAR.-Swinton's;Dictionary; Dictation Exercises, 'Vorel I HISTORY.-Holmes' United States. Parsing; Logical Analysis. I ARITHMETic.-Davles' University. 1ALGEBRA.-Brooks's. i 1 LATIN.-..._.\llen ancl Grecnongh"s Grammar, and Leighton's Latin ~e~so11l!I: -, Coosar. GREEK.-Leighton's Greek Lessons, and ENGLISH COMPOSITION and PENMANSHIP. Goodwiu~s Grammar. 2 FIRST TERM. I EXGLI8H STUDIES.•1ELocuTION.-Selcct Readings; Dcclomation. PHYSICAL GEOGRAPHY.-Manry's. JANCIENT GEOGRAPHY.-Mitchell's. I HISTORY.-'L'halheimer's History of Englancl. Algebra. Ovid; Virgil; Lntin Prose Composition; Allen ancl Gre011I ough's Grammar, and Leighton's Latin Lessons. I GREEK.-Xenophon's Greek Prose Composit10:1; Lcightoa'~ '1 Greek Lesson 's Grammar. ~fATHEMATics.-Brooks's J LATIN.-Coosar; EXGLIBH C'0'3-IPOSITIO !; UREEK.-l'lato (Apologia ancl Krito); Euripides (Alcesti• or Medea); Hi•. tory of <lreek Literature; Greek Prose Composition . LATIN.-Horace's Satires; Cicero cle Senectnte: History of Roman Literoture: Latin Pro•e Composition; Roman History (Merivale·, Stnclent'" Rome.) MATHEUATICS.-GEOMETRY.-Solicl Geometry; ( Chanvenet's); Original Problems. · TRIG-OXoMETRY.-Plane Trigonometry (Ch11uvenet's); Original Problem~~. ft'' NATITRAL PHILOSOPHY.-Ganot's Physics (Atkinson's edition); Lectun•f':I. ENGLISH 8TUDIES.-LITERATURE.-Coppee 1 8 English Literature; Ori•rinnl Essay~; Elocution. ,.., �16 Circular of St. John's College. No. of hours per week. Circular of St. Jo!in's College. SECOND TERM. GREEK.-Demosthenes; Sophocles (<Eclipus T)Tanm1s); Greek Litentmc. and Composition. LATI::<.-llorace's Epistles; Cicero (De Officiis); Terence (Andria); Roman, Literatme and Latin Composition ; Roman History (MeriYule's Student's Rome.) MATIIEMATrcs.-Spherical Trigonometry (Chauvenet"s); Notes on Survey. 5 ing lTappan's); Original Proble1ns. NATURAL Prrrr.osoP~Y.-Ganot's Physics (Atkinson·s edition); Lectures. ENGLISH STUDIES.-LANGUAGE AND LITERATURE.-Coppee"s English Lit-. , eratnre; Shakspere's "Hamlet" (Rolfe's edition); Dowclen's Shaks-. perc Primer; Original E~says ; 11:locution. :3 2 No. of hours per week. 4 17 SECOND TERM. JGREEK.'-Thucyclides; tion. , ,Eschylus (Prometheus Bonnel); Greek Composi- I LATIN.-Tacitus (Annals); Lne,retius; Latin Composition. - MATHEMATICs,-Astronomy (White's); Lectures. Loorc.-Sir William Hamilton's Logic; Lectmes. l EVIDE'fCES OF CHRISTIANITY.-Lectures on Eviclcnces of Christianity, and \ on Constitutional Law. CHEMIBTRY.-Fownes' Chemistry (new edition); Lectures. rENGLISII STUDIES,_:SEMI·SAXON AND EARLY ENGLISH.-Corson's HandBook of Anglo-Saxon and Early English: Hadley's Brief History of · the En<>lish Language: Lectures on the English Language. liIRTORY.-LuCflow's. '"War of American Independence,' 1 with refere11ceg to parallel reading. MODERN LANGUAGES-French or German. J 2 2 t FIRST TERM. 4 3 3 \ GREEK.-Plato's Phreclo; Sophocles (Antigone, Ajax, or Phi!octetes); Greek Composition. · 1 { LATIN.-'l'acitus (Germania :mil Agricola); Juvenal; Latin Composition. MATRE>IATICs.-Analytical Geometry (Johnson's); Dit!ilreritial Calculm1 .. (Hice ancl Johnson'l!I); Original l'roblems. NATURAL PHILOSOPIIY.-Ganot's Physics (Atkinson's edition): Lectures. POLITICAL ECONOMY. -Thomson's Social Science: Lectures. I ENGLISH STUDIEs.-HISTORY.-Thalheimer's Mcdirr·val and Modern Histo-. ry; Original Es1:mys; Elocution. 1 MODERN LANGUAGES.-French or German. SECOND TERM. I GREEK.-Thucyclides: Greek Composition. (LATIN-Tacitus (Histories); Plautus (CaptiYes); Latin Composition. 4 MATIIE>IATICs.-Dift'erential Calculus (Rice and Johnson's), continued. :1 NATURAL PIIILOSOPIIY.-Ganot's Physics (Atkinson"• edition): Lectures •. 2 l\foRAL PHILOSOPIIY.-Butler's Ethical Discourses; Lectures. I HisToRY.-Thalheimer's Mcdi::eval and Modern History. 1ENGLISH STUDIES.-LANGUAGE AND LITER.\TURE.-Chancer,s ~ 1 Prioref!.se'sU,, E~say8; Elocntion. rrale, i, &c. ·; (8keat's U. P. edition); Original MODERN LANGUAGE3.-French or German. 2 FIRST TERM. 4 2 5 { Gn. EEI<.-Thncydiiles; Aristophanes (C.'loucls and Bird•); Greek Compos.k tlon.' LATIN.-Q,uintilian; Persin•: Tacitus \Histories); Latin Compoeition. MATHEMATics.-Iutegral Calculus, (Rice ancl Johnson's); Lectures. JMENTA~m~:.ILOSOPHY.--Sir William Hamilton's Methaphysies: I EVIDENCES OF CnmsTIANITY.-Butler'• Analogy; Lectures. Lee-. CHEMISTRY.-Fownes' Chemistry (new edition) ; Lectures. 'ENGLrsn STUDIEs.-ANGLO-SAxoN.-)Iarch'B Anglo-~nxon Render; Crigl-.,. ! nal Essays ; 11:locution. MODERN LANGU.\GEs.-French or Geruian. Partially Elective Studies. Class, 1st Year.-Otto's French Conversational Grammar; Voltaire's Charles XII; Exercises in: Acciclence, Verbs and Syntax. 2,,,d Class,2d Yea1'.-Racine's Esther: Labiche and Martin's La Poud"e aux Yeux; Saintine's · Picciola; Sacller's Translations from English into French; Otto"s Grammar; Original Compoeitions. 1st Class, 3rd Yeai'.-Racirie's Athalie; Corneille's Le Cid: Moliere's Le Misanthrope · (Prof. Joynes's editions.) Mme. De Stael'• De L'Allemagne; Original Compo•itions. GERllAN.-3rd Class.1st Yeai'.-Grammar (Whitney): Forms and Inflections; Oral and Written Exercises; German Reader (Whitney). 2"'d Glass, 2d Yeai'.-Grammar; Syntax, Oral ancl Written Exercises on the Construction of Sentences and on special points of the Grammar; Schiller's Wilhelm Tell (Bnchheim); Lessing'8 Minna von Barnhelm (Whitney); Goethe"s Hermann and Dorothea (Hart), 1st Class, 3rd Yeai'.-Grammar; Word Formation and Derivation ; Special Exerci•es in Composition; Goethe's Egmont (Buchheim), or Iphigenie anf Tanris; Schil· ler's Die Piccolomini (Hurt), or Wallenstein'~ Tod; Lectmes on Literature uncl Histo1:y and on Relations of German to EngliHh. FRENCII.-~i·d �18 Circular .of St. John's College. Circular of St. Jolin's College. 19 ;I 1' Course of Instruction. 1 Remarks on Studies. No student will be permitted to discontinue any study, except at the close of a term, ancl then only at the written request of his parent or guardian. Students who do not study Greek ~ill be required to study French or German, and those who do not study either Latin or Greek, will 11e required to study both French and Getman. These languages will be commenced by such stu. dents in the First Preparawry Class. The studies of students of the Second Preparatory Class who do not study the Classics, will be so arranged that their time will be fully occupied. Students of the regular Academic Course are required to study either French or German during the .Junior and Senior years, unless they shall have completed the three years' course in either language before reaching the ,Jun.ior or Senior year.For classical students befow the.Junior Class, the French and. German languages are elective studies. Students holding Senatorial Scholarships may hereafter substitute French and German· for Greek, and in that case shall study the Senior Chemi~try in the Junior year, and an additional course in Chemi8try during the Senior year. The gtndy ofthe Differential and Integral Calcnlns will Tue optioual hereafter. 'I 1,: I lj 111 I I ~ Apparatus for Gymnastic exercises has been erected, and regular honrs of exercise assigned for each class. The use of the Gymnasium is granted on payment of a small fee. The Course of Instruction em braces the following de· iimrtments : , I. ANCIENT LANGl'AGEs-Including the Latin and Greek languages, Greek and Roman Antiquities and Mythology, and the History of Greek and Roman literature . Prof. DASHIELL and Ass't·Prof. HOPKINS. II. MODERN LANGUAGEs-Inclucling the French and German langirnges and literatme. Profs. LERoux and HoPKINS.• 1rrr. l\L1.THEJIATIC.3-Including Pure ~fathematics, MechanPwf. JOHNSON. ics and Astronomy. . 1 IV. NATURAL ScIE"CE-Inclucling Natural Philosophy, C-hemistry, anll the elen'umts of Zoology and Botany: Prof. CLAUDE. 'V. .i\IENTAL, MoRAL and Socr~r, ScrnNCE--Including Metaphysics, Logic, Ethics, Natural and Revealed Religion and the Evidences of Christianity, Political Economy and Constitutional Law. . VICE-PRINCIPAL. ,VI. HISTORY AND THE ENGLISH LANGUAGE AND LITERATURE-Including Ancient and Modern History, and the English and Anglo-Saxon languages and their literature. · PRINCIPAL. The <lepartmcnfa:i of History and the English LanO'UaO'e 'and Literature, and of Natural Science, having been re~ently Teorganized, the following outline of courses in these de1partments is appended : 'i Ii I' �20 DEPART~IENT OF HISTORY, AND f()i1..,culiar ·of St. Joltn's College. Circnlar of 8t. John's College. DEPARUIEN'l' 'OF THE ENGLISH LANGUAGE AND LITERATUR.E. In this department instruction i'.' ·i ,I ·1 I i ,I will be given- 1st. IN HrsTORY.-A thorough l;;nowleclge of Greek and Roman history is believed to be the basis of all historical study, and these will first be car~fitlly leanied, This will be followetl with a general outline of history, as contain eel ii~ Thalheimer's 1\fannal of .Mediawal and Modern. :History, an~ illustrated by refe1 ence to the Bretsclmeider-Spruner wall.,. maps. A more particular study of some i1eriod of history will complete the historicnl course. During the present ses.., sion, "The \Var of American Independence" ha,s been made a special i;nhject of study, with referenoes to historical o.ncl lit11rary works illustrating that period, which a.re to be rell,d. prirntely by the class. 2d. IN. TIIE EKGLTSII AND, ANGLO-SA~ON LANGUAGES AND. TIIErn LITEr.ATuRE.-Under this head the art of Composition and Rhetoric will first he studied, with frequent exercises in. written composition and declamatit1n ; this will be followecl by :t study of the historical grammar of the language. The. history of English literature will then be taken up, and the lives of authors studied in connection with specimens of their writing11, which will be criticised in clas8. After this the English of Shakspere will be made a special subject of stud~r, and the most markcll points of difference between Eliza,bethan and modern English noted and commented on, which will be included in the critical study of some o~e o.f Jhe pla,yi; of !'Sh;ik:spen..'. The study of Chancer will next be taken up, an cl pai·ticular atten.tion be paitl to his grammar and vocabulary . Finally, the 1inglo-Saxon language will hEl carcfolly 11tudied, ancl in counectioti with it l~ctures ddivered on the origin, and history of the English language. NATURAL SCIENCE. In this department instruction will be given-ht. IN ZooLOGY-·viewing the animal kingdom as a \vhole, observing the t.vpes of organs which, variously modified, lJl'rvacle the genera, classei;, families and branches in which existing and extinct aninuils are arrayecl, and taking -a general survey of comparative anatomy ancl phpiiology. 2d. IN BoTA~T-comprehencling the anatomy and phys1ology of plants, anrl their classification, a.ccorcling to the natural and artificial m.ethocls, etc. 3d. IN Prrnncs-examining the fundamental laws of °foJ'cc and its products, motion and equilibrium, and the apl!lication of these; first to the action and reaction of masses ~solid, liquid and gaseous--embracing mechanics, hyclrostatri.cs and pneumatics; second, of molecules, embracing light, hea.t, electricity and magnctiRm, in their relations to ~hysics ; thin~, to the intera:tion of molar_ a:nd r1:1olecuh~;· forces, embrac111g "the correlation nncl conservatt0n of forces, the vd10le applierl to the explanation of the phenomena of '1:11ttnrc and combinations of art. 4th. IN CHEMISTRY~comprehending the laws of heat, ·electricity ancl light, in their chemical relations; a description of the elements anll their important compounds, binary ·and co1nplex, their properties, classification, laws of nnion rn11d separatio111, and the theories (atomic a.iml others) by which thes.e. fire explained; the chemical nomenclature, S)'mboh: a111d notation, and the principles on which they are founded ; the whole, as far mi possible, illustratecl by experiment, ancl accompanied with instruction i1urn:mipulation. f~S As extended a treatment of these subjects will be given is pe>ssible in the tiq1e allowed. In the course above sketched, the profe:ssor will endeavor, :first to eclucate the menta.l faculties of pupils, training them to c~mpare, to generalize, to ~scencl inclucti~el,r: from~ fa?ts to principles, to descend deductively f1:om pr_111c1ples to fi:ct:s; secol!l.d, to impitrt such knowledge of its snb.iects as all hberally-eclucatcll persons shoulcl possess; third, to make it sufficiently thorough to indicate .v;rhether any pupil has such �-22 I I rl 'I Circular of Bt. John's College. natural taste and aptitude for the study of any one of its branc~es as should induce him to make its pursuit his special· avocat10n. , I! Circular of Bt. Jo/m's College. higher class, each student must obtain an average of at least 2.5 each on his recitations and on hi8 examinations for the Academic year. Demerits will be giYen for absence and for violation of ~oll~ge re~ulations. Reports respecting' conduct m~d scholarship, rncludmg all absences from College exercises, will be sent every two months to the parents or guardians of the students. Whenever any student of the Collecriate department has 100 demerit~ for any one term, or 150 for the year, or any student of the Preparatory Department ha8 125 demerits for any one term, or 200 for the year he must leave the Institution. ' The st~1dies of_ the_ several ~lasses have been sn arranged as to n:ake mstruct10n m. t'.he sci~nc~s a p1:ominent part of the. Collegiate course. Add1t10ns will from time to time be made. tG the philosophical ap~aratns, ancl every effort used to make. the. labor:i-to.ry and ?abmet as complete as possible. Contri-. but10ns for 1llustrat10n of any of the branches of this department will by thankfully received. - ,Each s,tudent is required to obey· all the laws of the College, so long as he shall remain a member of it; and whenever any student can no longer cheerfully comply with College rules, he will be required to leave the Institution. ,,. .All Stiidents are reqwired to be present promptly on the opening dliy of ,the ses8ion, and no student wal be pennitted to leave the College while College e.-cercises are going on, except in cnses of itrgent necessity, and at the written reqitest ({/' his parent oi· guardian. The attention of parents and guardians is specially called to these regulations, and their co-operation earnestly requested. They are also eetrnestly solicited, on the occas,ion of holida.ys, not to cleta.in students at home bey(md the time allotted .for suspension of Uoltcge exercises. _ Students absent from any ca1tse except protracted sickness. will be marked zero on all 1·ecitations m,ade during their absence. When the caiise Qf absence is satisfcidory to the Faculty, they will be allowed to mal~e up the ornittecl rwitations. POST-GRADUATE COURSE OF STUDIES~ The Post-Graduate Course of Studies, extending through, t~o years, and pursued at the College or ehiewhore, i1> as-.' s1~ned by the Faculty to candidates for the degree of J\faster- of Arts. l1'l r r 1/ If' j! ' ij .i · · ' Candidates for th.is degree are required to select at least two of the departments of ~tudr i>pecified in this Catalogue (page 19,) and under the d1rect10n of the professors in these departments to pursue their ~tu.dies for the two years of thi:;, Post-Gn;1.cluate Course, su?m1ttmg to. th~m such ~si:iays, 0 ~ un~ergomg such ~iral or. writ~en exam1~at10ns, as may be re-_ qmred to test their qualifications for tlus degnie.. · EXAMINATIONS, REPOR'f'.$, CQNDTJCT. Written examinations on the studies of the entire term are. hel~ at the closo of each term. The marks for these exam111at10ns are combined with the marks for daily recitations to make up ~he ~tudent's standing for the term. Anystqdent' whose exammat10ns at the close of a year shall evince an incapacity on his part to pm sue with ~\cl vantacre the studies of the class to which he belongs, will have offer~d to him on the firs~ .<lay of th~ next year an opportunity to retrieve his lost~ pos1t10n, and 111 default of d0incr so· will be reduced to a lower class. · ·"" ' ' A student deficient in imo,yle<lcre, or persistently necrlectful of any study, is at any time liable to be reduc~d t 0 °a· lower class in that study. A merit roll is kept, and each recitation noted on the grade of from 0 to 5. In order to pass from a lower to a, 23. DEGREES AND CER'l.'IFICATES. The following Academic Degrees are conferred by the College: . • The Degree of 1lfaster of Arts, conferred after comple, tion of the Post-Gi·acluate Course of Studies. The Degree of Bachelor of .Arts, conferred upon students of the Senior Class who shall obtain an averacre of 3.75 on all 0 the studies of the Senior ye'.i,r. 'rhe Degree of PrQficient, conferred upon students of the Select Coun;e, who shall complete the course and obtain an_ average. of 4 in any special study during the. last year of the comse m that study, ancl upon students of the regular Aca- �................................................................--------.-.1 24 Circular of St. John's College. demic Course in any electin study in which they shall complete the course and obtain a like average. The Degree of Distingiiislwd Proficient is similarly conferred upon any student who shall obtain an average ~of 4.5 in any special study. Certificates of Distinction of the First and of the Second Grade are presented on Commencement Day to those students ill any Class who shall have obtained an average of 4.5 and of 4 respectively in all their studies and in Conduct for the Academic year. Students who have c•btained an average of 4.5 in any one branch of study are honorably mentioned on Commencement Day, but no student is honorably mentioned, nor is a.ny Certificate or Degree conferred upon any student who has received an average of less than 2.G in any one study for the Academic rear. PRIZES. I. Early Engl-ish Text Society's Prize. 'rhe Early English Text Society, of London, through F. J. Furnivall, Esq., Director, has added this College to its list of Institutions authorized to award the Society's Prize for proficiency in English of or before the time of Chaucer. The prize consists of some of the reprints of the Society's publications for the year 1864 or 1865. · II. New Shakspere Sodety' s Prize. The New Shakspere Society of London, throughF. J. Furnivall, Esq., Dirictor, has added this CollQge to its list oflnstitutions authoriziecl to award the Society's Prize for proficiency in the study of Shakspere. The prize consists of some of the Society's annual publications. UI. Bishop P·inkney' s Prize. The Right Reverend William Pinkne:f, D. D., LL. D., a:1 Alumnus of the College, has offered for the present sess10n a Gold Medal as a Prize for the best essay on Butler's Analogy hy a member of the Senior Class. 10ircular ·of St. Jolin' s College. 25 }ar(J'e 'riclditio~1s have been made to the Library; ancl, by means of the regular Library f:ees, subs~ri~tions h~ve. been made to :a large number .of Arne_nc~n and foreign .P~nochcals .. Acornp1ete library being an rnc11spensable auxiliary to the_mtellectual advancement of professors and students, the claims of the College Library are commended to the Alumni of the Coll~ge, and to the friends of education in the State. Any contributions of l)ooks or fui1cls for the Library will be gratefully acknow kdged. LITERARY SOCIETIES. 'rhcre arc two Literary Societirn (the Philokalian anc~ t?e Philomathean) among the stu.cl~nts, which afford opportu~1ti:s for the cultivation of composition ancl debate. An oration lS usually delivered before these Societies on the day preceding ·Commencement Day, by some gentle1:nan selected by them. SO.CIETY OF AL Ul\INI. The Society of Alumni .holds it~ annual n:eet~ngs ~:m Co·mrnencement Day, on wh10h occasion an orat10n 1s dehv'erecl by one of its members. All former students who have ·completed their eo~legiatc educ~tion at St. John's Co.lle~e,_ an;l ~eft in O'oocl standm o· arc considered men1 bers of th1s Societ:y. 'l b b• . • l l. t lt numbers on its roll many names l)romment 111 tie us ory •of the State. PUBLIC IYORSHIP. The exercises of each day are opened with prayer .in _the 'College Hall. All students are required to attend public worship on :sumlays at such cl:inrch as their p~r~nts o:· guardi~ns may ·direct and to abstam from whatever is rncons1stent with a clue ()bser;ance of the Sabbath. The principles and duties of the Cluistian ReliO'iou will be constantly enforced in the teaching ancl in the discipline of the College~ but i~o instruc~ion whatever is given, or influence exerted, 111 the rnterest of ~ny particular denomination of Christians. LIBRARY. TER;)IS AND Y ACATIONS. The Library of the College consists of about 5 ,000 volumes, the use of which is permitted to the students under certain regulations. Through the liberality of the Le~isla­ ture ofl872, and donations from the classes of '71, '72 and '73) The Aunual Commencement of the College takes place on the first W eclnesday in July. The College year begins on the thi1:d l\ionday in Septe~­ ber and ends on the first ·weclnesclay m July. The year ls <lividecl into two equal ten.::is. ''! d �26 . Circular of St. Jolin's College. -~ . The regular. vacations extend f~·om the first Wednesday Sfoclents not holding scholarships '.vhich eutitl~ them to. both board ancl tuition fre.e, are required t? provide them-sehres with furniture, inclnc11ng stoves. Furmture may, how-. ever he hired from the Steward at a niasonable rate. rn July to the thud Monday in September, and from the 23d o.f December to the first Monday in January, both inclusive. The 22d of February, Good Friday, and the 4th of July are holidays, as also the Day of Public Th1wksgiving, appointed . by the Governor of Maryland, or by the President of tho United States. ' At the written request of a pa~ent or guardia!1, a st~1~lent may he allowed to board ir~ the ~an11Iy of any relatn·e or tnen~ .who will become respornable for the orderly deportment os such stucle nt. Students boarding in the College are required to haYo. their clothing distinCtly marked. EXPENSES. The charge for the entire scholastic year, beginning on the third ~I onday in September, and ending on the first vVe<lnesday in July, is $275.00 'l'hc boarding-llouiS~ will he closed during the Christmas: and Summer vacations. This amount covers all the ordinary College expenses except for text-books, and must be invariably paid semiannually in advance, that is, $ rn7 .50 at the opening of the first term in September, and $137.50 at the opening of the s~cond_terni, on the 15th of February following. No deduc-. twn will be made, except for the protracted absence of ct stiident caused by !tis sickness. I:·:; The tuition fees of students who reside in Aiinapoli1' are as follows: In the Praparatory Department, for each term, payable in advance . . . . . . . $30. 00 In the Collegiate Department, for each term, imyable in advance .· . . . . . . $45.00, The extra charges, also payable in adYanca: by all students, are as follows: '( Ii I I Seat in Church, per term, (paid by boarders) U>O Library Fee, 5.00 Repairs and ordinary wear and tear, (paid by boarders) 5.00 Use of Gymnasium 1.00 Diplcima of Proficient at graduation 5.00 Diploma of Bachelor of Arts, at graduation 10.0Q. No student will he matriculated untilhe sliall present to the Faculty a receipt from the Treasurer for all clues · and no Diploma will be awarded unless the candidate shall p~·esent to the Faculty a similar receipt,_ including fee for Diploma. ·willful .damage will be made the ground of additional charge to be defrayed by the perpetrator. . . Circulai·· of Bt. Jolin's College. I Books and stationery will he furnished at the lowest pos-. ::;ible rates, ancl disbursements made for personal expe~1ses of students, if funds shall he deposited by parents for th1s pur-. pose, bid no advances will be made by the College. STATE SCHOLARSHIPS FOR TUITION. I A syst~m of one hundred a~~jifty State ~clwlarship~ liai,i. been founded by a Board of Vmt.ors Goven;ors of St,_ John's College on the annual clonat10n receiv:d by tn.e College. from the State. Each of these scholarships ?nti~les the holder, in whose name it is issu~<~, to exeu;~t10n from .tl~e payment of the room . rent :.nd tmt10n fees, ~t, on ex~mi~'."~ tion, he is found qualified to enter any class rn the Prepai .t~ tm~y Department or College. 'l'l~e Pre.Paratory Departn~ent corresponds, in the scope and quahty of its stuches, to a High School. . Each Senatorial District of the State is entitled to six _of these scholarships, which are .filled by the Schoo~ Commissioners of each District; an<l. mca~e more t~1an six shall ?e nominated from any District, .the. 1! aculty will select the six_ best qualified to enter the lnstitut10n. All scholars t~us se-,. lectecl are required to conform to the rules and rngulat10ns of the College. . . In addition to tuition and room-rent, the .College a1:thor-ities en ()'a()'e during the coming year to furmsh b?ard m the Colleo·e t>C~umons (includingfnel, lights and wash~ng,) to all, incu~bents of State Scholar~hips a.t tho rat~ of $~00 pe~. annum, payable in advance, m ser:ii-annual rnst?-lments 01 . $100 at the beginning of each term m the scholastic year. anr! �28 . Circular of 8t. Jolin's College. _ In order to secure greater efficienc:r to the College, and a higher appreciation of the State's libflrality, it is recommenderl to the Boards of School Commissioners to make these Schol·arships the rewards of competitive examinations, and to grant ·certificates to none who arc not fully qualified to enter the Preparatory Department of the College. 'l'he College has suffered heretofore from lack of preparation' on the part of these appointees. Books will be fornisherl I}ereafter to those st11dents only who hold Senatorial Scholarships for both board anrl tuition, ancl if damaged or lost, will be chargerl to them at their full -cost. STATE SCHOLARSHIPS FOR BOARD AND TUITION. 11 he General Assembly of the State, (Acts of 1872, ch. :393, and 1878, ch. 315,) has provided for furnishing b1rn,rd, fuel, lights and washing to one of the six incumbent8 ofRtate Scholarships for tuition from each SPnatorial District in the State, to be appointed by the Board of School Commissioners. by and with the advic,e and consent of the Senators in their respective Di,stricts, after competitive examination. The law requires that candidates shall prodncti before the Board of School Commissioners satisfactorv evidence of their morn.I character, ancl of their inability: or the inability of their parent8 or giiardians, to pay the regular College charges.These Schohtrships are tenable for four years, and the incmnbei1ts are required by law to pledge themselves that they wili continue students ot the College for the foll term of four years, unless prevented by unavoidable necessity, and that they will teach School within the State for not less than two years after leaving· College. 1'o obtain a full Collegiate' edu-cation, the object contemplated by the Act, candidates shonlrl be prepared to enter at least the Freshman Class of the College; they will not hereafter be received into the Preparatory Department of the College. They are required to pursue the regular Acaclemic CJnrse in order to qmilify themselves for teaching hereafter. The Boards of School Commissioners are ccirnestly requested to exercise great care in the selection of these students, ancl especially to appoint none deficient fo preparation. There will be six vacci.ncies in these Scholarships at the close of the present session, viz : one from es.ch of the conn- Circular of 8t. Jolin's College . -~ 29 ties of Anne Arundel, Caroline, Cecil, Garrett, Queen Anne's, and rralbot. In fillinO' these vacancies; the Boards of School Co~n­ missioners a 1~ requested, other things b~ing equal, to appoint those candidatiJs who are not le11.s than s1.xteen :years of age and are most advanced in their stuches. It. is reqmred that all ~plicants heriafter should be prepared, m at le~st Mathematics ~ncl English studies, to enter the Freshman Class of the Colleg~. e"The Secretaries of the sev~ra~ School Boards are requested to communicf1.te to the Principal of the Col~ege the names of those former incumbents of the~e Scbol~~sh~ps w~~ are now or may hereafter be, employed ;m teachn.g rn then respectiv'e C<mnties, or in the city of Baltimore. COLLEGIATE SCHOLARSHIPS. rrhe .followinO' recrulations have been made by the Board of Visitors and c.;'ove~nors for the establishment of Scholarships in connection with the College : For a permanent Scholarship for tu~t~on, $1000. Fo~ a permanent Scholarship. ~or bo.ard and tmt.1~n, $3000. F01 _~ Scholarship for the tmt10n of a studen~ th~ough all the Col lege Classes, $250. For a Scholarship for the boarcl and '!iuition of a student through all the College Classes, $~00.­ For any other Scholarships the sum reduced sh!1'11. be m the same proportion, th.e money in each case to be paid m advance into the treasury of the College. The establishment of these Scholarshirs is commended to. the attention of the Alumni and friends ot the Colkge. �Circular cj St. Jolin' s College. To the People of J\1"aryland. In seI:J.ding out the Catalogue of the Thirteenth Session :since the reorganization of ST. Jo1rn's COLLEGE, the Faculty ·would earnestly commend to the people of Maryland the advantages presented by the College for the attainment of a thorough and liberal edu_cation. The location of the College makes it easy of access from ·all portions of the State,. and its situation has been often ·commented on as peculiarly suitable for a Literary Institution. •I '•I The Departments of Instruction are fully organized and in complete working order, and the Course of S1mcly will ·challenge compatisou with that. of most first-class Colleges in the land. 'fhe effort is constantly made to raise the grade and imp1·ove the methods of instruction, and the amount of work done and results attained are not inferior to those of Colleges ''C'lsewhere. The liberality of the Legislature of 1872 has enabled the College to add largely to its Library and Philosopl1ical Apparatus, so that the facilities for scientific study have 'been greatly increased. E~pecially noticeable are th<!: extremely low terms charged (two hundred and seventy-five dollars) for tuition, room rent, board, fuel, lights, and washing-termR much less than those of Colleges in other States, and alto.gether insufficient to maintain the College but for the liberal assistance granted by the ~tate. In Teturn for this assistance, 'when it was first received with no conditions attached, the Board of Visitors and Governors established one hundred and fifty scholarships (six for each Senatorial District in the State,) entitling t.he holders, appointed by the Board of School Comr11issioners of the District, to exemption from payment of fen> fo1· tuition and room rent-thus limiting the charge for board, fuel; lights, and washing, for these students; to two hundr€cl dollars. Means were also provided by the Legislature ofl872 ,[Act amended hy the Legislature of 1878], for making twenty·six of the scholarships (one from each .Senatorial District) free of ap charges for board, foel, light.ti, and washing, uncler •certain conditions specified in the preceding Circular. ' 31 These are the great advantages which the College presDnts for the attainment of a Collegiate education by even the poorest who are properly qualified, to. avail th ems elves, of-them. Such are unable to go beyond ~he borde~s of the State and can thus obtain a liberal educat10r;i at theu very doors. And will those who are able to send their sons to well known Co!leges of other States refuse their patronage to ST. .ToHN s COLLEGE and thus neglect the opportumty now an.cl here afforclecl of building up a College, already th~ equal of rnan_y. of these, and which, by proper SUJ?port ~rom t.he peoJ?le ?± Maryland, may in t~me become tl:e nvalof any .111st1t~t10n m the land? A sufficient amount 1s annually dra;rned f1.0111 the State by.sending her sons abroad .for an educat10n wluch may. he obtained at home, to place tlns College above all want.VY-ill the people neglect th? l~terary ad'.'antages pre~en~e~ here) and go elsewhere for a snmlar education at greate1 cost. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Annual Catalogue of St. John's College Annapolis, Maryland, for the Academic Year, 1877-78 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 College Catalogs and Statements of the Program 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 Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs 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. 31 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/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Annual Catalogue of St. John's College Annapolis, MD, for the Academic Year, 1878-79 Date A point or period of time associated with an event in the lifecycle of the resource 1879 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available Anne Arundel Advertiser--Print Description An account of the resource College catalog for the years 1878-1879 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/565ba8afe60832939d5b468be60dfdbd.pdf 918cafc756386d832dcb6d5ba36f7aba PDF Text Text ANNUAL CATALOGUE -,OF- ANNAPOLIS, MD. ; I •.\ -FOR THE- .I ACAPE~IC YEARS 1880-81 & -AND- Prospectus for ·i . ~· ,-\ : .... ~ '. :!:;\,: ' ' 1882~83. 1l . 1 .I ----------------------~i1~·1~~~ ANNAPOLIS, MD. WILLIAM M. ABBOTT, PRINT. 1882. '82. =ii �!Ii [',I I PBESIDEN'I', Ex-officio. Hrs ExcELLENCY, WILLIAM T. HA.MILTON, Govei"nor of Maryland, Annapolis, Maryland. HoN. GEO. H. WILLIAMS, President of the Senate, ex-ojfWi.o, Baltimore Co. Md. Baltimore, Md. HoN. OTIS KEILHOLTZ, Speaker House of Del. Baltimore ,Md. HoN. JAs. L. BARTOL, LL.D., C. J. Court of Appeals, " Centreville, Md. HoN. JoHN M. RoBINSON, Judge Court of Appeals, . Towson, Md. " HoN. RICHARD GRASON, Judge Court of Appeals, Frederick, M.d. " HoN. JoHN RITCHIE, Judge Court of Appeals, Hagerstown, Md. HoN. RICHARD H. ALVEY, Judge Court of Appeals, Port Tobacco, Md. " HoN. FREDERICK S',rONE, Judge Court of Appeals, Annapolis, Md. " HoN. OLIVER MILLER, Judge Court of Appeals, HoN. LEVIN T. H. IRVING, Judge Court of A.ppeals, " Princess A.nne, Md. CALENDAR. WEDNESDAY, SEPT. 20th, _ 0 pening of Session and Examination of Candidates for Admission. Anniversary Celebration of Philomathean Society. FRIDAY, DEC. 15th, - - Co=encement of Christmas Vacation. FitIDAY, DEC. _22d, I. NEVETT STEELE, EsQ,., LL.D., Baltimore, Md. 1883TUESDAY, JANY. 22d, SUNDAY, JUNE 24th MONDAY, JUNE 25th TUESDAY, JUNE 26t~ WEDNESDAY, JBNE ;7th " " THURSDAY, JUNE 28th ' ' Resumption of College Exercises. Baccalaureate Sermon. Anniversary of the Philokalian Society. Address before the Lite1;ary Societ· Ad"·· ies. ui·ess before the Alumni at 10 o'clock, A.. M. Banquet of the Alumni.- at 9 o'clock, P. M. Commencement Day. ' ' FRANK H. STOCKETT, EsQ,., Annapolis, Md. JAMES MACKUBIN, Esq., Ellicott City, Md. NICHOLAS BREW ER, EsQ,., Treasurer, Annapolis, Md. DANIEL 11'1. HENRY, EsQ,., Cambridge, Md. JOHN G. PROUD, EsQ,., Baltimore, Md. DA.NIEL M. THOMAS, EsQ,., Baltimore, Md. SPRIGG HARWOOD, EsQ,., Annapolis, Md. HoN. WILLIAM H. TUCK, Annapolis, Md. JAMES MUNROE, EsQ,., Annapolis, Md. HoN. GEORGE WILLIAM BROWN, LL.D., Baltimore, Md. RT. REV. WILLIAM PINKNEY, D. D., LL.D., Bladensburg, Md. N. H. MORRISON, LL.D., Baltimore, Md. WILLIA.:\'l HARWOOD, EsQ,., &cretary, Annapolis, Md. DAVID HARLAN, M. D., U.S. N., Churchville, Md. WILLIAM R. HA.YWOOD, M. D., Cambridge, Md. J. SRA.FF STOCKETT, EsQ,., Annapolis, Md. J. WIRT RANDA.LL, EsQ,., Annapolis, l\Id. WILLIA.l\L 'f. IGLEHART, EsQ,., Annapolis, Md. _ WILLIAM G. RIDOUT, M. D, Annapolis, Md. GEORGE WELLS. M. D., Annapolis, Md. T. BARTON BRUN~, M. D., Baltimore, Md. JOHN S. WIRT, EsQ., Elkton, Md. �l1 4 Catalogue St. John's College, Catalogue St. John's College. FACULTY AND INSTRUCTORS. FACULTY AND INSTRUCTORS. Session of 1881-82. 5 Sess'ion of 1882-83. REV. JOHN McDOWELL J.JEA VITT, D. D., PRESIDENT. Professor of Psychology and Christian Evidences. WILLIAM H. HOPKINS, A. M., ACTING VICE·PRESIDENT. Professor of the Latin, Greek and German Languages. r \ . REv. JOHN McDOWELL LEA VIT'l', D. D., ( \. PRESIDENT. Pl'ofessor of Psycllology ancl Christian Evidences, and Acting Professor of English Literatme. WILLIAM H. HOPKINS, A. M., ~ VICE·PRESIDEN'r. Professor of the Latin, Greek and German Languages. ABRAM CLAUDE, A. M., M. D., Professor of Natural Philosophy and Chemistry, and Lecturer on Zoology and Botany. ABRAM CLAUDE, A. M., M. D., ProfeRsor of Physics and Chemistry and Lectul'er on Zoology and Botany. J. GRATTAN HAGNER, A. M.~ J. GRA'rTAN HAGNER, A. M., Professor of Mathematics, Mechanics and Astronomy. Pl'ofessor of Mathematics, Mechanics and Astronomy. JULES LEROUX, WILLIAM C. DE VECMON, A. B., Professor of the French and Spanish Langauges. Assistant Professor of the Greek and Latin Languages. WILLIAM C. DE VJWMON, A. B:, JULES LEROUX, Tutor in Latin, Greek, Mathematics and English. .P~ofessor of the French and Spanish Langn 'iges. GEORGE T. MARTIN, A. B., WILLIAM W. DAVIS, A. B., Tutor in Latin and English. Supel'intendent of the Preparatory Department and Librarian. MATTHEW S'.I.'ROHM, Instructor in Gymnastics. ELON s. HOBBS, A. B., I' Tutor in the Preparatory Department. Assjstants In Preparatory Deparf.Jnents : R. IRVING WATKINS, HENRY C. SCHOOLEY, ELON S. HOBBS, R. B. TIPPETT. MATTHEW STROHM, .l. Instructor in Gymnastics. . Q. % I, �6 Catalogue St. John's College. Oatalogite St. John's College. CATALOGUE OF STUDENTS I ; DUR.ING THE YEAR. 1880-81. I Senior Class. NAMES. RESIDENCES. ~. JULIUS CLARKE ..................... Ne_wto,;n, Worcester Co. Maryland. . WILLIAM .; W. DAVIS.········· ...... Fountam Mills Frederick Co " WILLIAM O: DEVECMON ' . /BENJAMIN F. DEVRIES . . . . . . . . . . . . . . . . . . . ........ -~·ostburg, " · · · · · · · · · · · · · · .......•...... Marnottsville "-I D v' "· ORSEY GASSAWAY.......... · ' JFREDERICK J. KEECH. . . · · · · · · · · · · · · · · · · · ····.Annapolis " · ' ,/ E R . · · · · · · · ··· · · · · · · · · · · · · · · · · .Bryantown DWIN . LEAVIT'.l'........ • li ' /J BL ···· · ·· · · · ···· ·· ·· ........ n.nnapo s OHN . EAGUE... .. . . .. . . . A l" ' · · · · · · · · · · · · · · · · · · ·..... nnapo is, NAMES. I H. HEBER BOSWELL Junior Class. 'b ~ RESIDENCES. L~ · • • • • • · · • · • · · • • • • • · • • • • • · · • ··.Port Tobacco Maryland. 11.NICHOLAS BREWER Jit ' /H L ' ·· · ·· ·· · · ·· ·· · · ·· · · · · ·· ······.Annapolis " /.,:,;_ARRY . GRIFFITH....... · ' J ........................... Baltnnore, FENDAU, MABB /G M URY, R. · · ·· ·· · · ·· ·· · · · · ·· · · · · ..... Croom P. O RAFTO~ UNROE. . . . . . . . . . .A_n l' " ,/T. . . . . . ... . . . . . . . . . . . . . . . . . napo lS, J HENI!Y RANDALL R . I RVING WATKINS· · · · · · · · · · · · · · · · · · · · · · · · · · · · ..... Annapolis' · • · · · · · · · · · · · • · · · · · · · · · · ··.·.· .... Baltimore, NAMES. . .I J-r- ,_g . ,. ~· 1 /1 ! j Sophomore Class. , RESIDENCES. IGNATIUS D. BLUN'l' ... ,.... . . /JULIAN C. BUCKNER ....................... Germantown, Maryland. .; FREDERICK H. CLAS~ . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . Baltimore, " I/ J fULIUS M. DASHIELL, j~:.· .(P~i:;.:ai '(;~~~~e·)· .......... . CAnentrevill~e, /,J D · · · · · · · .... · · · napo is ..:.~FFERSON AVIS ............................. Horse Head p 0 ' '!J.'j ORMAN v. S. FARQUHAR . .' IRICHARD H . G RREN JR · · · ·· ·· · · ·· · ·" · · · ·.· · ······.Annapolis ' /ELON s. H · · · · · · · · · · · ·" · · .... · · " · · · · · · .Annapolis, •1 OBBS... .. .. . . .. . . .. G b '1 } CHARLES B. MARTIN (Partktl 00~·1·~~ .) . . . . . . . . . . . . . . . Anreens 01:0, B E p ' ' · · · · · · · · · · · · · · · · napohs jE EALE . ADGETT ...... " ......................... Port Tobacco' DWARD H. SINCELL . ' /A cw ············· ············ ... Qakland ···· ·· LVAN . ILLEY ................................. St. Michael'~ ., " " ... li. J r " " I • NAMES: Freshman Class. I i' r1 'I- w. ~ (' First Prepartdory Class. . RESIDENCES. kEoRGE 0. AMES.. ...............•....•............... Annapolis, Maryland. 1 ; CHARLES BREWER . ...• , .....•......••.•............. Annapolis, -"'ALEX. G. BURROUGHS, (Partial Course,) ................ . Chaptico, . EDWARD HAMMOND, JR .........•.................. Ellicott City, ... CHARLES HIMELHEBER .............................. Annapolis, " EMERSON G. HARRINGTON ............................. Madison, I/ ANTHONY B. HUGHES ...... .- .... .- • . . . . • • . • • . . . . . . . .. Annapolis, vOSC:A.R LEONHARD .................................... Annapolis, vEDWARD R. RoBB, (Partial Ooui·se,) ......... ............ Annapolis, " ·BENJAMIN P. TRUITT ........•••...................... Quantico, "'JosElPH J. WILSON .. _. ...•............................. Salisbury, . NAMES. I'' .:I RESIDENCES. /BRUNER R. ANDERSON ......................•.... Woodwardville, Maryland. vJosEPH CouLBOURN, JR ................................ Marion, /PAUL J. DASHIELL.' ................ ·.................. Annapolis, " v'JEFFERSON DALLAM .. : ................................. Bel-Air, " vJOHN A. HYLAND ................ · ....................... Galena, JAMES A. McMULLEN .................................... Berlin, " /FRANK A. MUNROE ... : ..............•............... Annapolis, ./HENRY R. MUNROE ..... : ............................ Annapolis, _ _.,.,-__ I.DANIEL R. RANDALL .... : ...... : ..................... Annapolis; /wY~T RANDALL .. ·......... : ..•.•....••.......... Annapolis, " VEDWARD J. W. "REVELL ..........• : .................. Annapolis, VTHOMAS H. ROBERTS ............................ Clermont Mills, I/ HENRY s. SCHOOLEY ............. •..................... Highland, " •/GEORGE A. STEELE. . . . . . . . . . . . . . . . . . . ................. Elkton, " •'RICHARD B. TIPPETT .................................. Chaptico, " ii JAMES Guy THOMPSON ..........................•.•.. Annapolis, " 11/HENRY D. TODD, JR .....•......................•.... Annapolis, 1/HENRY B. WILSON .......•...•... ·.........•........ Boonesboro' " NAMES. l;I Second Preparatory Class. i 6 RESIDENCES. .;WILLIAM R. ABBOTT .... ; .. : .•. : ....... :; ..... ." ...... Annapolis, Maryland. JRICHARD BALDWIN . ..... ~ . . . . . . . . . . . . . . . . . . . . . . . . . . w aterbury' " i/ C. COLUMBUS BALDWIN . . : •.........................• Waterbury, " ./_t:LBERT H. B.ILLINGSLEA ... · ....•.................. Westminster, " 'WILLIAM H. BROWN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AnnapO!is, " /ROBERT BLAKEMORE ...........•.................. Hopkinsville, Ky. 1: II'I 'i 1: 11 'i k i _{ -1 f 11 i;i 1 I 11 ',I ::·I '11 �1 11' 11 8 Catalogue St. John's College. Catalogue St. John's College. , NAMES. RESIDENCES., ""CHARLES S. CoN~;ER .............•.............•.•... Annapolis, Maryland. ~HENRY B. GORGAS ........ '. ............... U. S. Naval Academy, " THOMAS K. GREEN ................................... Annapolis, " 'WILLIAM T. HAMILTON, JR ......................... Hagerstown, " ' J. HARWOOD IGLEHART ...........•.••....•.......... Annapolis, "',D. H. KANE ............................... U.S. Naval Academy, " ,,.RICHARD LEWIS ....... · ............................ Annapolis, " • .VICTOR A. LEWIS ...............................••... Annapolis, " ~JohnR. MAGRUDlllR, JR ........................... ,', .Allllapolis, '! /CLAIBORNE H. MANNAR ................. ·-· ....... Huntingtown, " /ROBERT E. MARTIN .... : ............................. Annapol~s, " :;DAVID PARLETT ................................. Annapol~s, " .JOHN RmouT ........................................ Annapolis, " IPETER F. SCHOFF .................................... Annapolis, " ,/EDWIN WILLIAMS .................................... Baltimore, " •'HORACE R. WINCHESTER ............... - ............. Annapolis, . c. w. " DURING THE YEAR 1881-82. qv " NAMES. RESIDENCES. ; fNICHOLAS BREWER, JR ............................... Annapolis, Maryland. ELON S. HOBBS .•..••.................. Greensboro' Caroline Oo. 'GRAFTON MUNROE ................................... Annapolis, i/R. lRVNG WATKINS ...•••......••.•...............•.. Baltimore, 1ALVAN C. WILLEY ................................. St. Michael's, " " " Junior Class. NAMES. RESIDENCES. ~J. DORSEY BLUNT .•..•.......••.....•..........•.. Germantown, Maryland. FREDERICK J. CLASH .....•.......................... Centreville, " . . . N. v. s~ FARQUHAR ......................••.......... Annapolis, " /RICHARD H. GREEN ................................... Annapolis, BEALE E. PADGETT .••••......................•••• Port Tobacco, /EDWARD H. SINCELL .................•••••.......• .. . Oakland, . r i .J I 'l t' CATALOGUE OF STUDENTS Senior Class. ~ Sophomore Class.' " " I 9 :I y- NAMES. RESIDENCES. vBRUNER R. ANDERSON .......................... Wooclwardville, Maryland. ,;JOSEPH COULBOURN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Marlon, " I / JEFFERSON DALLAM. . . .. . . . . · .. · · .. · · .. · · .. · · .. · · .. · ·.Bel-Air, IV PAUL J. DASHIELL,, .................................. Annapolis, "'EMERSON c. HARRINGTON .... ' ........................ Madison, fr'WILLIAM F. JOHNSON ......................... ······ .Snow Hill, " VFRANK A. MUNROE ............... ' .................. Annapolis, //DANIEL R. RANDALL ................................ Annapolis, ,/WYATT w. R.>1..,.,DALL ................................. Annapolis, " v EDWARD J. W. REVE;LL .................... · ········.Annapolis, " ~HENRY C. ScHoor,EY ................... · ........ ·· .... Highland, " '"/GEORGE A. STEELE ..................................... Elkton, " vJ. GUY THOMPSON ....................... · .. · · · · · · · · · .Annapolis, vRICRARD B. TIPPET'!.' ............................ · ... · ·C?ptico, " Freshman Class. <i ,., NAMES. RESIDENCES. GEORGE c. AMES ................................... Annapolis, Maryland. t/ AIJBERT H. BILLINGSLEA. . . . . . . . . . . . . . . . . . . . . . : .... Westminster, ,, /EDWARD s. BRATTON .............................. Chestertown, , .!CHARLE!S BREWER ................................... Annapolis, . HENRY B. GORGAS ................................... Annapolis, " /T~OMAS K. GREEN. . . .. . . .. . . .. . . .. . . . . ............. Annapolis, " -HARRY M. HEBDEN ...... : ........................... Baltimore, " / J. HARWOOD IGLEHART ............................... Annapolis, " C.H. MANNAR ........................ Huntingtown, Calvert Co., " /WILL. B. SHOBER .................................. Cumberland, " ··BEN.JAMIN P. TRUITT ................................. Quantico, /ALJ.EN S. WILL ........................... Carroll, Baltimore Co., " . ·~···--- ........... ···...... First Preparatory Class. . ( ( \A NAMES. RESIDENCESY • R. BLAKEMORE ............................. . ..... Ho1Jkinsville, · Kentucky; /WILLIAM H. BROWN ...•............................ Annapolis, Maryland.· VJ. LEVI CHEW .............................. Prince George's Co., WIRT A. DUVALL ............... St. Margaret's, Anne Arundel " I.CHARLES JACOBI ..................................... Annapolis, "'WILLIAM D. LEE ................ f:'outh River, Anue Arundel Co., " 'D. w. PARLETT, JR .............. :·.................... Annapolis,. " lJoHN RIDOUT ........................................ Annapolis, " ORLANDO RIDOUT .............. St. Ma1·garet's, Anne Arundel Co., " c?·· I:' i' ~ ij .·I II I 1· I �10 r Catalogue St. John's College. ,. 11 I ) NAMES. RESIDENCES. ;, GEORGE :'!CROFF.··········· · ..................... Annapolis Maryland. ... /PETER F. SCHOFF .................................... Annapolis' .j'~ORACE R. WINCHESTER, JR., .................... St. Margaret's: ORN E. WALSH ..................................... Annapolis, Second Preparatory Class. 1 :.1 ''\ NAMES. RESIDENCES. Q , ~::RY BELLIS.·,········· ........................... Annapolis, Maryland . . F aRGE BURNAP .................................... Annapolis, " · · CooK .. _, · · · · · · · ........... U.S. Naval Academy, Annapolis, " REZIN HAMMOND·................. Crownsville, Anne Arundel Co., : CLARENCE s. JICKLING ............................... Annap0lis, CHARLES M. lVIcCusKER .............................. Annapolis , MARTIN H. SMI'l'H ................................... Annapolis,' GEORGE E. WHITE ............. U.S. Naval Academy, Annapoli~, Catalogue St. John's College. /. . 11 DEGREES CONFERRED AND Certiicates of rJJistinction and Prizes Awarded, J ON COMMENCEMENT DAY, 30, 1880. HONORARY. DEGREE.-DOCTOR OF DIVINITY: I .,,,. REV. THOMAS S. BA.CON. GRADUATI« DEGREES. ·' I Special Students. NAMES. RESIDENCES. R. W. BECKHAM ........................................... Bardstown, Ky. THEO. W. BIRNEY ....................................... Washington, D. C. CHESTER L. CALDWELL ................................... Philadelphia, Pa. HENRY B. DAVENPORT, JR ............................. Charlestown w v D. H. KINCAID.············.·· ............................... Danville Ky. A. J. LA VALLETTE, JR ................................. Princess Anne' Md. HARRY LEONARD · · · · · . · ·. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W ashrngton, 'D. C.•. · GEo. MERCHANT.. · · · · · · · · · . . . . . . . . . . . . . .................. New Iberia, La. TALJ,EY MURFREE ..................................... Murfreesboro Tenn VVEBSTER PATTERSON · · · · · • · . · · . . . . . . . . . . . • •. . . • . . . • . . . . . . W"l mmgton, Del.. · ' i ./WM. H. RILEY ............................................ Wilmington, Del. ~~RY D. To~D, JR ... ·· .............. U. S. Naval Academy, Annapolis, Md. · · V. WHI'IE. · · · · ·· · · · · ·. · · ............................. Globe, Arizona. JUNE · Proficient in Germa;n : · BENJAMIN F. DE VRIES, Howard Co., Mel. JAMES B. GREENE, Baltimore, Mel. r ~ ~ GEORGE B. DORSEY, Calvert Co., Mel. /JOSEPH F. VALLIANT, Talbot Co., Mel. Proficient in French ctnd Gm·man : Frederick County, Md. W. W. DAVIS, Proficient in German, and Distingidshed Proficient in Mathemcitics : WILLIAM C. DE VECMON, Allegany County, Md. Pi·ojicient in French and German, and in Mental and ]lforal Science : WALTER I. DAWKINS, St. Mary's. County, Md. I Proficie11t in Mcithematics and Astronomy, Mental and Moml Science, Natuml Science, and French : I ALEXANDER R. HAGNER, Citlvert Couuty, Mel. BACHELOR OF AR'l'S: ,. 0 fM.&NL Y H. BARNES, Baltimore, Mel. 1/GEO. A. FRICK, Baltimore, Md. EDWARD A. SCOTT, Kent Co., 1\'fcl. • JOS. F. VALLIANT, Talbot Co., Mel . ./F. E. WATHEN, St. Mary's Co., Mel. .I J. D: WILLIAM::>, Wicomico Co., Mel. t MASTER OF AR'l'S : BURTON A. RANDALL,!; B., Class of 1877. GEQRGE. A. HARTER, A. B., Class of 1878. ---------------------------------~~~-~--- -· �J 12 1'11 'I Catalogue St. John's College. . PRIZES_ Catalogue St. Jolin' s College. 13 11 . DEGREES CONFERRED New Shiikspere '!lociety•s Prizes AND For Proficiency in the Study of Shakspere : Certificates of rfJistinction and Prizes .Awarded1 Fil'st Prize.-JOHN M. CLAGGETT, (Sophomore Class.) ON Second Prize.-R. IRVING WATKINS, (Sophomoi·e Cum.) OOMM.l!:NO.EM.l!:NT DAY, JUN.E 15th, 1881. Eiirly English 'l'ext Society's PJ.•izes I . I I For Proficiency in the Study of Chaucer : WILLIAM C. DE VECMON, (Junior Glass.) For Proficiency in .Anglo-Sa.von and Earl!y English: GEORGE A. FRICK, (Senwr Class.) I *PRIZE For the Best EssO!J! on Ethical Philosopl1,'I/ : L. DORSEY GASSAWAY, (Junwr Glass.) Bishop Pinkney's Prize ALEXANDER R. HAGNER, (Seni,or Class.) Distinguished Proffoient in French : ,/ I. DORSEY BLUNT, Germantown, Montgomery Co., Md. 1 c. Proficient in French and Di~tinguished Proficient in German: ./FENDALL MARBURY, JR., . Croom, Prince George's Co., Md. Senior Class.-GEO. A. FRICK, (1st Honor.) F. E. WATHEN, (2d Honor.) Junior Class.-WILLIAM C. DEVECMON. First Preparatory Class.-PAUL J. DASHIELL, HENEY D. TODD, JR. (SECOND GR.ADE.) Junior Class.-WILLIAM W. DAVIS, Fountain Mills, Frederick Co., l\!lel. Frostburg, Allegany Co., Md. Marriottsville, Howard Co., l\'Id. B1yantown, Charles Co., Mel. Annapolis, Mel. Annapolis, Md. Profioimt in Germ.cm and Distinguished Proficient in French : JOHN B .. LEAGUE, Annapolis, Mel. tJ (FIR.ST GRADE.) Senior Class.-MANL Y H. BARNES, '/ Proficient in Greek, Natural Soienoe and PsydwlrJgg, and Distingiiished Proficient in Latin and English : /EDWARD J. CLARKE,,,/ Pocomoke City, Worcester Co., Md. For tlie best EssO!J! on" The Hami'ltonian System of Psdiycology :" CER'rIFICATES OF DISTINCTION IN ALL STUDIES GRADUATE• DEGREES.-BACHELOR OF AR'l'S. WILLIAM W. DAVIS, WILLIAM C. DE VECMON/ 7\f13FNJAMIN F. DE VRIES,V ¥-FREDERICK J. KEECH, 1/ ~JOHN B. LEAGUE, V *EDWIN R. LEAVITT, V EDWARD A. SCOTT. GEORGE B. DORSEY. Sophomore Class.-JOHN M. CLAGGETT, R. IRVING WATKINS. Second Preparatory Class.-CHARLES HIMELHEBER. •Donated by a gentleman who desired his name to be withheld. Proficient in French : FREDERICK J. KEECH, Bryantown,°Charles Co., Md. JULIAN C. BUCKNER, Bi:tltimore City, Mel. O t :1 Ii I JOHN i-/ / Distinguished Proficient in German: G. RAY; A. B., Annapolis, Md. Distinguislied Proficient in Pure .i1fatltematios : R. IRVING WATKINS, Baltimore City, Mel. / I Proficient in Pure Mathematics: GRAFTON MUNROE, JR., Annapolis, l\!Id. �Q 14 Catalogue St. John's College. Catalogue St. John's College. 15 PROSPECTUS . CERTIFICATES OF DISTINCTION IN ALL STUDIES: (FIR.ST GR.ADE.} OF THE Senior Class.-WILLIAM C. DE VECMON, (lflii·st Honor.) Freshman Class....:...HENRY DAVIS TODD, (Partial Course.) First Preparatory Class.-EMERSON C. HARRINGTON. Second Preparatory Class.-HENRY B. GORGAS. LOCATION AND ACCESS. (SECOND GR.ADE.) T. JOHN'S COLLEGE, founded in the year 1784, and endowed by the State of Maryland, is pleasantly situated at Annapolis, on the banks of the Severn River, a few miles from the Chesapeake Bay, which is in full view. Its buildings, three in number, are large and well constructed for the accommodation of youth. Its grounds a:ffonl unusual facilities for exercise, and the waters of the Severn for bathing and boating. The situation is eminently healthful. Annapolis has railroad communications with Baltimore and Washington three times a day; daily steamboat communication with Baltimore, and telegTaphic connection with all parts of t_he country. Senior Class.-EDWARD J. CLARKE• *W · W · DAVIS , (Secon d nonor.) Tr BENJ. F. DE VRIES, F. J. KEECH, JOHN B. LEAGUE. Junior Ulass.-N. BREWER, JR., F. MARBURY, JR., GRAFTON MUNROE, JR., T. H. RANDALL, * R. IRVING WATKINS. Sophomore Class.-I. DORSEY BLUNT, JULIAN C. BUCKNER, ELON S. HOBBS, ALVAN C. WILLEY. Freshman Class.-* P. J. DASHIELL, W. W. RANDALL, R. B. TIPPETT. Second Pn:Jal'atory Class.-T. K. GREEN, J. HARWOOD IGLEHART. COURSE OF STUDY. The Preparatory Department of the College has three classes, entitled 1st, 2d, and 3d, according to the grade of studies. Students of the 1st Preparatory Class, who pass a satisfactory examination, are qualified for admission into the Freshman Class of the College. The Collegiate Department embraces three courses: 1st, the regular Acad~mic Course, occupying four years, and pursued in the Freshman, Sophomore, Junior, and Senior classes, entitling the graduates _of the Senior Class, who shall pass a satisfactory examination, to the degree of Bachelor of Arts. 2d, the Select Course, embracing studies in the different classes, according to the option of parents, and entitling the students, who shall complete the course and sustain a satisfactory exami:µation in any special study, to the dregree of Proficient in that study. 3d, the Post-Grarluate Course, prescribed for students who aspire to the degree of Master of Arts, which is conferred only on such graduates of the regular Academic Course as shall purs_ue for two years, at the College or elsewhere, a course of PRIZES. New Shakspei•e Society's P1·ize F'oi· Proficiency in the Stitdg of Sliakspere : EDWAIW H. SINCELL, (Sophomore Class.) Ellrly English Text Society's Prizl's Fbr Pi·oficiency in tlte Study of Chaucer : 1st. Prize.-F. MARBURY ' JR. 2d· Prize ·-T· H · RANDALL , (Junzor Class.) · . For Proficiency in Anglo-Saxon and Eai·ty English: 1st. Prize.-W. C. DE VECMON· 2d · Prize ·-W · W . DAVIS , (a · uenzor Bishop Pinkney's class.) Med:~l: W. C. DE VECMON, (Senior Class.) "l:>tndents marked thus obtained an average of more than 4.4 in all studies. l. --- --_--------= :.--:.-=~--~:--- - - -- ---::--- ---:-::_--~--~---.:_ - -- ____,.--- �16 Oatalogiw St. John's College. Catalogue St. John's College. study assigned by the Faculty, and who shall furnish satisfactory evidence of their proficiency in said course by stated examinations, or by - submitting to the Faculty, at designated periods, such written theses as may be specifically required of each candidate for said degree. The degree of Master of Arts is not conferred in course, but only on the evidence of attainments in advanced studies. The French and SpaHish Languages, Vocal and Instrumental Music, Drawing and Painting, are taught at special charges, on terms arranged between students and the Professors of those branches. TIME SCHEME OF STUDIES IN THE PREPARATORY DEPARTMENT. •rHIRD PREPARATORY CLASS. AND TERMS OF ADMISSION. The regular examinations for admission into the College or the Preparatory Department, are held on the third Wednesday and following Thursday of September in each year. All candidates for admission are requested to be present on those days. Testimonials of good moral character must be furnished by each applicant, those of former . teachers being preferrell, an<l if from another College, he must present a certificate of honorable discharge. Candidates for the degree of Bachelor of Arts, to obtain admission to the Freshman Class, must, unless they have passed through the regular course in· the Preparatory Department, sustain an examination in the following studies: 17 i • Holmes's Fifth Reader. Spelliilg and Dictation E xe~cises. . Swinton's Progressive English Gran:mar, (Begun.) English Composition and Penmanship. Cornell's High School Geography, (13egun.) White's Intermecliate Arithmetic. Allen ancl Greenough's New Latin Method . I st:COND PR.EPARATORY CLASS. d' R ea.mg, Declamation, Spelling and Dictation Exercises. . (Fi'hd) Swinton's Progressive. English Grammar, ms e . United States History. White's Complete Arithmetic. Allen and Greenough's New Latin Method; Cresar, (Begun.) Cornell's High School Geography, (Finished First Term.) White's Greek Lessons and Goodwin's Greek Grammar, (Begun Second Term.) English Grammar; U.S. History; History of.England; Ancient and Modern Geography ; Physical Geography; Arithmetic; Algebra through Quadratic Equations; Hadley's, Goodwin's or Kuhner's Greek Grammar; Greek Reader; Xenophon's Anabasis; Harkness', Gildersleeve's or Allen and Greenough's Latin Grammar ; Cresar's Commentaries, or some equivalent ; Ovid ; Virgil ; Latin and Greek Composition. Candidates for admission to any higher class must be examined in all the previous studies of the class they propose to enter. Students pursuing a Select Course may enter any classes for which they are fitted, the number of their studies being subject to the direction of the Faculty. Candidates for admission into the lowest class of the Preparatory Department must be well grounded in the elements of a Primary English education. They will be examined in Reading, Writing, Spelling, Arithmetic, Geography, and English Grammar. FIRST PREPARATORY CLASS. English Composition; Declamation. Maury's Physical Geography. Mitchell's Ancient Geography. Thalheil:ner's History of England. Wentworth's Algebra, (Begun.) . Latin-Cresar; Ovid; Virgil; Allen's Latin P.rose Composition; Allen's and Greenough's Grammar. Greek-White's Lessons, (Finished.) . Xenophon's Anabasis; Goodwin's Grammar. I 1 \ .1 - �l, . 18 I Catalogue St. John's College.. Catalogue St. John's College. SECOND TERM. COLLEGIATE COURSE OF STUDIES Greek-Sophocles, (CEdipus Tyrannus ;) Greek Literature and Composition. Latin -Horace's Epistles; Cicero, (De Officiis ;) Terrence, (Andria;) Roman Litei·ature and Latin Composition; Roman History, (Merivale's Student's·Rome.) .Mathematics-Spherical Trigonometry, (Wheeler's) Peirce's Tables; Notes on Surveying, (Tappan's ;) Original Problems. Natural PhilosO'{ihy-Ganot's Physics( Atkinson's Edition;)Lectures. English Studies-Language and Literature- Original Essays; Elocution. FOR THE DEGREE OF BACHELOR OF ARTS. FRESHMAN Cl.ASS. FIRST TERM. Greek-Herodotus; Jones's Exercises in Greek Prose, or Boises' Exercises in Greek Syntax; Goodwin's Grammar; Grecian History (Smith's Students's Greece.) Latin-Virgil's 1Eneid, continued; Cicero's Select Orations; Allen and Greenough's Grammar, and Latin Prose Composition. , .Mathematics-Algebra-Review of Algebra, including Equations of First Degree and Equations of Second Degree; Permutations and Combinations; Binomial Theorem:; Extraction of Roots; Radicals; Progressions; Beries (Todhunter's Algebra;) Original Prob,ems. Natural Bistory-Zoology, (Agassiz and Gould's.) English Studies(Language)-Rhetoric; Original Essays; Elocution. ,JlJNIOR CI.ASS. FIRST SECOND TERM. FIRST TERj\L Greek-Plato, (Apologia and Krito;) ~uripides, (Alcestis or Medea;) History of Greek Literature; Greek Prose Composition. Latin-Horace's Satil'es; Cicero de Senectute; History of Roman Literature ; Latin Prose Composition ; Roman His· tory, (Leighton's Wentworth's Rome.) .Mathematics-Geometry-Solid Geometry; Original Problems. Trigonometry-Plane Trigonometry, (Wheeler's;) Peirce's Tables; Original Problems. NatumlPhilosophy-Ganot's Physics, (Atkinson's Edition;) Lectures Engli8h Studies-English Literature; Original Essays; Elocution:. TERM. Greek-Plato's Phredo; Demosthenes De Corona; Greek Composition. Latin-Tacitus, (Germania and Agricola; Juvenal; Latin Composition. .Matliemaiics-Analytical Geometry. Natuml Philosophy-Ganot's Physics,( Atkinson's Edition; Lectures. English Studies-History-Thalheimer's Medireval and Modern History; Trench <m Words ; Original Essays ; Elocution. Modern Languages-French or German. Greek-Homer, (Iliad;) Greek Composition; Goodwin's Grammar; Grecian History, (Bmith's.Student's Greece.) Latin-,Livy ; Odes of Horace; Latin Composition ; Allen and Greenough's Grammar. .Mathematics-Plane Geometry, (Wentworth's I, II, III, IV, and V Books ;) Original Problems. Natural History-Botany, (Gray's How Plants Grow.) English Studies-History of the. English Language; Original Essays; Elocution. SOPHOMORE CLASS. ' ,~ SECOND • i TERM. Greek-Thucydides,; Gr~ek Composition. . . Latin-Tacitus, (Histones ;) Plautus, (Captives;) Latm Composition. .Matliematics-Mechanics, (Todhunter's.) . Natural Philosophy-Ganot's Physics,(Atkinson's Edition;) Lectures. History-Thalheimer's Medireval and Modern History. LogicEnglish Studies-Language and. Literature-Original Essa;)'. · . Elocution. Modern Lan,quages-French or German. SENIOR Cl.ASS. FIRST TERM. Greek-Thucydides; Aristophanes, (Clouds and Birds;) Greek Composition. . . . · . . . Lat·in-Quintilian ; Tacitus, (Histories ; ) Latm Composit10n. .Mathemat'ics-Astronomy, (White's) PlfJJchology-Lectures. Oliemistry-FowD.es' Chemistry, (new edition;) Lectures. 19 .~ I �\'"'tf 20 Oatalogite St. John's College. SECOND TERM. Political Economy-Thompson's Social Science. Greek-Thucydides; lEschylus; (Prometheus Bound;) Greek Composition. Latin-Tacitus,· (Annals;) Latin Composition. English Studzes-Anglo-Saxon; Original Essays; Elocution. ~Vathematics-Astronomy, (White's.) Ghemistry--Fowne's Chemistry, (new edition;) Lectures . .Olir.'stian Ein"dences-Lectures. Modern Languages-French or German. I Oatalogite St. Juhn' s Oollege. 21 I I I I REMARKS ON STUDIES. .. -----~·-· No student will be permitted to discontinue any study, except at the close of a term, and then only at the written request of his parent or guardian. Students who do not study Greek will be required to study French or German, and those who do not study either Latin or Greek, will be required to study both French and German. These languages will be commenced by such students in the Freshman Class. Students of the regular Academic Course are required to study either French or German during the Junior and Senior years, unless they shall have completed the three years' course in either language before reaching the Junior or Senior year. For classiCal students below the Junior Class, the French and German languages are elective studies. Students may hereafter substitute French and German for Greek, and in that case shall study the Senior Chemistry in the Junior year, and an additional course in Chemistry during the Senior year. Apparatus for Gymnastic exercises has been erected, and regular hours of exercise assigned for each class. ·'rhe use of the Gymnasium is granted on payment of a small fee. PARTIALLY ELECTIVE STUDIES. Frencli--3rd Glass, 1st Yeai·-Otto's French ConverRational Grammar; Vol. taire's Charles XII; Exercises in Accidence, Verbs and Syntax. 2nd Glass, 2d Year-Racine's Esther; Labiehe and Martin's La Poudre aux Yeux; Saintin'e Picciola; Sadler's Translations from English into French; Otto's Grammar; Ol"iginal Compositions. 1st Glass, 3rd Year-Racine's Athalie; Corneille's Le Cid; Moliere's Le Misanthrope. Mme. De Stael's De L'Allemagne; Original Compositions. Gei·man-3rd Glass, 1st Year-Grammar, (Whitney;) Forms and Inflections; Oral and Written Exercises; German Reader, (Whitney.) · 2nd Glass, 3rd Year-Grammar ; Syntax, Oral and written Exercises on Construction of Sentences and on special points of the Grammar · Schiller's. Wilhelm Tell, (Buchheim;) Lessing's Minna von Ba1'.nhehn (Whitney. · ' 1st Glass, 3rd Year-Grammar; Word Formation a!ld Derivation; Special Exercises in Composition; Goethe's Egmont, (Buchheim;) (Goethe's Hermann and Dorothea,) (Hart.) Lectures on Literature and History and on Relations of German to English. POST-GRADUATE COURSE. 'rhe Post-Graduate Course of Studies, extending through two years, and pursued at the College or elsewhere, is assigned by the Faculty to candidates for the degree of Master of Arts. Candidates for this degree are !·equired to select at least two of the departments of study specified in this Catalogue, and under the direction of the professors in these departments to pursue their studies for the two years of the Post-Graduate Course, submitting to them such essays, or undergoing such oral or written ·examinations, as may be required to test their qualifications for this degree. EXAllHN ATIONS, REPORTS, CONDUCT. I . I Written examinations on the studies of the entire term are held · at the close of each term. The marks for these examinations are combined with the marks for daily recitations, to make up the student's �I \ 22 Catalogue St. John's College. Oatalogite St. John's 0Qllege. \ 23 1 DEGREES AND CERTIFICATES. standing for the term. Any student whose examinations at the close of a year shall evince an incapacity on his part to pursue with advantage the studies of the class to which he belongs, will have offered to him on the first day of the next year an opportunity to retrieve his lost position, and in default of doing so, will be reduced to a lower class. . d rnic Deo-rees are conferred by the College : The foDllowmg Afc1~a:ter of' Arts, conferred after completion of the The egree o · 'J . Post-Graduate Course of Studies. z l . f Arts conferred upon students of the The Degree of Bae ie m . ~ ' . of 3 75 on all the studies of . . Sernor Class w·ho shall obtam an average A student deficient in knowledge, or persistently neglectful of any study, is at any time lfable to be reduced to a lower class in that study. th~~en~re;:::· of Proficient, conferred upon st:1dents of the ~e~e: e 11 com lete the course anu ob.tam an average o Course, >;ho sha . . p he last ear of the course in that study, a~d any special study durmg t A dy . Course in any elective study m d t f tl e reo-ular ca emic upon stu e_n ls oll 1 "'1ete the course and obtain a like average. h' h they s ia comp d w Degree of t h hall obtam an average . the First and of the Second Grade are any studen w o s . . . Oertificittes of Distinction oba to those. students in any Class who presented on C~mmence.ment / 4 5 and of 4 respectively in all their hall have obtamed an average o . . . a t £ r the Academic year. s . . f studies and m con uc 0 5 in any one branch of average o 4 · h o h ave obtained an C Students w . d encement Day but no student study are honorably mention~ on Comt~ficate or Degre~ conferred npon t' d nor is any er 1 ' is honorablymen ione ' . t . the passing mark in any one l t who has failed o receive any st ucen study for the Academic year. A merit roll is kept, and each recitation noted on the grade of from 0 to 5. In order to pass from a lower to a higher class in any study, each student mu~t obtain an average of 2.5 on the Second Term recitations and examinations, and also an average of 2.5 on the recitations of the whole Session, and the same average on the semi-annual and annual examinations combined. Demerits will be given for absences not excused, and for violation of College regulations. Reports respecting conuuct and scholarship, including all absences from College exercises, will be sent every term to the parents or guardians of stuueuts of the College Classes; and monthly to those of students of the Preparatory Classes. Whenever any student of the Collegiate department bas 100 demerits for any one term, or 150 for the year, or any stuuent of the Preparatory Department has 125 demerits for any one term, or 200 for the year, he must leave the Institution. ~:e Each student is required to obey all the laws of the College, so long as he shall remain a member of it; and whenever any student can no longer cheerfully comply with College rules, he will be required .to leave the Institution. · . , p . The Early English Text I. Early English Text Society s rFize: . 11 Esq Director, has . f L d n through F. J. urrnva ' ., Society, o on o ' h. r t f Institutions authorized to award the added this College to is . is o . En lish of or before the time of Society's Prize for. profici~ncy fm ~f the reprints of the Society's Chancer. The prize consists o son~e r . . t' £ tl1 e year 1864 or 1865. _)' . , . pubhca ions or 'l'l e New Shakspere Society II. New Shakspere Socie!y s .Prize. - l Director has added this of London, through F. J. l!nrmvall, Esq:, 'rd the Society's College to its ~ist of. Institi~ti~ns ;1~~~~:~:~e:o ~:: prize consists- of Prize for proficiency m the s u y .o . some of the Society's annual publications. . I. ~_JJ, Distingn~shed Pro~cienotf: ;i~~i~~ylyspc~~;:rs~u:i°n PRIZES. All Students are reqitired to be present promptly on the opening day of the session, and no stitdent will be permitted to leave the College while College exercises are progressing, except in cases of itrgent necessity, and at the written request of his parent or guardian. The attention of parent8 and guardians is specially called to these 1·egulations, and their co-operation earnestly requested. They a1·e also solicited, on.the occasion of holidays, not to detafo stitdents at home beyond the time allotted for suspension of C'olleye exercises. Stitdents absent from any cause except protracted sickness, will be marked zero on all recitations made during their absence. When the cause of absence is satisfactory to the Faculty, they will· be allowed to make itp the omitted recitations. 'I .) I .... \ !.\ I.' ii \ �24: Oataldgue St. John's Oolle.f?e. LIBRARY. The J_,ibrary of the College consists of about 5,000 volumes, the use of. which is permitted to the students under certain regulations. Through the liberality of the Legislature of 1872, and donations from the classes of '71, '72 and '73, extensive additions have been made to the Library; and, by means of the regular Library fees, subscriptions have been made to a large number of American and foreign periodicals. A complete library being an indispensable auxiliary to the intellectual advancement of professors and students, the claims of the College Library are commended to the Alumni of the College, and to the friends of education in the State. Any contributions of boo~s or fnnds for the l;ibrary will be gratefully acknowledged. LITERARY SOCIETIES. 'l'here are two Literary Societies; (the Philokalian and the Philomathean,) among the students, which afford opportunities for the cultivation of composition ai:td debate. An oration is usually delivered before these Societies on the Tuesday preceding Commencement Day, by some gen Heman selected by them. YOUNG MEN'S CHRrBTIAN ASSOCIATION. A Young Men's Christian Association is in active and successfnl operation,.and has been productive of much good. SOCIETY OF ALUMNI. The Society of Alumni holds its annual meetings on the day preceding Commencement Day, on which occasion an oration is dehvered by one of its members. All former students who have completed their collegiate education at St. John's College, and left in good standing, are considered members of this Society. It numbers on its roll many names prominent in the history of the State. PUBLIC WORSHIP. The exe1;cises of each day are opened with prayer in the College Hall. All students are required to attend public worship on Sundays at such church a~ their parents or guardians may direct, and to abstain from whatever is inconsistent with a due observance of the Sabbath. Catalogue St. John's College. 25 The principles and duties of the Christian Religion will be constantly enforced in the teaching and in the discipline of the ·College, but no instruction whatever is given, or influence exerted, in the interest of any particular denomination of Christians. TERMS AND VA CATIONS. The Annual Commencement of the College takes place on the last Thursday in June. . __J. I The Collegiate year begins on the third Wednesday in September and ends on the last Thursday in June. The year is divided into two equal parts. The regular vacations extend from the last Thursday in June t.o the third Wednesday in September, and from the 23d of December t.o the first Monday in January, both inclusive. The 22d of February, Good Friday, and the 4th of July are holidays, as also the Day of Public 'rhanksgiving, appointed by the Governor of Maryland, or by the President of the United States. The charge for the entire scholastic year, beginning on the third Wednesday in September, and ending on the last Thursday in June, is................................................................... $325 00 The following items are embraced in this charge, viz: Tuiti~n, board, room-rent, fuel, lights, and washing ........... . $310 00 Library fee ............................................................... . General repairs ......................................................... . Seat in church ......................................................... . Use of Gymnasium............. ~ .......................... ; .......... . 5.00"' 5 00 3 00 2 00 •rotal................................................. ... . $325 oo This amount covers all the ordinary College expenses for b@arders except text-books, and must be invariably paid· semi-annually in advance, that is, $162 50 at the opening of the first term in September, and $162 50 at the opening of the second term, on the 15th of February following. No deduction wil be made, except for the protracted absenc~. of a student caused by his sickness. For students lodging in the College Halls and having table board elsewhere, a deduction will be made of $120 for the Session. \ �I i I r 26 Catalogue St. John's College. Catalogue St. John's College. 27 I For charges paid by incumbents of Senatorial Scholarships, seep. 26. The fees of students who resiqe in Annapolis are as follows: In the PreparatDry Department, for each term, payahle in advance. Tuition ...................................................................... $30 00 Use of Gymnasium........................................................ 1 00 Library fee................................................................... 2 50 In the Collegiate Dep:ntment, for each term, payable in advance, besides fees for Gymnasium and Library as above, Tuition .......... : ........._. ....................................... , ........... $45 00 No student will be matricul:;i.tecl until he shall present to the Facnl ty a receipt from the 'rreasurer for all clues ; and no Diploma will be awarded unless the candidate shall present to the Faculty a similar , receipt, including fee for Diploma, viz: For the degree of Proficient ........................................... $ 5 00 For the degree of Bachelor of Arts ................................. 10 00 Willful damage will be made the ground of additional charge to be defrayed by the perpetrator. Students holding SenatDrial scholarships are required to lodge in the College Halls and board at the College Commons. The same requirement is also ordinarily made of other students whose parents do not reside in the city of Annapolis; but upon the request in writing of his parent or guardian, at tlw beginning of a term, the President may in his discretion allow a student to board in the city, in the farµily of any relative or friend who may be willing to become responsible for the orderly deportment of such student. But no boarder in the College Commons will be allowed to change his place of boarding until all arrearages shall have been paid. Students not holding ·senatorial scholarships are required to provide themselves with furniture, including stove.. Furniture may, however, be hired from the Steward at a reasonable rate. The boarding-house will be closed during the Christmas and Summer vacations. Disbursements will be made for personal expenses of students, if funds shall be- deposited· by parents for this pnrposa, bitt no advances will be made by the College. Books will also be furnished to students, provided a deposit of ten dollars be mµde for that purpose, at the beginning of each term. At final settlement, the unexpended balance, if any, will be refunded. STATE SCHOLARSHIP FOR BOARD AND TUITION. ,r 'l'he General Assembly of t11e State, (Acts of 1882, ch. 392, and 1878, ch. 315,) has provided for fmnishing board, fuel, lights and washing to the incumbent of one State Scholarship from each Senatorial District in the State, to be appointed by the Board of School Commissioners, by and with the advice and consent of the Senators in · their respective .Districts, after competitive exam1:nation. The law requires the candidates shall produce b~f01·e the Board of School Commissioners' sati~factory evidence of their moral character, and of their inability, or the inab-ility of their parents 01· giwrdians, to pay the regulrtr College charges. A blank form of certificate, drawn in conformity to the above law,will be forwarded to the Secretaries of the several School Boards, for the use of the appointees to the said scholarships. These ,Scholarships are tenable for four years, and the incumbents are required by law to pledge themselves thut they will continue students of the College for the full term of four years, unless prevented by unavoidable necessity, and that they will teach School within the State for not less than two years after leaving CollPge. To obtain a foll Collegiate education, the object contemplated by the .Act, candidates should be prepared to enter at least the Freshman Class of the College. The Boards of School Commissioners are earn6stly reqitested to exercise great care in the selection of these students, and especially to appui~1t none deficient in preparation. 'rhe incumbents of these scholarships will hereafter be required, besides paying the fees for Liurary, Gymnasium, and General Repairs, (amounting to $6.00 per term,) to provide their own text-books, and to pay ink> the treasury of the College, at the beginning of each term, the sum of twenty-five dollars. On the 15th of June there were six vacancies in these Scholarships, viz: one from each of the counties of Montgomery, Frederick, C[1roli11e, and 'ralbot., and two from Baltimore city. In filling these vacancies, the Boards of School Commi~sioners are requested, other things being equal, to appoint those cancfal ates who are not less than sixteen years of age and are most advanced in their studies. It is desir~d that all applicants hereafter should be prepared, in at least Mathematics and English studies, to enter the Freshman Class of the College. �28 Catalogue St. John's College. I@"" The Secretaries of the several School Boards are requested to communicate to.the President of the College the nllmes of those former incumbents of these Scholarships who are now, or may hereafter be, employed in teaching in their respective counties, or in the city of Baltimore. COLLEGIATE SCHOLARSHIPS. The following regulations have been made by the Board of Visitors and Governors for the establishment of Scholarships in connection with the College: For a permanent Scholarship for tuition, $1,200. For u permanent Scholarship for board and tuition, $±,000. For a Scholarship for the tuition of a student through all the College Classes, $300. For a Scholarship for the board and tuition of a student through all the College Classes, $1,0:JO. For any other Schlarships the sum reduced shall be in the same proportion, the money in each case to be paid in advance into the treasury of the College. 'l'he establishment of these Scholarships is commended to the atten· tion of the Alumni and friends of the College. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Annual Catalogue of St. John's College Annapolis, MD. for the Academic Years 1880-81 & '82, and Prospectus for 1882-83. 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 College Catalogs and Statements of the Program 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 Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs 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/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Annual Catalogue of St. John's College Annapolis, MD. for the Academic Years 1880-81 & '82, and Prospectus for 1882-83. Date A point or period of time associated with an event in the lifecycle of the resource 1882 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available William M. Abbott, Print. Description An account of the resource College catalog for the years 1880-1982 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/927719bb549afe5f02d2aa940210068f.pdf 45cb22d092374088a3b8fdfc3a8e33cf PDF Text Text ANNUAL CATALOGUE OF ANNAPOLIS, MARYLAND, FOR THE ACADEMIC YEAR 1~75-'7'6. TURNBULL BROTHERS : PUBLISHERS, IMPORTERS, BOOKSELLERS, STATIONERS, North Charles St. No. 81 Baltimore, 1\frl. 1876, �BOARD OF VISITORS AND GOVERNORS. President, (Ex-Officio,) Hrs EXCELLENCY JOHN LEE CARROLL, THE GOVERNOR OF MARYLAND, Annapolis, Md. Secretary, WILLIAM HAR WOOD, EsQ., Annapolis, Md. TUESDAY, JUNE SUNDAY, JULY Anniversary Celebration of Philokalian Society. 27th, Treasurer, Baccalaureate s·ermon. 2nd, MONDAY, JULY 4th, BREWER, EsQ., Annapolis, Md. Class clay of Senior Class. 3rd, TUESDAY, JULY NICHOLAS Address before the Literary Societies. (Ex-Officio,) (Ex-Officio,) ~ Commencement Day. ( Address before the Society of the Alumni. 5th, 18th, MONDAY, SEPTEMBER TUESDAY, SEPTEMBER MONDAY, DECEMBER 19th, IIth, SATURDAY, DECEMBER 23rd, · ~ Opening of Session and E~a~ination of ( Candidates for adm1ss10n. HoN. DANIEL FIELDS, HoN. RICHARD GRASON, PRESIDENT OF THE SENATE, JUDGE C.OURT OF APPEALS, Federalsburg, 1fd. WEDNESDAY, JULY Towsontown, Md. HoN. LEWIS C. SMITH, Rockville, Md, . Commencement of Christmas Vacation. HoN. JAS. 1st, I. BOWIE, LL. D., JUDGE COURT OF APPEALS, Hagerstown, Md. Ai;niYersary Celebration of Philomathean Society. 1877. MONDAY, JANUARY HoN. RICHARD SPEAKER OF THE HOUSE OF DELEGATES, L. BARTOL, LL. D., HoN. IUCHARD H. ALVEY, CHIEF JUDGE COURT OF APPEALS, Termination of Christmas Vacation. JUDGE COURT OF APPEALS, Baltimore, Md. Hagerstown, Md. HoN. JAMES A. STEWART, HoN. GEORGE BRENT, JUDGE COURT OF APPEALS, JUDGE COURT OF APPEALS, Cambridge, Md. Baltimore, Md. HoN. JOHN M. ROBINSON, HoN. OLIVER MILLER, JUDGE COURT OF APPEALS, JUDGE COURT OF APPEALS, Centreville, Md. Annapolis, Md. �FACULTY AND INSTRUCTORS. _f3oARD OF y1sITORS AND povERNORS [CONTINUED.] JAMES M. GARNETT, M.A., LL. D., PRINCIP;).L 1 D. M. THOMAS, EsQ., HoN. ALEXANDER RANDALL, Baltimore, Md. Annapolis, Md. PRO.F.ESSOB OF HlBTORY, .A.ND OF 'l'HE ANGLO-SAXON .A.ND ENGLISH LANGUAGES .A.ND LITERA'l'URE. SPRIGG HARWOOD, EsQ., GEORGE WELLS, EsQ., \ Rev. CLELAND K. NELSON, D. D., VICE-PRINCIPAL, Annapolis, Md. Annapolis, Md. PBO.FEBSOB OF MENTAL, MORAL AND SOCIAL SOIENOE 1 AND LEOTUR.ER ON NATURAL A.ND REVEALED HoN. WM. H. TUCK, I. NEVETT STEELE, EsQ., LL. D., RELIGION .A.ND THE EVIDENCES OF CHRISTIANI'l'Y. Annapolis, Md. Baltimore, Md. Rev. JULIUS M. DASHIELL, D. D., JOHN RIDOUT, M. JAMES MUNROE, EsQ., r:i., PROFESSOR OF THE GREEK AND LA'l'IN LANGUAGES, THEIR LITERA'l'URE AND RISTO.RY. Annapolis, Md. Annapo1is, Md. ABRAM CLAUDE, -A. M., M. D., FRANK H. STOCKETT, EsQ., HoN. GEORGE WM. BROWN, LL. D., Annapolis, Md. Baltimore, Md. THOMAS KARNEY, EsQ., RT. REV. WM. PINKNEY, D.D., LL.D., Annapolis, Md. Washington, D. C.· JAS. MACKUBIN, EsQ., HoN. THOS. J." McKAIG, Ellicott City, Md. PROFESSOR OF NATURAL PHlLOSOPilY, CHEMISTRY, MINERALOGY AND G.U:OLOGY, AJS'D LECTURER Cumberland, Md. ON ZOOLOGY AND BOTANY. .._: W. WOOLSEY JOHNSON, A. M., PROFESSOR OF MATHEMATICS, AND LECTURER ON MEOHANICS AND .ASTRONOMY. WILLIAM H. ;HOPKINS,· A. M., PROFESSOR OF GERMAN, AND ASSISTANT PROFESSOR OF THE GREEK AND LA.TIN LANGUAGES. JULES LEROUX, DANIEL M. HENRY, EsQ., JOHN T. MATHIAS, EsQ., Cambridge, Md. Westminster, Md. PROFESSOR OF' 'l'HE FRENCH LANGUAGE A.ND LI'l'ERA'l'URE. GEORGE H. SHAFER, PROFESSOR OF VOOAL A.ND INS'l'RUMEN'.rAf MUSIO. HoN. EDWARD HAMMOND, HoN. WM. T. HAMlLTON, Ellicott City, Md. Hag-erstown, Md. (Vaca1lt.) PROFESSOR OF DRAWING. JOHN G. PROUD, EsQ., N. H. MORISON, EsQ., LL. D., Baltimore, Md. Baltimore, Md. J. GRATTAN HAGNER, A. M., 'l'UTOR IN LATIN, MATHEMATICS A.ND ENGLISH. MAJ. LUTHER GIDDINGS, Annapolis, Md. THOMAS J. PACKARD, B. Lit., TUTOR IN LA'l'IN,_GBEEK AND ENGLISH, AND LIBRARIAN. * ------------------------------------------------------------------------------------------ *........................................................................................... *Vacant. M. STROHM, lNSTRUC'l'OR IN GYMNASTICS. �CIRCULAR OF ST. JOHN'S COLLEGE. 7 fOPHOMORE I NAMES. i:! POST OFFICE. /LEWIS C. ANDREW, Dtuing the Year 1875-'76. VJOHN R. East New Market, Maryland. BATSON, Dayton, Maryland. ,/ JAMES BILLINGSLEA, l Abingdon, Md. JOSIAH S. CROCKETT, Princess Anne, Maryland. v' ROBERT ~· DASHIELL, ~- JAMES POST OFFICE. v NAMES. Washington, District of Columbia. Snow Hill, Maryland. H. MACPHERSON BALDWIN, GEORGE T. BRATTEN, JR., Salisbury, Maryland. JOHN S. FULTON, T. ROBERT F. MADDUX Salisbury, Maryland. HARLAN, Churchville, Maryland. Leitersburg, Maryland. Baltimore, Maryland. VJ AMES A. LEASON, \l(GE~GE T. MARTIN, St. Leonard's, Maryland. Annapolis, Maryland. ./WILLIAM J. NORRIS, Port Tobacco, Maryland. Lonaconing, Maryland._ ,,'MAGNUS REID, Leonardtown, Maryland. CHARLES F. NORRIS, D. vGEORGE A. HARTER, Fairmount, Somerset Co., Maryland. Snow Hill, Maryland. '/ EDWARD D. MARTIN, Millersville, Maryland. GORTER,_ •' J. HARRY KREBS, Baltimore, Maryland. LAWRENCE, P. Gardenville, Maryland. WILLIAM A. GRAHAM, , HENRY Lauraville, Maryland. ORLOFF LAKE, EDWARD Annapolis, Maryland. :- JOHN F. GONTRUM, fENIOR fLASS. / ALLDIN M. SPRIGG, Cumberland, Maryland. VHENRY A. STUMP, 8. SENIORS . jlUNIOf\ fLASS. ,, l_.-· ~ I' ' ',!' '_i~ ,' f,''1 11 /ERNEST WASHINGTON, C. ,/CHARLES W. / JAMES L. Perryville, Maryland. Navesink, New Jersey. (Partial Course) WEAGLY, Buckeystown, Maryland. WHITESIDE, Laurel, Maryland. Westminster, Maryland. - /ABRAM W. WRIGHT, i POS'l' OFFICE. NAMES. IN. SOPHOMORES Princess Anne, Maryland. WALTER DIXON, Churchville, Maryland. ,'HERBERT HARLAN, /MONROE MITCHELL, /BURTON .; JOHN G. A. RANDALL, S·t. Denis, Baltimore Co., :Maryland. Annapolis, Maryland. / CAMPBELL STEELE, !• JOHN T. THOMPSON, /FRANCIS TIDDY, ·' RICHARD WHITE, ,/JOSEPH S WILSON, ,; JOHN D. WORTHINGTON, JUNIORS , f f'\.ESHMAN Cockeysville, Maryland. Johnsville, Maryland. RAY, /FRANK H. SIDWELL, I 21. NAMES. Cambridge, Maryland. 'I Oakland, Howard Co., Maryland. Frostburg, Maryland. I . Poolesville, Maryland. Prince Frederick, Maryland; Darlington, Harford Co., Maryland. 12. ALBERT J. ALMONEY, GEORGE M. ANDERSON, I HOPEWELL H. BARROLL, ,/ G. WORTHINGTON BERRY, V)ANDREW BLAKISTONE, CHARLES F. DALEY, VJ. SEMMES DEVECMON, '· ... tlFRANK T. GIBSON, _FLASS. f ~ 'J 'f POST OFFIOJC. Rockville, Maryland. Rockville, Maryland. Chestertown, Kent Co., Maryland. Port Tobacco, Maryland. Leonardtown, Annapolis, Lonaconing, St. Michael's, Maryland. Maryland. Maryland. Maryland. �CIRCULAR OF 81'. JOHN'S COLLEGE. 9 CIRCULAR OF ST. JOHN 1S COLLEGE. 8 fECOND POEIT OFFJOR. fREPARATORY fLASS, NAMR!'l. I Annapolis, Maryland. JAMES \V. GREER, j E. PLINY GRIFFIN, ./BENJAMIN H. HOWLETT, /CHARLES /CHARLES R. E. JACKSON, LAUVER, /CADWALLADER 1 CLINTON E. E. First Sectlon. T. B., Prince George's Co., Maryland. Prospect, Harford Co., Maryland. Baltimore, Maryland. Carrollton, Maryland. Millersville, Maryland. W everton, Maryland. . LiNTHICUM, MILLER, NAMES. t/ Nicholas Brewer Jr. Upper Marlboro', Maryland. Annapolis, Maryland. ,,,-·John H. Dadds, ,,' Julius M.' Dashiell, Jr., ,/William C. Devecmon, Easton, Maryland. ,/ ADDISON B. M. WILSON, Annapolis, Maryland. v John B. Chew, Culpeper, Virginia. WM. MEADE NELSON, '.RESIDENCES. Annapolis Maryland. Lonaconing, Maryland. vJoseph L. Downes, v' Alexander R. Hagner, (P.1rtial Co ..rse.) FRESHMEN TOTAL IN COLLEGIATE DEPARTMENT · Centreville, Maryland. Prince Frederick, Maryland. VJoiin H. Hanekamp, (P.1rtial Course.) VWilliam I.!. Harlan, . . . . 58. Lonaconing, Maryland. Churchville, Maryland. / F. Stanley Harrison, (P.ntial Course.) Baltimore, Maryland. /Clarence W. Heffenger, (Pa1tial C@urse.) Hagerstown .. Maryland. ,; Thomas C. Hopewell, Baltimore, Maryland. ,/John B. League, (Richard McCleery, RESIDBNOKS. NAMES. .IJames K. Burnside, I/ Charles W. Byrn, (:1 \) . O· ~·Joseph C. Collinson, /Duval Gibbs, J Robert K. Galley, J Thomas F. Howard, .; William Kennedy, Pliny E. Lusby, ./Joseph B. McNemar, ./Philip J. Miller, "J. Hooper Shepherd ./ St. Clair Streett, .; Joseph F. Valliant, I I Neilson T. Parker Eugene Wathen, Wm. Frank Weldon, J Thomas Wyche FIRST PREPARATORY CLASS Barnesville, Maryland. Annapolis, Maryland. rl" Randolph Southgate, Baltimore, Maryland. t/ Washington, District of Columbia. Denton, Maryland. Rutland P. 0., Maryland. Middletown, Delaware. Templeville;, Maryland. Annapolis, Maryland. .. lc1age~t Pyles, Annapolis, Maryland. /Stephen R. Brewer, ./Charles R. Broumel, David C. Taylor, Baltimore, Maryland. / Aaron R. Townshend, Annapolis Junction, Maryland. "'John H. White v'Milton Whitne;, Annapolis, Maryland. Waterbury, Maryland . ./ Abram I. Wilson, V David E. Prince Frederick, Maryland. Kennedyville, Maryland. T. B., Prince George's Co., Annapolis, Annapolis, Cambridge, Annapolis. Maryland. Addison P. 0 , Pennsylvania. Altamont, Maryland. Woolley, Annapolis, Maryland . SECOND PREPARATORY CLASS, FIRS'l' SECTION, Maryland. Maryland . Maryland. Maryland. Taylor P. O., Harford Co., Maryland. Royal Oak, Talbot Co., Maryland. Leonardtown, Maryland. Colora, Maryland. Baltimore, Maryland. 18. • 23 . Second Set:tion. NA.MES . f / lt.EBIDENCEB. Thomas W. Black, Annapolis, Maryland. Henry L. Boyd, ·Daniel Brandt . . /' /;acob Brandt • W. Hallam ~la~de,. (Pa rtia; Co~rse.·) Annapolis, Maryland. Annapolis, Maryland. Annapolis, Maryland. 0 Annapolis, Maryland. j I I �CIRCULAR OF ST IO JOHN'S COLLEGE. RESIDE:NUES. NA.MES. ·Michael B. Coolahan, Annapolis, Maryland .Harvey W. Emory, Centreville, Maryland Rockville, Maryland 'Nicholas D. Offutt, Charles O. Thompson, (Partial Course.) . Annapolis, Maryland. Annapolis, Maryland. Herman W. Thompson, AND fERTIFICA.TES OF p1sTINCTION . Annapolis, Maryland. ' Ernest Tolson, South River P.O., Maryland. . Annapolis, Maryland. Henry H. Weems, J. Wesley White, A.ND fRIZES }WARDED ON Commencement Day, July 7th, 1876. ----~---- SECOND PREPARATORY <;:LASS, SECOND SECTION, 13 TOTAL IN PREPARATORY DEPARTMENT. 53 Doctor of Laws, Doctor of Divinity, HON. GEO. WM. BROWN, AGGREGATE, REV. THEO. PHILIP BARBER, Baltimore, Md. TOTAL IN COLLEGIATE DEPARTMENT, Cambridge, Md. III Bachelor of Arts, N. B.-Students marked ·•Partial Course" do not study the Classics. ... THOS. BARTON BRUNE, vJAMES MANDEVILLE CARLISLE, JR., Baltimore, Md. Washington, D. C. LOUIS W. FRITCH, HUGH NELSON, Annapolis~ Prince George's C.9., Md. Md. FREDERICK SASSCER, JR., Prince George's Co .• Md. Proficient, aumma cum lau<le, In Latin, Creek, French, Mental and Moral, and Natural Science, K K WYATT JOHNSO~ Cecil Co., Md. Proficient In Latin, Mental and Moral, and Natural Science, J. CLARKE McGUIRE, JR., Washington, D. C. �CIRCULAR. OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. J2 ~t°i~£.6, SECOND PREPARATORY CLASS. NICHOLAS BREWER, JR. -DAVID E. WOOLLEY. Society of Alumni Prizes. Highest Average in all Studies of Senioi· Class. Ne:Xt Highest Average in all Studies Highest Average in all Studies FREDERICK SASSCER, JR. of Senior Class of :Junior Class, T. BARTON BRUNE. . " Next Highest Average in all studies of :Ju11ior Class, EDWARD'T. LAWRENCE. GEORGE T. HRATTEN, JR. JOHN H. DADDS. First Prize. JULIUS M. DASHIELL, JR. Early English Text Society's Prizes. For Proficiency in Anglo-Saxon Studies, SENIOR CLASS. J. MANDEVILLE CARLISLE, JR. E. M. WYATT JOHNSON, HUGH NELSON. Penmanship. Second Prize. \ I JUNIOR CLASS. GEORGE T. BRATTEN, JR., ORLOFF LAKE. SOPHOMORE CLASS. HUGH NELSON. For Proficiency in Anglo-Saxon and Early English Studies, FREDERICK SAsSCER, JR C(1rtificates of Distinction in all Studies. N. WALTER DIXON. FRESHMAN CLASS. JAMES BILLINGSLEA, JOHN: F. GONTRUM, GEORGE T. MARTIN, *MAGNUS REID, JAMES. L. WHITESIDE. FIRST PREPARATORY CLASS. h SENIOR CLASS. T. BARTON BRUNE,} Second Honor. LOUIS W. FRITCH, FREDERICK SASSCER, JR., First Honor. JUNIOR CLASS. GEORGE M. ANDERSON, G. WORTHINGTON BERRY, ANDREW BLAKISTONE, CHARLES E. LAUVER. SECOND PREPARATORY CLASS, FIRST SECTION. J. SEMM1£S DEVECMON. MILES C. GORGAS. EDWARD T. LA WREN CE. SECOND PREPARATORY CLASS, SECOND SECTION. FRESHMAN CLASS. HENRY D. HARLAN, GEORGE A. HARTER, J. HARRY KREBS, CHARLES W. C. WEAGLY. *JOHN H. DADDS, JOHN H. WHITE. *Stude.nts marked thus, obtained an average of more than 4-4 in all studi~s. �CIRCULAR OF ST. JOHN'S COLLEGE. PROSPECTUS OF 'l'HE --~-- 15 shall pursue for two years, at the College or elsewhere, a course of study assigned by the Faculty, and wh~ shall furnish satisfactory evidence of their proficiency in said course, by submitting to the Faculty, at designated periods, such written theses as may be specifically required of each candidate for said degree. Th,e degree of Master of Arts is not conferred in course, but only on the evidence of satisfactory attainments in advanced studies. Vocal and Instrumental Music, and Drawing, are tadght at special charges, on terms arranged between students and the Professors of Music and Drawing. LOCATION AND ACCESS. i 1· I~ S T. JOHN'S COLLEGE, founded in the year 1784, and endowed by the State of Maryland, is pleasantly situated at Annapolis, on the banks of the Severn River, a few miles from the Chesapeake Bay, which is in full view. Its buildings, three in number, are large and well-constructed for the accommodation of youth. Its grounds afford ample facilities for exercise, and the waters of the Severn for bathing and boating. The situation is eminently healthy. Annapolis has railroad communications with Baltimore and Washington twice a day; daily steamboat communications with Baltimore, and telegraphic connection with all parts of the country. COURSE OF STUDY. The Pre~aratory Department of the College has two classes, entitled 1st and 2nd, according to the grade of studies. Students of the 1st Preparatory Class, who pass a satisfactory examination, are qualified for admission into the Freshman Class of the College. The Collegiate Department embraces three courses: 1st, the regular Academic Course, occupying four years, and purs~e~ in the Freshman, Sophomore, Junior, and Senior Classes, entitling the graduates of the Senior Class, who shall pass a satisfactory examination, to the degree of Bachelor of Arts. 2nd, the Select Course, embracing studies in the different classes, according to the option of parent;, and entitling the students, who shall complete the course and sustain a satisfactory examination in any special study, to the degree of Proficient in that study. 3rd, the Post-Graduate Course, prescribed for students who aspire to the degree of Master of Arts, which is conferred only on such graduates of the regular Academic Course as TIME AND TERMS OF ADMISSION. The regular examinations for admission into the College or t.he Preparatory. Department, are held on the Monday and Tuesday preceding the first Wednesday of July, and on the third Monday and following Tuesday of September in each year. All candidates for Satisfactory admission are required to be present on those days. evidence of good moral character must be furnished by each applicant, testimonials of former teachers preferred, and if he comes from another College, he must present a certificate of honorable discharge. Candidates for the degree of Bachelor of Arts, in order to obtain admission to the Freshman Class, must, unless they have passed through the regular course in the Preparatory Department, sustain an examination in the following studies: English Grammar; U. S. History; Ancient and Modern Geography ; Arith· metic; Algebra to Quadratic Equations; Geometry, first book; Hadley's, Goodwin's, or Kiihner's Greek Grammar; Greek Reader; Xenophon's .Anabasis; Harkness's, Gildersleeve's, or Allen and Greenough's Latin Gramm;ir.; C::esar's Commentaries, or some equivalent: Sallust; Virgil; Latin and Greek Composition. Candidates for admission to any higher class must be examined in all the previous studies of the class they propose to enter. Students pursuing a Select Course may enter any clas.ses for which they are fitted, the number of their studies being subject to the direction of the Faculty. . Candidates for admission into the lowest class of the Preparatory Department must be well grounded in the elements of a Primary English Education. They will be examined in Reading, Writing Spelling, Arithmetic, Geography and English Grammar. �,, / / §CEEJMIE ({])JF §TU!D][E§ COJLJLJEGllTE COUR§E IN THE PREPARATORY ({])JF §TUID][JE§ FOR 'l'HE DEPARTMENT. DEGREE OF BACHELOR OF ARTS. --t--- ····+ fR._ESHMAN fLASS, No. of hours No. of hours per week. 5 5 5 5 j Second. Section. I ENGLISH STUDIES.READING.-Concert and Individual Reading; Declamation ; McGuffey's Fifth Reader. · SPELLlNG.-Worcester's School Dic.tionary; 1?ictation ~xercises.. ENGLlSH GRAMMAR.-Swinton's; Word Pars mg; Logical Analysis. l HISTOil.Y -Holmes's United States. { ARITHMETIC.-Davies' University. ALGEBRA. -Brooks 's. { LATIN.-Allen and Greenough's Grammar, and Leighton's Latin Lessons. GREEK.-Leighton's Greek Lessons, and Goodwin's Grammar. ENGLISH COMPOSITION AND PENMANSHIP. 1 5 5 ,,' 5 ,1, 5 5 5 I I I,: !'i 't I I ENGLISH STUDIES.ELOCUTION.-Select Readings ; Declamation. PHYSICAL GEOGRAPHY -Maury's. ANCIENT GEOGRAPHY.-Mitch.ell's. HISTORY.-Student's Hume. { MATHEMATICs.-Brooks's Algebra ; Chauvenet's Geometry (First Book.) { LATIN.-Cresar; Sallust; Virgil; Latin Prose Composition; Allen and Greenough's Grammar, and Leighton's Latin Lessons. I GREEK.-Xenophon's Anabasis; Greek Prose Composition; Leigh· ) ton's Greek Lessons, and Goodwin's Grammar. ENGLISH COMPOSITION, and MAP DRAWING. l First Term. 5 ENGLISH STUDIES.READING.-Concert and Individual Reading ; Declamation; McGuffey's Fifth Reader. SPELLlNG.-Worcester's School Dictionary; Dictation Exercises. I ENGLISH GRAMMAR.-Swin~on's Lan~uage-Less.ons and School Coml position; Word Parsmg; Logical Analysis. GEOGRAPHY.-Cornell's High School. ARITHMETIC.-Davies' New School. j LATIN.-Allen and Greenough's Grammar, and Leighton's Latin I Lessons. ENGLISH COMPOSITION, PENMANSHIP and MAP DRAWING. First Section. 5 per week. GREEK.-Hoi;iier's. Iliad; Greek Antiquities and Mythology; Jones's Exercises m Greek Prose, and Boise's Exercises in Greek Syntax; Hadley's, and Goodwin's Grammars · Grecian History (Smith's Student's Greece.) ' 5 LATIN.-Virgil's JE'.nei_d~ continued; Cicero's Select Orations; Livy; Roman Ant1qmt1es and Mythology; Allen's Latin Prose Composition ; Allen and Greenough's Grammar. 5 MATHEMATI~S--ALGEBRA.-Review of Algebra, including Equations of First Degree ; Equati.:>ns of Second Degree; Permutations· and. Combinations; Binomial Theorem; Extraction of Roots ; Ra_dr.cals; Progressions; Series (Olney's University Algebra); Ongmal Problems. 2 NATURAL HISTORY.-Zoology, (Agassiz and Gould's.) ENGLISH STUDIES.3 ~ LANGUAGE.-Hart's, or Bain'~ Composition .ar:id Rhetoric; Angus's l Hand-book of the English Tongue; Ongmal Essays; Elocution. r Second. Term. 5 5 5 2 3 GREEK.-Herodotus; Selectio11;s. from Odyssey; Greek Antiquities, Mythology, and Compos1t10n ; Hadley's, and Goodwin's Grammars; Grecian History (Smith's Student's Greece.) LATIN.-Livy, continued; Odes and Epodes of Horace· Roman Antiquities and Mythology, and Latin Composition· Allen and Greenough's Grammar. ' MATHEMATICS.- GEOMETRY.-Plane Geometry (Chauvenet's I., II., III., IV., V., and VI. Books); Original Problems. NATURAL HISTORY.-Botany, (Gray's How Plants Grow.) ENGLISH STUDIES.-Continued. fOPHOMOR,_E f LASS. First Term. 5 5 5 GREEK.-;--Xenophon's Me?lorabilia; Euripides (Alcestis or Medea) ; History of Greek Literature; Greek Prose Composition. LATIN.-;-Horace's Satires; Cicero de Senectute ; History of Roman Literature; Latin Prose Composition; Roman History (Liddell's Student's Rome.) MATHEMATICS.-ALGEBRA.- Theory of Exponents. Theory and Practice of Logarithms; General Theory of Equ'ations (Olney's University Algebra); Original Problems. GEOMETRY- Solid Geometry; Modern Geometry (Chauvenet's); Original Problems. I~ j I I �i8 CIRCULAR 'oF ST. lOHN's COLLEGE. CIRCULAR OF ST.. JOHN'S COLLEGE. No. of hours No. of hours'. per week. NATURAL PHILOSOPHY.-Ganot's Physics (Atkinson's Edition) j Lectures. ENGLISH STUDIES.-LITERATURE -Hales's Longer English Poems; { Coppee's English Literature; Original Essays; Elocution. LANGUAGE.-Craik's English of Shakespeare. 3 2 Second Terin. GREEK.-Krito and Apologia of Plato; Lucian's Dialogues; Greek Literature and Composition. LATIN.-Horace's Epistles; Cicero's Epistolre ad Atticum; Terence (Andria) ; Roman Literature and Latin Composition; Roman History (Liddell's Student's Rome). MATHEMATICS.- Plane and Spherical Trigonometry (Chauvenet's); Mensuration, Surveying and Levelling; Original Problems. NATURAL PHILOSOPHY.-Ganot's Physics (Atkinson's edition); Lectures. ENGLISH STUDIES.-Continued. 5 5 5 3 2 per week. continued. ANGLOr ENGLISH STUDIES.-HISTORY.-Student's Gibbon,Carson's Hand-Book SAXON.-March's Anglo-Saxon Reader, or 3 fLASS. First Ter=. GREEK.-Plato's Phredo; Sophocles (CEdipus Tyrannus, Ajax, or Philoctetes) ; Greek Composition. LATIN.-Cicero's Quresliones Tusculanre and Atademica ; De Officiis; Latin Composition. MATHEMATICS.-Analytical Geometry (Johnson's); Original Problems. NATURAL PHILOSOPHY.--Ganot's Physics (Atkinson's edition); Lectures. POLITICAL ECONOMY.-Thomson's Social Science; Lectures. r ENGLISH STUDIES.-HISTORY.- Freeman's Outlines of History; or I Student's Gibbon. .• . , .. I LITERATURE.-Shakspere: " I he Tempest," (Wnght s ed1t10n). i LANGUAGE.-Carpenter's English of XIVth century, or Morris's E:e1 mentary Lessons in Historical English Grammar ; Original Essays ; Elocution. MoDERN LANGUAGES.-French or German. Second Ter=_ 4 { 2 , 5 3 2 ~ GREEK.-Demosthenes' Orations; Aristotle's Ethics and Politics; Greek Compositio11. LATIN.-Tacitus; Lucretius; Latin Composition. MATHEMATICS.-Integral Calculus, Mechanics (Lectures). LOGIC.-Sir Wm. Hamilton's Logic; Lectures. EVIDENCES OF CHRISTIANITY.-Lectures on Evidences of Christianity, and Constitutional Law. CHEMISTRY.-Fownes' Chemistry (new edition) ; Lectures. ENGLISH STUDIEs.-Semi-Saxon and Early English (Corson's Hand- · Book);. Lectures. MODERN LANGUAGES.-French or German. { 4 4 3 3 2 l 2 Second Ter=. 4 { 4 3 3 2 2 GREEK.-JEschylus (Prometheus Bound); Thucydides; Greek Composition. LATIN.-Juvenal; Plautus, (Captives) ; Latin Compostion. MATHEMATICs.-Differential Calculus (Rice and Johnson's.) NATURAL PHILOSOPHY..,.- Ganot's Physics (Atkinson's edition); Lectures. MORAL PHILOSOPHY.-Butler's Ethical Discourses; Lectures. ENGLISH frruDrns.-Cuntinued. MODERN LANGUAGES.--French and German. First Tenn. 4 2 5 2 ~. of Anglo;Saxon a11d Early English; Hadley's Brief History of the E11ghsh La11guage; Introductory Lectures on Comparative Grammar of _the Teuto11ic Languages, and 011 the English Language ; Original Essays ; Elocutio11. MODERN LANGUAGES.-French or Germa11. 2 2 j UNIOR.,_ j GREEK.-Plato's Republic; Thucydides; Aristophanes (Clouds and { Hirds) ; Greek Composition. LATIN.-Quintilian ; Persius; Tacitus; Latin Composition. MATHEMATICS.-Astronomy (Airy's ;) Lectures. { MENTAL PHILOSOPHY -Sir William Hamilton's Metaphysics ; Lectures. EVIDENCES OF CHRISTIANITY.-Butler's Analogy; Lectures. CHEMISTRY.-Fownes' Chemistry (new edition) ; Lectures. ------------ PARTIALLY ELECTIVE STUDIES. FRENCH.-3d Class, 1st Year.-Otto's French Conversational Grammar; Voltaire's Charles XII; Exercises in Accidence, Verb~ and Syntax. 2d Class, 2d Year.-Racine's Esther; Labiche and Martin's La Poudre aux Yeux; Saintine's Picciola; Sadler's Translations from English into French; Otto's Grammar; Original Compositions. 1st Class, 3d Year.-Racine's Athalie; Corneille's Le Cid; Moliere's Le Misanthrcipe (Prof. Joynes's editions.) Mme. de Stael's De L'Allemagne; Original Compositions. GERMAN.-3d Class, Ist Year.-Grammar; Forms and Inflections; Oral and Written Exercises; Selections from Krummacher, Grimm and Andersen. 2nd Class, 2nd Year.-Grammar; Syntax; Word Formation and Derivation; Oral and Written Exercises on the Construction of Sentences and on special points of the Grammar; Selections from German Poetry ; Extracts from Dramatic masterpieces. Ist Class, 3d Year.-Rtview of Grammar; Composition, continued. Translations; Goethe's Egmont, Iphigenie auf Tauris, or Hermann und Dorothea ; Schiller's William Tell, or Maria Stuart; Lectures on Literature and HistoFy and on Relations of German to English. Te:;vt Books.- Whitney's German Grammar and Reader. GYMNASTICs.-Gymnastic exercises are optional, but those who desire to practise them are arranged in classes, under the superintendence of a regular Instructor. I 11 /ii ! I �20 OIROULAR OF ST. JOHN'S OOLLEGE. O!ROULAR O.F ST. JOHN'S COLLEGE. 2t v. No student will be permitted to discontinue any study, except at the close of a term, and then only at the written request of his parent or guardian. Students who do not study Greek will be required to study French or German, and those who do not study either Latin or Greek, will be required to study both French and Germa~. These languages will be commenced by such students in the First Preparatory Class. The studies of students of the Second Preparatory Class who do not study the Classics, will be so arranged that their time will be fully occupied. Students of the regular Academic Course are required to study either French or German during the Junior and Senior years. For classical students below the Junior Class, th~ French and German languages are elective studies. Apparatus for Gymnastic exercises has been recently erected, and regular hours of exercise assigned for each class. The use of the Gymnasium is granted on payment of a small fee. MENTAL, MORAL AND SocrAL SCIENCE-Including Meta.physics,_ Logic, Ethics, Natural and Revealed Religion and the Evidences of Christianity, Political Economy and Constitutional Law. VICE-PRINCIPAL. VJ. REMARKS ON STUDIES. / HISTORY AND THE ENGLISH LANGUAGE AND LITERATURE. Including Ancient and Modern History, the English and Anglo-Saxon languages and their literature, and an outline of the general principles of Comparative Grammar. PRr'NcIPAL. The departments of Histqry and the English Language and Literature~ and of _Natural Science, having been recently reorganized, the followmg outlme of the courses in these departments is ap· pended: DEPARTMENT OF HISTORY, AND THE ENGLISH LANGUAGE AND LITERATURE. In this department instruction will be given~ .,' COURSE OF INSTRUCTION. The Course of Instr.uction embraces the following departments : I. II. ,, ., 'i :1., ANCIENT LANGUAGES-Including the Latin and Greek languages, Greek and Roman Antiquities and Mythology, and the History of Greek and Roman literature. Prof. DASHIELL and Ass't-Prof. HOPKINS. MODERN LANGUAGES-Including the French and. German languages and literature. Profs. LEROUX and HOPKINS. III. MATHEMATICS-Including Pure Mathematics, M~chanics and Astronomy. Prof. JOHNSON. IV. NATURAL SCIENCE-Including Natural Philosophy, Chemistry, Mineralogy and Geology, and the elements of Zoology and Botany. Prof. CLAUDE. 1st. IN HrsTORY.-A thorough knowledge of Greek and Roman h~s~ory is belie".ed to be the basis of all historical study, and these w1I. _first be. carefully lear~ed. This will be followed with a general outlme of history, after Gibbon, from the accession of Commodus to the fall of Constantinople. After this the history of the Middle Ages will occupy the attention of the student, which will be succeeded by as extended a notice of modern European and Americ an . h1story as the limited time will permit. 2d. IN THE ENGLISH AND ANGLO·SAXON LANGUAGES AN~ THEIR ~ITE~ATURE.-Under this head the art of Composition and Rheton_c_ will first be studied, with frequent exercises in written com_pos1t10n and declamation, and a thorough analysis of the gramm~t1cal structure of t1!e language. The history of English literature w_ill then ~e taken up, and the lives of authors studied in connection with specimens of their writings, which will. be criticized in class. After this the English of the Elizabethan age will be made a subject of study, and the most marked points of difference between Elizabethan and modern Engl~sh noted and commented on. Finally, the Anglo-Saxon language will be carefully studied,- and in connection ,,I �,......--- ' 22 OIRODLAR OF ST. JOHN'S OOLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. with it lectures delivered on the origin and history of the English language, and lectures introductory to the Comparative Grammar of the Teutonic languages, an outline being given of the classification of languages, particularly the branches and subdivisions of the IndoEuropean family, and of the general principles of Comparative Grammar, after manuscript notes on the lectures of Prof. George Curtius, of Leipzig. As extended a treatment of these subjects will be given as is possible in the time allowed. In the course above sketched the Professor will endeavor, first, to educate the mental faculties of pupils, training them to compare, to generalize, to ascend inductively from facts to principles, to descend deductively from principles to facts ; second, to impart such know ledge of its subjects as all liberally educated persons should possess ; third, to make it sufficiently thorough to indicate whether any pupil has such natural taste and aptitude for the study of any one of its branches, as should induce him to make its pursuit his special avocation. The studies of the several classes have been so arranged as to make instruction in the sciences a prominent part of the Collegiate course. Additions will from time to time be made to the philosophical apparatus, and every effort used to make the laboratory and cabinet as complete as possible. Contributions for illustration of any of the branches of this department will be thankfully received. DEPARTMENT OF NATURAL SCIENCE. In this department instruction will be given1st. IN ZOOLOGY-viewing the animal kingdom as a whole, observing the types of organs which, variously modified, pen·ade the genera, classes, families and branches, in which existing and extinct animals are arrayed, and taking a general survey of comparative anatomy ar;id physiology. 2d. IN BOTANY-comprehending the anatomy and physiology of plants, and their classification, according to the natural and artificial methods, &c. 3d. IN PHYSICS-examining the fundamental laws of force and its products, motion and equilibrium, and the application of these, first to the action and reaction of masses-solid, liquid, and gaseous-embracing mechanics, hydrostatics and pneumatics; second; of molecules, embracing light, heat, electricity and magnetism, in their relations to physics ; third, to the interaction of molar and molecular forces, embracing "the correlation and conservation of forces," the whole applied to the explanation of the phenomena of nature and combinations of art. 4th. IN CHEMISTRY-comprehending the laws of heat, electricity, and light, in their chemical relations; a description of the element_s and their important compounds, binary and complex, their properties, classification, laws of union and separation, and the theories (atomic and others) by which these are explained ; the chemical nomenclature, symbols and notation, and the principles on which they are founded_; the whole, as far as possible, illustrated by experiment, and accompanied with instruction in manipulation. 5th. MINERALOGY AND GEOLOGY-of which sciences a general survey will be taken after completion of the course in Physics and Chemistry. · POST-GRADUATE COURSE OF STUDIES. '- .. 1. l t The Post-Graduate Course of Studies, extending through two years, and pursued at the College or elsewhere, is assigned by the Faculty to candidates for the degree of Master of Arts. This course will relate mainly to open questions in all departments of physical, literary, philological, or speculative inquiry, and thesis in each will be prescribed to candidates according to the current aspects of science and investigation in the most interesting branches of human study and thought. In the assignment of such theses regard will also be had to the favorite studies of the individual candidate, that the spirit of original inquiry in each may be duly encouraged. Candidates for this degree are required, within three months after graduation, to select at least two of the departments of study specified in this Catalogue (pp. 20, 21,) and under the direction of the Professors in these departments to pursue their studies for the two years of the Post-Graduate Course, submitting to them such essays, or undergoing such oral or written examinations, as may be required to test their qualifications for this degree. �' I I Iii CIRCULAR OF ST. JOHN'S COLLEGE: CIRCULAR OF ST. JOHN'S COLLEGE. EXAMINATIONS, REPORTS, CONDUCT. DEGREES AND CERTIFICATES. Written exami,nations on the studies of the entire term are held at the close of each term. The marks for these examinations are combined with the marks for daily recitations, to make up the student's standing for the term. Any student whose examinations at the close of a year shall evince an incapacity on his part to pursue with advantage the studies of the class to which he belongs, will have offered to him on the first day of the next year an opportunity to retrieve his !ost position, and in default of doing so, will be reduced to a lower class. A student deficient in knowledge or persistently neglectful of any study, is at any time liable to be reduced to a lower class in that study. A merit-roll is kept, and each recitation noted on the grade of from o to 5. In order to pass from a low.er to a higher class, each stu<lent must obtain an average of at least 2.5 each on his recitations and on his examinations for the Academic year. Demerits will be given for absence and for violation of College regulations. Reports respecting conduct and scholarship, including all absences from College exercises, will be sent every two months to the parents or guardians of the students. Whenever any student of the Collegiate Department has 100 demerits for any one term, or 150 for the year, or any student of the Preparatory Department has 125 demerits for any one term, or 200 for the year, he must leave the Institution. Each student is required to obey all the laws of the College, so long as he shall remain a member of it; and whenever any student can no longer cheerfully comply with College rules, he will be required to leave the Institution. All students are required to be present promptly on the opening day of the session, and no student will be permitted to leave the Col~ege while College exercises are going on, except in cases of urgent necessity, and at the written request ef his parent or guardian. The attention of parents and ![uardians is specially called to these regulations, and their co-operation earnestly requested. They are also earnestly solicited, on the occasion of holidays, not to detain students at home beyond the time allotted for suspension of College exercises. Students absent from any cause except protracted sickness, will be marked zero on all recitations made during their absence. When the cause of absence is satzifactorJ' to the FacultJ', they will be allowed to make up the omitted recitatz"ons. L~~~---=-=~~~--. . .---~-------------. 25/ The following Academic Degrees are conferred by the College : · The Degree of Master of Arts, conferred after completion of the Post-Graduate. Course of Studies. The Degree .of Bachelor of Arts, conferred upon students of the Senior Class who shall obtain an average of 3.7 5 on all the studies of the Senior year. The Degree of Prl!ftcient, conferred upon Students of the Select Course, who shall complete the course and obtain an average of 4 in any special study during the last year of the course in that study, and upon students of the regular Academic Course in any elective study, in which they shall complete the course and obtain a like average. The Degree of Distinguished Prl!ftcient is similarly conferred upon any student who shall obtain an average of 4.5 in any special study. ·Certificates of Distinction of the First and of the Second Grade are presented on Commencement Day to those students in any Class who shall have obtained an average of 4.5 and of 4 respectively in all their studies and in Conduct for the Academic year. Students who have obtained an average o( 4.5 in any one branch of study are honorably mentioned on Commencement Day, but no student is honorably mentioned, nor is any Certificate or Degree conferred upon any student who has received an average of less than 2.5 in any one study for the Academic year. PRIZES. I. Early English Text Society's Prize. The Early English Text Society, of London, through F. J. Furnivall, Esq., Director, has added this College to its list of Institutions authorized to award the Society's Prize for proficiency in English of or before the time of Chaucer. The prize consists of some of the reprints of the Society's publications for the year 1864, or 1865. II. New Shakspere Society's Prize. The New Shakspere Society, of London, through F. J. Furnivall, Esq., Director, has added this College to its list of Institutions, authorized to award the Society's Prize for proficiency in the study of Shakspere. The prize consists of some of the Society's annual publications. �CIROULAR OF ST. JOHN'S OOLLEGE. OIRCULAR OF S'r. JOHN'S COLLEGE. III. Society ef Alumni Prizes. The Society of Alumni has offered for the present year the following Prizes, viz.: members. All former students who have completed their collegiate education at St. John's College, and left in good standing, are COJ?sidered members of this Society. It numbers on its roll many names prominent in the history of the State. 26 1. Two Prizes, of the value respectively of fifteen and ten dollars, to the two members of the Writing· classes who shall have made the greatest improvement in Writing during the year. 2. Two Prizes, of the value respectively of twenty-five and fifteen dollars to the two members of the Junior class who shall obtain the highest' general average in all studies. 3. Two Prizes, of the value' respectively of thirty and twenty dollars, to the two members of the Senior class who shall obtain the highest general average in all studies. PUBLIC WORSHIP. The exercises of each day are opened with prayer in the College Hall. All students are required to attend public worship on Sundays at such church as their parents or guardians may direct, and to abstain from whatever is inconsistent with a due observance of the Sabbath. The principles and duties of the Christian Religion will be constantly enforced in the teaching and in the discipline of the College, but no instruction whatever is given, or influence exerted, in the interest of any particular denomination of Christians. The Prizes for the Junior and Senior classes are limited to students of the regular Academic course, and will not be awarded to any student who may have failed to receive an average of 2.5 in any one study. TERMS AND VACANCIES. LIBRARY. ,, I I' ! The Library of the College consists of about 5,000 volumes, the use of which is permitted to the students under certain regulations. Through the liberality of the Legislature of 1872, and donations from the Classes of '71, '72 and '73, large additions have been made to the Library ; and, by means of the regular Library fees, subscriptions have been made to a large number of American and foreign periodicals. A complete library being an indispensable auxiliary to the intellectual advancement of Professors and students, the claims of the College Library are commended to the Alumni of the College, and to the friends of education in the State. Any contributions of books or funds for the Library will be gratefully acknowledged. l. The Annual Commencement of the College takes place on the first Wednesday in July. The College year begins on the third Monday in September and ends on the first Wednesday in July. The year is divided into two equal terms. The regular vacations extend from the first Wednesday in July to the third Monday in September, and from the 23d of December to ·the first Monday in January, both inclusive. The 22d of February, Good Friday and the 4th of July are holidays, as also the Day of Public Thanksgiving, appointed by the Governor of Maryland, or by the President of the United States. EXPENSES. LITERARY SOCIETIES. ), . i I There are two Literary Societies (the Philokalian and the Philomathean) among the students, which afford opportunities for the cultivation of composition and debate. An oration is usually delivered before these Societies on the day preceding Commencement Day, by some gentleman selected by them. 11,l II' I,: SOCIETY OF ALUMNI. The Society of Alumni holds its annual meetings on Commencement Day, on which occasion an oration is delivered by one of its The charge for the entire scholastic year, beginning on the third Monday in September, and ending on the first Wednesday in July, is $275.00 This amount covers all the ordinary College expenses except for text-books, and must be invariably paid semi-annually z'n advance, that is, $137.50 at the opening of the first term in September, and $137.50 at the opening of the second term, on the 15th of February following. No deduction will be made, except for protracted absence caused by sickness. �' i' I 28 CIRCULAR .OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. Students not holding Scholarships which entitle them to both board and tuition free, are required to provide themselves with furniture, including stoves. Furniture may, however, be hired from the Steward at a reasonable rate. Board at special rates, in clubs, may be had on terms arranged between parents and the manager of the boarding department. The boarding-house will be closed during the Christmas and Summer vacations. Books and stationery will be furnished at the lowest possible rates, and disbursements made for personal expenses of students, if funds shall be deposited by parents for this purpose, but no advances will be made by the College. The tuition fees of students who reside in Annapolis are as follows: In the Preparatory Department, for each term, payable in advance $30 oo In the Collegiate Department, for each term, payable in advance The extra charges, also payable in advance, by all Students, are as follows. : Seat in Church, per term, (paid by boarders) Library Fee Repairs and General Damages, (paid by boarders) Use of Gymnasium, (optional) Diploma of Proficient, at graduation Diploma of Bachelor of Arts, at graduation 1.50 5.00 5.00 3.00 5.00 10.00 No student will be matriculated until he shall present to the Faculty a receipt from the Treasurer for all dues ; and no Diploma will be awarded unless the candidate shall present to the Faculty a similar receipt, including fee for Diploma. Willful damage will be made the ground of additional charge to be defrayed by the perpetrator. STATE SCHOLARSHIP .l<"'OR TUITION. A system of one hundred and fifty State Scholarships has been founded by the Board of Visitors and Governors of St. John's College on the annual donation received by the College from the State. Each of these scholarships entitles the holde<, in whose name it is : .f ~ ... \ issued, to exemption from the payment of the room-rent and tmtion fees, if, on examination, he is found qualified to enter any class in the Preparatory Department or College. The Preparatory Department corresponds, in the scope and quality of its studies, to a High School. Each Senatorial District of the State is entitled to six of these scholarships, whicht are filled by the School Commissioners of each District ; and in case more than six shall be nominated from any District, the Faculty will select the six best qualified to enter the Institution. All Scholars thus selected are required to conform to the rules and regulations of the College. In addition to tuition and room-rent, the College authorities engage during the coming year to furnish board in the College Commons, (including fuel, lights and washing,) to all incumbents of State Scholarships at the rate of $zoo per annum, payable in advance, in semiannual instalments of $100 at the beginning of each term in the scholastic year. In order to secure greater efficiency to the College, and a higher appreciation of the State's liberality, it is recommended to the Boards of School Commissioners to make these Scholarships the rewards of competitive examinations, and to grant certificates to none who are not fully qualified to enter the Preparatory Department of the College. The College has suffered heretofore from lack of preparation on the part of these appointees. Books will be furnished hereafter to those students only who hold Senatorial Scholarships for both board and tHition, and if damaged or lost, will be charged to them at their full cost. STATE SCHOLARSHIPS FOR BOARD AND TUITION. The General Assembly of the State, (Acts of 1872, ch. 393,) has provided for furnishing board, fuel, lights and washing, to two of the six incu~bents of State Scholarships for tuition from each Senatorial District in the State, to be appointed by the Board of School Commissioners, by and with the advice and consent of the Senators in their respective Districts, after competitive examination. These Scholarships are tenable for four years, and the incumbents are required to give bond and security in the sum of $7 50 that they will teach school within the State for not less than two years after leaving College. To obtain a f~ll Collegiate education, the object contemplated �30 CIRCULAR OF ST. JOHN'S COLJ,EGE. by the Act, candidates should be prepared to enter at least the Freshman Class of the College, although, if no candidates sufficiently well-prepared present themselves,. they will be, received into the Preparatory Department of the College. They are required to pursue the regular Academic Course in order to qualify themselves for teaching hereafter. The Boards of School Commissioners are earnestly requested to exercise great care in the" selection of these students, and especially to appoint none deficient in preparation. As the terms of the incumbents of several of these Scholars.hips expire at the close of the present session, there will then be the following vacancies : three from Baltimore City, one from each Legislative District; two from each of the counties of Baltimore, Dorchester, Frederick, Howard, Somerset, and Worcester; and on: from each o.f the connties of Allegany, Calvert, Charles, Harford, Kent, Montgomery, St. Mary's, and Wicomico. In filling these vacancies, the Boards of School Commissioners are requested, other things being equal, to appoint those candidates who are at least sixteen years of age and are most advanced in their studies. It is especially desired that all applicants hereafter should be prepared, in at least Mathematics and English studies, to enter the Freshman Class of the College. The Secretaries of the several School Boards are requested to communicate to the Principal of the College the names of those incumbents of these Scholarships who are uow, or may hereafter be, empioyed in teaching in their respective counties, or in the city of Baltimore. COLLEGIATE SCHOLARSHIPS. The following regulations have been made by the Board of Visitors and Governors for the establishment of Scholarships in connection with the College : For a permanent Scholarship for tuition, $1000. For a permanent Scholarship for board and tuition, $3000. For a Scholarship for the tuition of a student through all the College Classes, $250. For a Scholarship for the board and tuition of· a student through all the College Classes, $800. :For any other Scholarships the sum reduced shall be in the same proportion, the money in each case to be paid in advance in to the treasury of the. College. The establishment of these Scholarships is earnestly commended to the attention of the Alumni and friends of the College. TO THE PEOPLE OF MARYLAND. . he Catalo ue of the Tenth Session since the re. In ~en~mg outs: OHN'S gCOLLEGE, the Faculty would earnestly orgamzat1on of . Jle of Mar land the advantages presente~ by commend to the peop . t yf thorough and liberal educat10n. f the attammen o a 1 the Col ege . or f the College makes it easy of access from all T?e locfatt1hoen S~ate and its situation has'been often commented on. ' . . Poruons o . . bl f r a Literary Inst1tut1on. as peculiarly smta e ; Instruction are fully organized and in comThe De~artments o nd the Course of Study will challenge complete working order, a fi l Colleges in the land. The effort . · 1 th t of most rst-c ass panson wit 1 a . h de and improve the methods of ti made to raise t e gra . . 1s constan Y f k done and results attamed are instruction, and· the amount o worl h e The liberality of the . . h of Colleges e sew er · . bl d the College to add largely to its not mfenor to t ose Legislature of 1872 has ena _e that the facilities for scienh" 1 Apparatus so h .1 Library and P 1 osop ica . · ' Es eciall noticeable are the tific study have been greatly dmc(reas~d. dreX and ~eventy-five dollars) 1 low terms charge two un h extreme y d f 1 lights and washing-terms muc ·· om rent boar , ue ' ' · f or tmt1on, ro ' . h St t and altogether insufficient lib:;:j granted by t_he less to mamtam t e 0 . . 1 en it was first received with t for this assistance, w 1 I State. n re urn h B d f Visitors and Governors estabno conditions attached, t e oar 0 , . ( · for each Senatorial d fifty scho1arsmps six lished one hun d re d an · t d b the Board of District in the State,) entitling t~e ~olders, a;!;lt~o: fr:m payment of t~an ~hos= o~ ~~~lg:g~::~o~t t:: assista~ce School Commissioners of tbe D1s:~ct, :~m~~ng the charge for board, fees for tuition and room-renth- ust d ts to two hundred dollars. , d h" for t ese s u en fuel, lights, an was m_g, Le islature of 1872 for making Means were also pr~v1ded b~ the gh Senatorial District) free of fifty of the scholarships (tw? rom e;c ashin under certain condig, all charge for board, fuel, hghts, an w tions specified in the preceding Circular. �32 CIRCULAR OF ST. JOHN'S COLLEGE. These are the great advantages which the College presents for the attainment of a Collegiate education by even the poorest who are properly qualified to avail themselves of them. Such are unable to go beyond the borders of the State, and can thus obtain a liberal education at their very doors. And will those who are able to send their sons to the well-known Colleges of other States refuse their patronag·e to ST. JOHN'S COLLEGE, and thus neglect the opportunity now and here afforded of building up a College, already the equal of many of these, and which, by proper support from the people of Maryland, may in time become the rival of any institution in the land? A sufficient amount is annually drained from the State by sending her sons abroad for an education which may be obtained at home, to place this College above all want. Will the people neglect the literary advantages presented here, and go elsewhere for a similar education at greater cost? ~-~'-=--=-~=---- ------....-..~--ilillii=-iili--liililii------ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Annual Catalogue of St. John's College, Annapolis, Maryland, for the Academic Year 1875-'76. 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 College Catalogs and Statements of the Program 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 Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs 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. 32 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Annual Catalogue of St. John's College, Annapolis, Maryland, for the Academic Year 1875-'76. Date A point or period of time associated with an event in the lifecycle of the resource 1876 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Baltimore, MD Publisher An entity responsible for making the resource available Turnball Brothers : Publishers, Importers, Booksellers, Stationers Description An account of the resource College catalog for the years 1875-1876 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3ab118fefc24eda3207269a2b00a5f01.pdf 764bc1c8abad2195a37f05d1a756114a PDF Text Text ANNUAL CATALOGUE OF =· G- 'IL'IL = I - =~-,~:\~)\i ... ~' ANNAPOLIS, MARYLAND, FOR THE A.CADEMIC YEAR 187"6-''7"7'. CHARLES HARVEY & CO. PUBLISHERS AND FINE JOB PRINTERS, BALTIMORE, MD. ·.-.i. ~ �BOARD OF VISITORS AND GOVERNORS. President, (Ex-D_ffecio,) His EXCELLENCY JOHN LEE CARROLL, THE GOVERNOR OF MARYLAND, Annapolis, Md. Secretary. FRIDAY, JUNE, 29th, WILLIAM HARWOOD, EsQ., Anniversary Celebration of Philokalian Society. Annapolis, Md. Baccalaureate Sermon. SUNDAY, JULY 1st, MONDAY, JULY 2nd, TUESDAY, JULY 3rd, Treasurer. Class day of Senior Class. Address before the Literary Societies. 'WEDNESDAY, JULY 4th, MON.DAY, SEPTEMBER 17th,'. j Opening of Session and TUESDAY, DECEMBER nth, SATURDAY, DECEMBER 22nd, Annapolis, Md.· j Commenc~1t Day. . { Address before the Society of the Alumni. TUESDAY, SEPTEMBER 18th, NICHOLAS BREWER, EsQ., Examination of Candidates for admission. (Ex-Officio,) (Ex-0.fftcio,) Anniversary Celebration of Philomathean Society. Commencement of Christmas Vacation. HoN. I)ANIEL FIELDS, PRESIDENT OF THE SENATE, { HON. RICHARD GRASON, JUDGE COURT OF APPEALS, Federalsburg; Md. Towsontown, Md. JUDGE COURT OF APPEALS, Rockville, Md. HoN. JAS. L. BARTOL, LL. D., MONDAY, JANUARY 7th, • HoN. RICHARD I. BOWIE, LL. D., Hagerstown, Md. Termination of Christmas Vacation. HoN .. LEWIS C. SMITH, SPEAKER OF THE HOUSE OF DELEGATES, HON. RICHARD H. ALVEY, CHIEF JUDGE COURT OF APPEALS, JUDGE COURT OF APPEALS, Baltimore, Md. Hagerstown, Md. HoN. JAMES A. STEWART, HoN. GEORGE BRENT, JUDGE COURT OF APPEALS, JUDGE COURT OF APPEALS, Cambridge, Md. Baltimore, Md. HoN. JOHN M. ROBINSON, HoN. OLIVER MILLER, JUDGE COURT OF APPEALS, JUDGE COURT OF APPEALS, Centr~vlll~. ' Md. Annapolis, Md, �BOARD Of VlplTORp AND QOVERNORp [CONTINUED.] FACULTY AND INSTRUCTORS. 1' ~ 11 JAMES M. GARNETT, M. A., LL. D., PRINCIPAL, HON. ALEXANDER RANDALL, D. M. THOMAS, EsQ., Annapolis, Md. Baltimore, Md. GEORGE WELLS, EsQ., SPRIGG HARWOOD, EsQ., Rev. CLELAND K. NELSON, D. D., Annapolis, Md. Annapolis, Md. VICE·PRINCIPAL, I. NEVETT STEELE, EsQ., LL. D., HoN .. WM. H. TUCK, Baltimore, Md. Annapolis, Md. JOHN RIDOUT, M. D., JAMES MUNROE, EsQ., Annapolis, Md. Annapolis, Md. FRANK H. STOCKETT, EsQ., HoN. GEORGE WM. BROWN, LL. D., Annapolis, Md. Btmore, Md. THOMAS KARNEY, EsQ., RT. REV. WM. PINKNEY, D.D., LL.D., Annapolis, Md. Washington, D. C. JAS. MACKUBIN, EsQ., HON. THOS. J. 'McKAIG, Ellicott City, Md. Cumberland, Md. HoN. DANIEL M. HENRY, JOHN T. MATHIAS, EsQ., JULES LEROUX, Cambridge, Md. Westmmster, Md. PROFESSOR OF THE FRENCH L.\NGUAGE AND LITERATURE. HoN. EDWARD HAMMOND, HoN. WM. T. HAMIL TON, PROFESSOR OF HISTORY, AND OF THE ANGLO·BAXON AND ENGLISH LANGUAGES AND LITERATURE. Rev. JULIUS M. DASHIELL, D. D., PROFESSOR OF 'rHE GREEK AND LATIN" LANGUAGES, THEIR LITERATURE AND HISTORY, ABRAM CLAUDE, A. M., M.D., PROFE~SOR OF NATURAL PHILOSOPHY AND CHEMISTRY, AND LECTURER ON ZOOLOGY AND BOTANY. W. WOOLSEY JOHNSON, A. M., PROFESSOR OF MATHEMA'fICB, A.ND LEOTUREB ON MECHA.NIOS AND ASTRONOMY. WILLIAM H. HOPKINS, A. M., PROFESSOR OF GERMAN, AND ASSISTANT P"ROF:BSSOR OF THE GREEK AND LATIN LANGUAGES. GEORGE H. SHAFER, ANO INSTRUMENTAL :MUSIC. Ellicott City, Md. Hagerstown, Md. JOHN G. PROUD, EsQ., N. H. MORISON, EsQ., LL. D., FRANCIS B. MA YER, Baltimore, Md. Baltimore, Md. PROFESSOR OF DRAWING AND PAINTING. MAJ. LUTHER GIDDINGS, Annapolis, Md. *·--------··-·········-······························---·--------······-················ *·······-··············--·········---·················································· *Vacant. VOCAJ~ J. GRATTAN HAGNER, A. M., TUTOR IN LATTN,MATHEMATIOS AND ENGLISH. EDWIN B. MASSIE, (Univ. of Va.), 'l'UTOR IN LATIN, GREE}(: AND ENGLISH, AND J.1JBRARIAN. M. STROHM, l.NBTRUOTOR I.N GYM.NASTICS. ) I PRO'Jl'HSSOR OF MRNT.AJ, 1 MORAL AND SOOIA.L SOIENOE, AND LECTURER ON NATURAL AND REVEALED RELIGION AND THE EVIDENCES OF CHRISTIANITY, PROFESSOR OF i 11 �7 CIRCULAR OF ST. JOHN'S COLLEGE. / ¢atalogut off $tudenfs RESIDENCES. NAlf.ES, Rockville, Maryland. /ALBERT J. ALMONEY, D111'i11g the Year 1876-''7'7. Rockville, Maryland. ,,/GEORGE M. ANDERSON, Kennedyville, Maryland. V'WILLIAM ARCHIBALD, JR., · Port Tobacco, Md. VG. WORTHINGTON BERRY, Lonaconing, Maryland, /'J. SEMMES DEVECMON, /FRANK NAMES. v" N. REBIDENOKS, WALTER DIXON, \.-MONROE MITCHELL, /CADWALLADER St. Denis, Baltimore Co., Maryland. "!""CLINTON Annapolis, Maryland. ,"J SENIORS-4. Annapolis, Maryland. .v'E. PLINY GRIFFIN, Churchville, Maryland. v BURTON A. RANDALL, St. Michael's, Maryland. GIBSON, ,/'JAMES W. GREER, Princess Anne, Maryland. "'HERBERT HARLAN, T. E. E. T. B., Prince Geo1·ge's Co., Maryland. Millersville, Maryland. LINT¢mcuM, W everton, Maryland. MILLE~, Westminster, Maryland. /LEVI POOL, Princess Anne, Maryland. ""ROGERS. POWELL, rf DAVID SCOTT, (Partial Course,) Washington, D. C. SOPHOMORES-13. NAMES, / JOSIAH S. CROCKETT, /ROBERT B. DASHIELL, F. ./JOHN +1 JAMES GONTRUM, P. GORTER, BEBIDE](OES. Princess Anne, Maryland. Annapolis, Maryland . BEBIDENCEB. Nil!BS. Gardenville, Maryland. Millersville, Maryland. · \/HENRY D. HARLAN, Churchville, Maryland. ,/JOSEPH P. BAYNE, J GEORGE A. HARTER, Leitersburg, Maryland. v'FRANKLIN Cambridge, Maryland. <f" HENRY A. BARBER, / J. HARRY KREBS, "'GEORGE T. MARTIN, I SYDNEY E. Munn, .,.. JOHN G. RAY, -' MAGNUS REID, )H. ARTHUR STUMP, j ABRAM W. WRIGHT, Towsontown, Maryland. B. BEALL, Baltimore, Maryland. :""CHARLES C. BIRD, Annapolis, Maryland. Cumberland, Maryland. Baltimore, Maryland. VCHARLES R. BROUMEL, Bryantown, Maryland. iYJ~ES B. BURNSIDE, Cockeysville, Maryland. • Baltimore, Maryland. BnN, Lonaconing, Maryland. Perryville, Maryland. Westminster, Maryland. i~CHARLES W. y I JOSEPH C. COLLINSON, GEORGE A. FRICK, (FRANCIS GANTT, fRoBERT K. GOLLEY, Washington, District of Columbia. Denton, Maryland . Rutland P. 0., Anne Arundel Co., Maryland. . Baltimore. Maryland. Chaneyville, Maryland. Templeville, Maryland. ,I ·1 'I �8 CIRCULAR OF ST. JOI-IN'S COLLEGE. 9 CIRCULAR OF ST. JOHN'S COLLEGE. ,·:1 I i.·:I NAMlCS. :RlCBIDBNOES. 11 REUBEN HARLAN, Bel Air, Maryland. _,, WILLIAM KENNEDY, Kennedyville, Maryland. ,/GEORGE W. PAGE, Frederick City, Maryland. v]AMES H. PRESTON, ll'EMERSON P. ROBERTS, v EDWARD Bel Air, Maryland. Tyaskin P. 0., vVicomico Co., Maryland. A. Scarr, . VJ, HOOPER SHEPHERD, If ST. CLAIR STREETT, Cambridge, Maryland. Taylor P. 0., Harfoi·d Co., Maryland. VS. ROMAN TAMMANY, . Havre-de-Grace, Maryland. V JOSEPH F. VALLIANT, Royal Oak, Talbot Co., Maryland. V EUGENE vVATHEN, Leonardtown, Maryland. /.\VILLIAM F. WELDON, I Galena, Maryland. Colora, Maryland. JAY D. WILLIAMS, Salisbury, Maryland. ./ THOMAS WYCHE, Baltimore, Maryland. BICSIDBNOEl!I. NA)l]C8. Centreville, Maryland. /Edmund H. Emory, Annapolis, Maryland. ,)L. Dorsey Gassaway, Baltimore, Maryland. ti] ames B. Greene, ,,r Alexander R. Hagner, Prince Frederick, Maryland. ii William B. Harlan,, ./V. Baldwin Johnson, . ' 'i' '!" Churchville, Maryland. Dame's Quarter P. 0 .. Somerset Co., Maryland. vVoodville, Maryland. J""Denwood A. Jones, P'Charles H. Latimer, Annapolis, Maryland. o/ John B League, Snow Hill, Maryland. ""Sylvester K. Marshall, Annapolis, Maryland. v}oseph B. McNemar, · · · ....-George B. Michael, (Partial Course,) Baltimore, Maryland . Annapolis, Maryland. ll"Philip J. Miller; Jr. V'Neilson T. Parker, Annapolis, Maryla11d. Barnesville, Maryland. .,.. Clagett Pyles, Annapolis, Maryland. ~Randolph Southgate, (Partial Coterse,) Annapolis, Maryland. Altamont, Garrett Co., Maryland. Annapolis, Maryland r' David E. Woolley, TOTAL IN COLLEGIATE DEPARTMENT '1: i East New Market, Maryland . "John H. White. VAbram I. Wilson, FRESHMEN-25. !.ill! 55 FIRST PREPARATORY CLASS , , 29. I fIRpT NAJllES, / Nicholas Brewer, Jr. ,/ E. Julius Clarke, ...-John H. Dadds, &I Milton Dashiell, "William W. Davis, VWalter J. Dawkins, )William C. Devecmon, ./Benjamin F. DeVries, .!George B .. Dorsey, ../ Joseph L. Downes, fREPj\~ATO~Y :PLApp. C1. \ f)ECOND f / BESIDENOES. Annapolis, Maryland. Newtown, Worcester Co., Maryland. Annapolis, Maryland. Airey's P. 0., Dorchester Co., Maryland. Fountain Mills, Frederick Co., Maryland. St. Clement's Bay, St. Mary's Co., Maryland. Lonaconing, Maryland. Mariottsville, Maryland . Port Republic, Maryland. Centreville, Maryland. ------ FIRST SECTION. :PLj\pp. ~- 1/ ' BBBIDENOES. ·vThomas W. Black, Annapolis, Maryland. li"'Henry L. Boyd, ¥Ernest E. Brewer, Annapolis, Maryland. ~ Granville M. Catlin, ,j.w. Hallam Claude, <~Michael B. Coolahan, :~uli~s 1\1. Dashiell, Jr. ~arvey W. Emory, ~~Henry C. Hall, • --· - - ~EPA~ATOI\Y 2 Annapolis, Maryland . Tyaskin P. 0., Wicomico Co., Maryland. Annapolis, Maryland. Annapolis, Maryland. Annapolis, Maryland. Centreville, Maryland. Govanstown,~Maryland . �IO CIRCULAR OF ST. JOHN'S COLLEGE. NAMBS. REBIDE:NO:BS. VT. Denton Miller, Clarhville, Howard Co., Maryland. ""Grafton Munroe, Annapolis, Maryland. ..-'T. Henry Randall, ,/Herman W. Thompson, ....-'Ernest Tolson, ).. ~- AaronR. Annapolis, Maryland . Annapolis, Maryland. Annapolis, Maryland. Townshend, AND .(i J-'ERTIFICATES OF l)RIZES ;.AW ARD ED J' .J <±; ON Annapolis Junction, Ma1}'land. South River P. 0., Anne Arundel Co., Maryland . ...-'Henry H. Weems, ,_,. J. Wesley White, T\ISTINCTION AND •' .!11 fi 1;,'! Commencement Day, June 28th, 1878. ·'II Annapolis, Maryland. SECOND PREPARATORY CLASS, FIRST SECTION,_ • i1 • , 17. HONOR.A.RV DEGREES. ?··.~ SECOND SECTION. NAMBS. William B. Abert, (Partial Course,) Robert T. Andrews, (Partial Course,) Francis C. Baker, Washington, District of Columbia. PRESIDENT DANIEL c. GILMAN, REV. J. PINKNEY HAMMOND, St, Mary's County, Md. joHNS HOPKINS UNIVERSITY, Annapolis, Maryland. Baltimore, Md. Annapolis, Maryland. • Elmer E. Casler, (Partial Course,) Robert Vinton Clayton, Jr. Doctor of Divinity, Doctor of Laws, RESIDENCES. Annapolis, Maryland. Annapolis, Maryland. /Norman V. S. Farquhar, . GRADUATE DEGREES. Annapolis, Maryland. Prince Frederick, Maryland. -' Daniel M. Hagner, (Partial Course,) ' David E. Harlan, ,. T. Franklin Schley, (Partial Course,) Churchville, Maryland. Annapolis, Maryland. / Joseph Stein, (Partial Course,) Annapolis, Maryland. Frederick Vollmer, (Partial Course,) Annapolis, Maryland. SECOND PREPARATORY CLASS, SECOND SECTlON, II. :BACRELOlt OF Alt'l'S. I Wicomico County, Md. Worcester County, Md. <" oRJi}FF LAKE, 57 TOTAL IN COLLEGI,\TE DEPARTMENT, 55 EDWARD T. LAWRENCE, Baltimore, Md. Dorche!'ter County, Md. ROBERT F. MADDUX, TOTAL IN PREPARATORY DEPARTMENT, JOHNS. FULTON, GEORGE T. BRATTEN, JR., v' EDWARD D. MARTIN, Worcester Co., Md. Somerset County, Md. ., CHARLES F. NORRIS, St. Mary's County, Md. AGGREGATE, Il2 l'ltOFICIEN'l' IN GERMAN. ALLDIN M. SPRIGG, N. B.-Students marked "P,irtial Course" do not study the Classics. Cumberland, Md. I �12 CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. . -----:-----~--~- I3 --- --------- Certificates of" Distinction in all Stu.dies. PRIZES. FIRST GRADE. Society of" Alumni Pri111e•. SENIOR CLASS. JUNIOR CLASS. FOR HIGHEST AVERAGE IN ALL STUDIES, EDWARD T. LAWRENCE, CAMPBELL STEELE. First Honor. ----·---- SOPHOMORE CLASS. HIGHEST AVERAGE IN ALL STUDIES OF SENIOR CLASS, FRESHMAN CLASS. HENRY D. HARLAN_ CHARLES W. BYRN. EDWARD T. LAWRENCE. SECOND GRADE. NEXT HIGHEST AVERAGE IN ALL STUDIES OF SENIOR CLASS, GEORGE T. BRATTEN, Jr. SENIOR CLASS. GEORGE T. BRATTEN, JR., Seeond Honor. HIGHEST AVERAGE IN ALL STUDIES OF JUNIOR CLASS, ORLOFF LAKE, N. WALTER DIXON. CHARLES F. NORRIS. -;-UNI{:-~~::: NEXT HIGHEST AVERAGE IN ALL STUDIES OF JUNIOR CLASS, N. WALTER DIXON, HERBERT HARLAN. HERBERT HARLAN. SOPHOMORE CLASS. FOR PENMANSHIP. FIRST PRIZE, SECOND PRIZE, MICHAEL B. COOLAHAN. ·•' JOSEP.H L. DOWNES. JAMES BILLINGSLEA, *GEORGE A. HARTER, ROBERT B. DASHIELL, *CHARLES W. C.' WEAGLY. J. HARRY KREBS, * FIRST PREPARATORY CLASS, *ROBERT K. GOLLEY. CHARLES R. BROUMEL, New Shak•pere Soeiety•11 Prize8• SECOND PREPARATORY CLASS, First Section. FOR PROFICIENCY IN THE STUDY OF SHAKSPERE, FIRST PRIZE, SECOND PRIZE, CAMPBELL STEEL~. BURTON A RANDALL. NICHOLAS BREWER, JR., WILLIAM C. DEVECMON, SECOND PREPARATORY CLASS. Early Enirlish Text l!loeiety•• Prize. FOR PROFICIENCY IN ANGLO-SAXON AND EARLY ENGLISH STUDIES, WILLIAM B. HARLAN, JOHN B. LEAGUE. HENRY L. BOYD, Second Section. HENRY H. WEEMS. EDWARD T. LAWRENCE. *Students marked thus, obtained an average of more than 44 in all studies. --------1 ! I �CIRCULAR OF ST. JOHN'S COLLEGE. PROSPECTUS OF THE S LOCATION AND ACCESS. T. JOHN'S COLLEGE, founded in the year 1784, and endowed by the State of Maryland, is pleasantly situated at Annapolis, on the banks of the Severn River, a few miles from the Chesapeake Bay, which is in full view. Its buildings, three in number, are large and well-constructed for the accommodation of youth. Its grounds afford ample facilities for exercise, and the waters of the Severn for bathing and boating. The situation is eminently healthy. Annapolis has railroad communications with Baltimore and Washington three times a day; daily steamboat communications with Baltimore, and telegraphic connection with all parts of the country. COURSE OF STUDY. The Preparatory Department of the College has two classes, entitled 1st and 2nd, according to the grade of studies. Students of the 1st Preparatory Class, who pass a satisfactory examination, are qualified for admission into the Freshman Class of the College. The Collegiate Department embraces three courses: 1st, the regular Academic Course, occupying four years, and pursued in the Freshman, Sophomore, Junior, and Senior Classes, entitling the graduates of the Senior Class, who shall pass a satisfactory examination, to the degree of Bachelor of Arts. 2nd, the Select Course, embracing studies in the different classes, according to the option of parents, and entitling the students, who shall complete the course and sustain a satisfactory examination in any special study, to the degree of Proficient in that study. 3rd, the Post-Graduate Course, prescribed for students who aspire to the degree of Master of Arts, which is conferred only on such graduates of the regular Academic Course as shall pursue for two years, at the College or elsewhere, a course of study assigned by the Faculty, and who shall furnish satisfactory evidence of their proficiency in said course, by submitting to the Faculty, at designated periods, such written theses as may be specifi- 15 . d f each candidate for said degree. The degree of 0 · caUy require . t nferred in course, but on1y on th e ev1 d en ce of Master of Arts is no co . . ttainments in advanced studies. satisfactory :d Instrumental Music, Drawing and Painting, are taught Vo~al ah terms arranged between students and the Proat special c arges, on . fessors of Music and Drawmg. TDIE AND TERMS OF ADMISSION. .na•ions for admission into the College or the The regu1ar examl " d tment are held on the Monday and Tues ay preD Pre?aratoryfi etpaWr d esday of July, and on the third Monday and ce ding the rs d e fn S tember in each year. Al1 can d"d at es "' 1 ~or following Tues ay o ep S t' £ t . . · d t be present on those days. a is ac ,ory dmies1on are req mre 0 . h r t a . f ood moral character must be furnished by eac app man , ev1~ence 'olsgof former teachers preferred, and if he comes from another test1moma bl d · h t re"ent a certificate of honora e isc arge. Ooll~~:~~a::sfo; t~e degree of Bachelor of Arts, in order to obtain . . t the Freshman Class, must, unless they have passed adm1ss1on o t t · through the regular cours~ in the .Pr~paratory Departmen , sus am an examination in the followmg studies. . G . U S History . Ancient and Modern Geography; ArithEnghsh rammar, · · ' H dl ' G d . Algebra to Quadratic Equations; Geometry, first book; a ey s, o~ metic; k Grammar . .Greek Reader-, Xenophon's Anabasis;. · . ' Kuhner's Gree , , wm s, or . . 's or Allen and Greenough's Latin Grammar; Cresar s -Harkness's, .Gildersleeve ' . 1 t. Ovid. Virgil. Latin and Greek Cumposition. Commentanes, or some eqmva en ' ' , Oandidates for admission to any higher class must be examined in all the revious studies of the class they propose to enter. . Stufents pursuing a Select Course may enter an_y classe~ for which they are fitted, the number of their studies bemg subJect to the direction of the Faculty. Oandidates for admission into the lowest class of the Prepa~atory ~ t t must be well grounded in the elements of a Primary .uepar men . d' w "t" English Education. They will be exami?ed m Rea mg, fl mg, 6pelling, Arithmetic, Geography and English Gramn:i.~r. . · The course of study in the Classics and Mathematics'. m the Pre~ 1\8'ratory and lower Collegiate Classes, has been arrang~d m ~cco~dance .Jith the requirements of the examination for matnculat10n m the f®ns Hopkins University. �.......------- SCHEME OF STUDIES IN COLLEGIATE COURSE OF STUDIES FOR THE THE PREPARATORY DEPARTMENT. DEGREE OF BACHELOR OF ARTS. FRESHMAN CLASS. SECOND PREPARATORY CLASS. No. of hours per week. 5 : I 5 5 5 Second Section. * rENGLISH STUDIES.READING.-Concert and Individual Reading ; Declamation ; . McGuffey's Fifth Reader. { SPELLING.-Worcester's School Dictionary; Dictation Exercises. ENGLISH GRAMMAR.-Swinton's Language-Lessons and School Composition; Word Parsing; Logical Analysis. GEOGRAPHY.-Cornell's High School. ARITHMETIC.-Davies' New School. J LATIN.-Allen and Greeuough's Grammar, and Leighton's Lalin ( Lessons. ENGLISH COMPOSITION, PENMANSHIP and MAP DRAWING. First Section. 5 5 5 r ENGLISH STUDIES.- 5 5 5 2 3 ENGLISH STUDIES.READING.-Concert and Individual Reading ; Declamation · Mc{ Guffey's Fifth Reader. ' SPELLING.-Worcester's S.choo~ Dictionary; J?ictation .Exercises. ENGLISH GRAMMAR.-Swmton s; Word Parsmg; Logical Analysis. HISTORY.-Holmes's United States. \ ARITHMETIC.-Davies' University. t ALGEBRA.-Brooks's. \ LATIN.-Allen and Greenough's Grammar, and Leighton's Latin -I Lessons ; Cresar. GREEK.-Leighton's Greek Lessons, and Goodwin's Grammar. ENGLISH COMPOSITION AND PENMANSHIP. FIRST PREPARATORY CLASS. 5 No. of hours per week. I ELOCUTION.-Select Readings ; i Declamation. PHYSICAL GEOGRAPHY.-Maury's. ANCIENT GEOGRAPHY.-Mitchell's. l HISTORY.-Thalheimer's History of England. { MATHEMATICS.-Brooks's Algebra; Chauvenet's Geometry (First Book.) { LATIN.-Cresar; Ovid; Virgil ; Latin Prose Composition ; Allen and Greenough's Grammar, and Leighton's Latin Lessons. { GREEK.-Xenophon's Anabasis ; Greek Prose Composition ; Leighton's Greek Lessons, and Goodwin's Grammar. ENGLISH COMPOSITION, and MAP DRAWING. *This Section will be dropped next session, if possible. First Term. GREEK.-Herodotus; Greek Antiquities and Mythology; Jone,s's Exercises in Greek Prose, and Boise's Exercises in Greek Syntax ; Hadley's, and Goodwin's Grammars ; Grecian History (Smith's Student's Greece.) LATIN.-Virgil's JEneid, continued; Cicero's Select Orations; Ro.. man Antiquities and Mythology; Allen's Latin Prose Composition ; Allen and Greeuough's Grammar. MATHEMATICS.-ALGEBRA.-Review of Algebra, including Equations of First Degree ; Equations of Second Degree ; Permutations and Combinations ; Binomial Theorem ; Extraction of Roots ; Radicals ; Progressions ; Series (Olney's University Algebra) ; Original Problems. NATURAL HISTORY.-Zoology, (Agassiz and Gould's.) ( ENGLISH STUDIES.LANGUAGE.-Hart's Composition and Rhetoric ; Original Essays; l Elocution. 1 Second Term. 2 3 GREEK.-Homer (Iliad); Greek Antiquities, Mythology, and Composition; Hadley's, and Goodwin's Grammars; Grecian History (Smith's Student's Greece.) LATIN.-Livy; Odes of Horace ; Roman Antiquities and Mythology, and Latin Composition ; Allen and Gr(;!enough's Grammar. ( MATHEMATICS.-GEOMETRY.-Plane Geometry (C_hauvenet's I., II., J III., IV. and V. Books) ; 0 riginal Problems. / ALGEBRA.-Theory of Exponents ; Theory and Practice of Logarithms; General Theory i.of Equations (Olney's University Algebra) ; Original Problems. NATURAL HISTORY.-Botany, (Gray's How Plants Grow.) ENGLISH STUDIES.-LANGUAGE.-Morris's Elementary Lessons in Historical English Grammar; Original Essays; Elocution. SOPHOMORE CLASS. First Term. GREEK.-Plato (Apologia and Krito); Euripides (Alcestis or Medea) ; History of Greek Literature ; Greek Prose Composition. LATIN.-Horace's Satires; Cicero de Senectute; History of Roman Literature; Latin Prose Composition; Roman History (Merivale's Student's Rome.) · MATHEMATICS.-GEOMETRY.-Solid Geometry; (Chauvenet's); Original Problems. TRIGONOMETRY.-Plane Trigonometry ( Chauvenet's) ; Original Problems. �18 CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. -----'~--·~------~---- --··--- - - - - - - - - - - - - No. of hours per week. No. of hours per week. NATURAL PHILUSOPHY.-Ganot's Physics (Atkinson's Edition) ; Lectures. ENGLISH STUDIEs.-LITERATURE.-Hales's Longer English Poems ; Original Essays ; Elocution. 3 2 3 2 Second Term. Second Term. GREEK.-Demosthenes; Sophocles (llidipus Tyrannus); Greek Literature and Composition. LATIN.-Horace's Epistles ; Cicero (De Officiis); Terence (Andria) ; Roman Literature and Latin Composition ; Roman History (Merivale's Student's Rome). MATHEMATICs.-Spherical Trigonometry (Chauvenet's); Analytical Geometry (Johnson's); Original Problems. NATURAL PHILOSOPHY.-Ganot's Physics (Atkinson's edition); Lectures. ENGLISH STUDIES.-LITERATURE.-Coppee's English Literature ; Original Essays ; Elocution. 5 3 2 JUNIOR CLASS. j ENGLISH STUDIES.-ANGLO-SAXON.-March's, or Sweet's AngloSaxon Reader; Original Essays ; Elocution. MODERN LANGUAGES.-French or German. ! 4 2 2 3 2 GREEK.-Thucydides; .IEschylus (Prometheus Bound); Greek Com{ position. , . . .. LATIN.-Tacitus (Annals); Lucretms; Latm Compos1t10n. MATHEMATICS.-Astr01;10my (Airy's); Lectures. LOGic.-Sir Wm. Hamilton's Logic ; Lectures. { EVIDEN.CE~ OF CHRISTIAN~TY ·.-Lectures on Evidences of Christiamty, and on C01i:sti~ut10nal Law... CHEMISTRY.-Fownes! Chemistry (new edit10n) ; Lect,ues. ENGLlSH STUDIES.-SEMI-SAXON AND EARLY :ENGLISH.-Corson's Hand-Book of Anglo-Saxon and -Early English; Hadley's { Brief History of the English Language; Introductory Lectures on Comparative Philology and on the English Language. ' ' HISTORY.-Guizot's History of Civilization. ,- MODERN LANGUAGES.-French or German. First Term. 4 4 3 I 3 2 2 GREEK.-Plato's Phredo; Sophocles (Antigone, Ajax, or Phiioctetes) · Greek Composition. ' LATIN.-Tacitus (Geimania and Agricola); Juvenal; Latin Composition. MATHEMATrcs.-Analytical Geometry (Johnson's), continued · Differential Calculus (Rice and Johnson's); Original Probl;ms NATI!RAL PHILOSOPHY.-Ga.not's Physics (Atkinson's edition); Lectures. POLITICAL EcoNOMY.-Thomson"s Social Science; Lectures. j ENGLISH STUDIES.-HISTO, RY.-Thalheimer"s Medireval and Modern 1 History ; Original Essays ; Elocution. MODERN LANGUAGEs.-French or German. { Second Term. 4 4 3 3 2 2 J GREEK.-Thucydides; Greek Composition. ~ LATIN.-Tacitus (~istorie?); Plautus (C:iptives); Latin Composition. MATHEMATICS.--D1fferential Calculus (Rice and Johnson's), continued. NATURAL PHILOSOPHY.-Ganot's Physics (Atkinson's edition) ; Lectures. MORAL PHILOSOPHY.-Butler's Ethical Discourses; Lectures. ENGLISH STUDIES.-LANGUAGE AND LITERATURE.-Shakspere's "King Lear," (Wright's edition); Original Essays; Elocution. MODERN LANGUAGES.-French and German. SENIOR CLASS. First Term. 4 2 5 ,2 , GREEK.-Thucydides; Aristophanes (Clouds and Birds); Greek { Composition. LATIN.-Quintilian; Persius; Tacitus (Histories); Latin Composition. MATHEMATICS.-lntegral Calculus (Rice and Johnson's); Lectures. MENTAL PHILOSOPHY-Sir William Hamilton's Metaphysics ; Lec{ tures. . EVIDENCES OF CHRISTIANITY.-Butler's Analogy; Lectures. CHEMISTRY.-Fownes' Chemistry (new edition}; Lectures. PARTIALLY ELECTIVE STUDIES. FRENCH.-3d Class, ISt Year. Otto's French Conversational Grammar; Voltaire's Charles XII; Exercises in Accidence, Verbs and Syntax. ad Class, ad Year.-Racine's Esther; Labiche and Martin's La Poudre aux Yeux; Saintine's Picciola; Sadler's Translations from English into French; Otto's Grammar ; Original Compositions. rst Class, 3d Year.-Racine's Athalie ; Corneille's Le Cid; Moliei·e's Le Misanthrope (Prof. Joynes's editions.) Mme. de Stael's De L'Allemagne; Original Compositions. GERMAN.-3d Class, rst Year.-Grammar (Whitney); Forms and Inflections ; Oral and Written Exercises; 'German Reader (Whitney). ad Class, ad Year.-Grammar; Syntax, Oral and .Written Exercis'es on the Construction of Sentences and on special points of the Grammar ; Schillers' Wilhelm Tell (Buchheim); Lessing's Minna von Barnhelm (Whitney); Goethe's Hermann und Dorothea (Hart). rst Class, 3d Year.-Grammar; Word Formation and Derivation; Special Ex, ercises in Composition; Goethe's Egmont (Buchheim), or Iphigenie auf Tauris; Schiller's Die Piccolomini (Hart), or Wallenstein's Tod; Lectures on: Literature and History and on Relations of German to English. GYMNASTICs.-Gymnastic exercises are optional, but those who desire to practise them are arranged in classes, under the superintendence of a regular Instructor. I' I I ,j !I 1J ,:1 J �20 CJRCUI,AR OF ST. JOHN'S COLLEGE. REMARKS ·oN STUDIES. No student will be permitted to discontinue any study, except at the close of a term, and then only at the written request of his parent or guardian. Students who do not study Greek will be required to study French or German, and those who do not stu~y either Latin or Greek, will be required to study both French and German. These languages will be commenced by such students in the First Preparatory Olass. The studies o~ stu~ents of the Second Preparatory Class who do not study the Classrns, will be so arranged that their time will be fully occupied. Students of the regular Academic Course are required to study either French or German during the Junior and Senior years. For classical students _below t~e Junior Olass, the French and German languages are elective studies. Apparatus for Gymnastic exercises has been erected, and regular hours of exercise assigned for each class. The use of the Gymnasium is granted on payment of a small fee. ----·--COURSE OF INSTRUCTION. The Course of Instruction embraces the following departments: I. ANCIENT LANGUAGES-Including the Latin and Greek language~, Greek and Roman Antiquities and Mythology, and the History of Greek and Roman literature. Prof. DASHIELL and Ass't-Prof. HOPKINS. IL MODERN LANGlJAGES-lncluding the French and German languages and literature. Prof's. LEROUX and HOPKINS. III. MATHEMATICS-Including Pure Mathematics, Mechanics and Astronomy. Prof. JOHNSON. IV. NATURAL SCIENCE~lncluding Natural Philosophy, Chemistry, and the elements of Zoology and Botany. Prof. CLAUDE. CIRCULAR OF ST. JOHN'S COLLEGE. 21 v. MENTAL, MORAL AND SOCIAL SCIENCE-Including Metaphysics, Logic, Ethics, Natural and Revealed Religion and the Evidences of Christianity, Political Economy and Constitutional Law. VICE-PRINCIPAL. VI. HISTORY AND THE ENGLISH LANGUAGE AND LITERATURElncluding Ancient and Modern History, the English and Anglo-Saxon languages and their literature, and an outline of the general principles of Comparative Philology. PRINCIPAL. The departments of History and the English Language and Literature, and of Natural Science, having been recently reorganized, the following outline of the courses in tnese departments is appended: DEPAR.TMENT OF HISTOR.Y, AND THE LANGUAGE AND LITERATUR.E. ENGLISH In this department instruction will be givenlst. IN HISTORY.-A thorough knowledge of Greek and Roman history is believed to be the ba~is of all historical study, and these will fir11t be carefully learned. This will 15e followed with a general outline of history, as contained in Thalheimer's Manual of Medireval and Modern History, and illustrated by reference to the BretschneiderSpruner wall-maps. Should the limited time permit, a more particular study of some period of history will complete· the historical course. 2d. IN THE ENGLISH AND ANGLO-SAXON LANGUAGES AND THEIR LITERATURE.-Under this head the art of Composition and Rhetoric will first be studied, with frequent exercises in written composition and declamation, and a thorough analysis of the grammatical structure of the language. The history of English literat.ure will then be taken up, and the lives of authors stud1ed in connection with specimens of their writings, which will be criticised in class. After this the English of Shakspere will be made a specia_l subject of study, and the most marked points of difference between Elizabethan and modern English noted and commented on. This will be included in the critical study of some one of the plays of Shakspere. Finally, the Anglo-Saxon language will be carefully studied, and in 1·1 i.11' :.1 ' 1 11 �i r. 22 CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. 23 < • connection with it lectures delivered on the origin and history of the English language, and lectures introductory to the study of Comparative Philology, an outline being given of the classification of languages, particularly the branches and subdivisions of the IndoEuropean family, and of the general principles of Comparative Grammar, after manuscript notes on the lectures of Prof. George Curtius, of Leipzig. DEPARTMENT OF NATURAL SCIENCE. In· this department instruction will be givenlst. IN ZooLOGY-viewing the animal kingdom as a whole, observing the types of organs which, variously modified, pervade the genera, classes, families and branches, in which existing and extinct animals are arrayed, and taking a general survey of comparative anatomy and physiology. · 2d. IN BOTANY-comprehending the anatomy and physiology of plants, and their classification, according to the natural and artificial methods, etc. 3d. IN PHYSICS-examining the fundamental laws of force and its products, motion and equilibrium, and the application of these, first to the action and reaction of masses-solid, liquid, and gaseousembracing mechanics, hydrostatics and pneumatics; second, of molecules, embracing light, heat, electricity and magnetism, in their relations to physics; third, to the interaction of molar and molecular forces, embracing "the correfation and conservation of forces," the whole applied to the explanation of the phenomena of nature and combinations of art. 4th. IN CHEMISTRY-comprehending the laws of heat, electricity, and light, in their chemical relations; a description of the elements and their important compounds, binary and complex, their properties, classification, laws of union and separation, and the theories (atomic and others) by which these are explained; the chemical nomenclature, symbols and notation, and the principles on which they are founded; the whole, as far as possible, illustrated by experiment, and accompanied with instruction in manipulation. · As extended a treatment of these subjects will be given as is possible in the time allowed. ;. ., .. . :.~ ·~,r .'~ i ' In the course above sketched the professor will endeavor, first, to educate the mental faculties of pupils, training them to compare, to .generalize, to ascend .in~uctively from facts to pr~nciples, to descend deductively from prmc1ples to facts; secon,d, to impart such knowledge of its subjects as all liberally educated persons should possess; third, to make it sufficiently thorough to indicate whether any pupil has such natural taste and aptitude for the study of any one of its branches, as should induce him to make its pursuit his special avocation. The studies of the several classes have been so arranged as to make instruction in the sciences a prominent part of the Collegiate course. Additions will from time to time be made to the philosophical apparatus, and every effort used to make the labor!l.tory and cabinet as complete as possible. Contributions for illustration of any .0 f the branches of this department will be thankfully received. POST-GRADUATE COURSE OF STUDIES. The Post-Graduate Course of Studies, extending through two years, and pursued at the College or elsewhere, is assigned by the Faculty to candidates for the degree of Master of Arts. This course will relate mainly to open questions in all departments of physical, literary, philological, or speculative inquiry, and theses in each will be pre- · scribed to candidates according to the current aspects of science and investigation in the most interesting branches of human study and thought. In the assignment of such theses regard will also be had to the favorite studies of the individual candidate, that the spirit of original inquiry in each may be duly encouraged. Candidates for this degree are required:, within three months after . graduation, to select at least two of the departments of stu-iy specified in this Catalogue (pp. 20, 21,) and under the direction of the · Professors in these departments to pursue their studies for the two · years of the Post-Graduate Course, submitting to them such essays, or undergoing such oral or written examinations, as may be required to test their qualifications ·for this degree. f,, '· i !I J I. �' ',· ' I, :·' CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. EXAMINATIONS, REPORTS, CONDUCT. DEGREES AND CERTIFICATES. Written examinations on the studies of the entire term are held at the close of each term. The marks for these examinations are combined with the marks for daily recitations, to make up the student's standing for the term. Any student whose examinations at the close of a year shall evince an incapacity on his part to pursue with advantage the studies of the class to which he belongs, will have offered to him on the first day of the next year an opportunity to retrieve his lost position, and in default of doing so, will be reduced to a lower class. A student deficient in knowledge or persistently neglectful of any study, is at any time liable to be reduced to a lower class in that study. A merit roll is kept, and each recitation noted on the grade of from 0 to 5. In order to pass from a lower to a higher class, each student must obtain an average of at least 2.5 each on his recitations and on his examinations for the Academic year. Demerits will be given for absence and for violation of College regulations. Reports respecting conduct and scholarship, including all absences from College exercises, will be sent every two months to the parents or guardians of the students. Whenever any student of the Collegiate Department has 100 demerits for any one term, or 150 for the year, or any student of the Preparatory Department has 125 demerits for any one term, or 200 for the year, he must leave the Institution. Each student is required to obey all the laws of the College, so long as he shall remain a member of it; and whenever any student can no longer cheerfully comply with College rules, he will be required to leave the Institution. All students are required to be p1·esent promptly on the opening day of t!te session, and no student will be permitted to leave the College while College exercises are going on, except in cases of urgent necessity, and at the written reguest of his parent or guardian. The attention of parents and guardians is .<;pecially called to these regulations, and their co-operatzon earnestly requested. They are also earnestly solicited, on the occasion of holidays, not to detain students at home beyond the time allotted for suspen.sion of College exercises. Students absent from any cause except pro. tracted sickness, will be marked zero on all recitations made during th.eir absence. When the cause nf absence is satisfactory to the Facnlty, they will be allowed to make up the omitted recitations. / The following Academic Degrees are conferred by the College : The Degree of Master of Arts, conferred after completion of the Post-Graduate Course of Studies. The Degree of Bachelor oj Arts, conferred upon students of t~e Senior Class who shall obtain an average of 3.75 on all the studies of the Senior year. The Degree of Proficient, conferred upon students of the Select Course, who shall complete the course and obtain an a:erage of 4 in any special study during the last year of the course m that study, and upon students of the regular Academic Course in any elective study in which they shall complete the course and obtair: a like average. . . . . . . The Degree of Distinguished Proficient is s1~1larly confe~red upon any student who shall obtain an aver~ge of 4.5 m any special study, Certificates of Distinction of the First and of the Second Grade are presented on Commencement Day to those students in an_y Cla~s who shall have obtained an average of 4.5 and of 4 respectively m all their studies and in Conduct for the Academic year. Students who have obtained an average of 4.5 in any one branch of study are honorably mentioned on Commencement day, but no student is honorably mentioned, nor is any Certificate or Degree conferred upon any student who has received an average of less than 2.5 in any one study for the Academic year. PRIZES. I. Early English 'Text Society's Prize. The Early English Text Society, of London, through F. J. Furnivall, E~q., Director, has added this College to· its list of Institutions authorized to awa.rd the Society's Prize for proficiency in English of or before the time of Chaucer. The P!ize consists of some of the reprints of the Society's publications for the year 1864, or 1865. II. New Shakspere Society's Prize. The New Shakspere Society of London, through F. J. Furnivall, Esq., Director, has added this College to its list of Institutions, authorized to award th~ Socie~y't! Prize for proficiency in the s~udy. of Shakspere. The I>rize consists of some of the Society's annual publications. 4 �,. I ::_,. , 26 CIRCULAR OF ST. JOHN'S COLLEGE. CIRCULAR OF ST. JOHN'S COLLEGE. - - - - - - - - - - - - - - - - - - - -------- - ------------------- LIBRARY. The Library of the College consists of about 5,000 volumes, the use of which is permitted to the students under certain regulations. Through the liberality of the Legislature of 1872, and donations from the classes of '71, '72 and '73, large additions have been made t~ the Library; and, by means of the regular Library fees, subscript10~s ~ave been made to a large number of American and foreign per1~d10als. A complete library being an indispensable auxiliary to the mtellectual .advancement of Professors and students, the claims of the CollAge Library are commended to the Alumni of the College, and to the friends of educ_ation in the State. Any contributions of books or funds for the Library will be gratefully acknowledged. SOCIETY OF .ALUMINI. The Soc~ety of Alumni holds its 11.nnual meetings on Commencement Day, on which occasion an oratiop. is delivered by one of its 1 : members. All former students who have completed their collegiate education at St. John's Cc.llege, and left in good standing, are considered members of this Society. It numbers on its roll many names prominent in the history of the State. PUBLIC WORSIDP. The exercises of each day are opened with prayer m the College . .. ' Hall. All students are required to attend public worship on Sundays at such church as their parents or guardians may direct, and to abstain from whatever is inconsistent with a due observance of the Sabbath. The principles and duties of the Christian Religion will be constantly enforced in the teaching and in the discipline of the College, but no instruction whatever is given, or influence exerted, in the interest of any particular denomination of Christians. TERM~ AND VACATIONS. The Annual Commencement of the College takes place on the first Wednesday in July. The College year begins on the third Monday in September and ends on the first Wednesday in July. The year is divided into two equal terms. The regular vacations extend from the first Wednesday in July to the third Monday in September, and from the 23d of December to the first Monday in January, both inclusive. The 22d of February, Good Friday, and the 4th of July are holidays, as also the Day of Public Thanksgiving, appointed by the Governor of Maryland, or by the President of the United States. LITERARY SOCIETIES. There are two Literary Societies (the Philokalian and the Philomathean) among the students, which afford opportunities for the cultivation of composition and debate. An oration is usually delivered before these Societies on the day preceeding Commencement Day, by some gentleman selected by them. I . . ·1 ii III. Society of Alitmni Prizes. The Society of Alumni has offered for the present year the following Prizes, viz : 1. Two Prizes, of the valuo respectively of fifteen and ten dollars to the two memberi:. of the Writing classes who shall have made th~ greatest improvement in Writing during the year. 2. - Two Prizes, of the value respectively of twenty-five and fifteen dollars, to the two members of the Junior class who shall ob~ain the highest general average in all studies. 3. Two Prizes, of the value respectively of thirty and twenty dollars, to the two members of the Senior class who shall obtain the highest general average in all studies. The Prizes for the Junior and Senior classes are limited to students of the regular Academic course, and will not be awarded to any student who may have failed to receive an average of 2.5 in any one study. I EXPENSES. The charge for the entire scholastic year, beginning on the third Monday in September, and ending on the first Wednesday in July, is . $275.00 This .amount covers all the ordinary College expenses except for text-books, and must be invariably paid semi-annually in advance, that is $137.50 at the opening of the first term in September, and $137.50 at the opening of the second term, on the 15th of February · following. No deduction will be made, except for protracted absence caused b'!J si,clcness. I I \ 11 ,'_1'.t : ·I'. '' ' �- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ------ CIRCULAR OF ST. JOHN'S cot.LEGE. CIRCULAR OF ST. JOHN'S COLLEGE. Students. not holding Sch.olarships which entitle them to both board and tuition free, are required to provide themselves with furni. ture, including stoves. Furnitt1re may, however, be hired from the Steward at a reasonable rate. Board at special rates, in clubs, may be had on terms arranged between parents and the manager of the boarding department. Students boarding in the College are required to have their clothing distinctly marked. The boarding-house will be closed during the . Christmas and Summer vacations. Books and stationery will be furnished at the lowel!lt possible rates, and disbursements made for personal expenses of students, if .funds shall be deposited by parents for this purpose, but no advance.~ will be made by the College. - •rhe tuition fees of students who reside in Annapolis are as follows: ·issued, to exemption from the payment of the room-rent and tuition fees, if, on exa;mination, he is found qualified to enter any class in the Preparatory Department or College. The Preparatory Department corresponds, in the scope and quality of its studies, to a High School. Each Senatorial District of the State is entitled to six of these scholarships, which are filled by the School Commissioners of each District; and in case more than six shall be nominated from any District, the Faculty wm select the six best qualified to enter the Institution. All Scholars thus selected are required to conform to the rules and regulations of the College. In addition to tuition and room-rent, the College authorities engage during the coming year to furnish board in the College Commons, (including fuel, lights and washing,) to all incumbents ·of Atate Scholarships at the rate of $200 per annum, payable in advance, in semi-annual instalments of $100 at the beginning of each term in the scholastic year. In order to secure greater efficiency to the College, and a higher appreciation of the State's liberality, it is recommended to the Boards of School Commissioners to make these Scholarships the re" wards of competitive examinations, and to grant certificates to none who are not fully qualified to enter the Preparatory Department of the College. The College has suffered heretofore from lack of preparation on the part of these appointees. Books will be furnished hereafter to those students only who hold Senatorial Scholarships for both boa.rd and tuition, and if damaged or lost, will be charged to them at their full cost. In the Preparatory Department, for each term, payable in advance $30 00 In the Collegiate Department, for each term, payable in advance . 45.00 The extra charges, als0 payablEl in advance, by all Students, are as follows : Seat in Church, per term, (paid by boarders) 1.50 Library Fee 5.00 Repairs and ordinary wear and tear, (paid by boarders) 5.00 Use of Gymnasium, (optional) 3.00 Diploma of Proficient, at graduation 5.00 Diploma of Bachelor of Arts, at graduation 10.00 1 · I I No student will be matriculated until he shall present to the Faculty a receipt from the Treasurer for all dues; and no Diploma will be awarded unless the candidate shall present to the Faculty a similar receipt, including fee for Diploma. Willful damage will be made the ground of additional charge to be defrayed by the perpetrator. STATE SCHOLARSHIPS FOR TUITION. A system of one hundred and fifty State Scholarships has been founded by the Board of Visitors and Governors of St. John's College on the annual donation received by the College from ihe State. Each of these scholarships entitles the holder, in whose name it is ~-- STATE SCHOLARSHIPS FOR BOARD AND TUITION. The General Assembly of the State, (Acts of 1872, ch. 393,) has provided for furnishing board, fuel, lights and washing, to two of the six incumbents of State Scholarship's for tuition from each Senatorial Dij!trict in the State, to be appointed by the Board of School Commissioners, by and with the advice and consent of the Senators in their respective Districts, aftei· aompetitive examination. These Scholarships are tenable for four years, and the incumbents are required to give bond and security in the sum of $750 that they will teach school within the State for not less than two yea.rs after leaving College. To obtain a full Collegiate education, the object contemplated --~·1 �30 CIRCULAR OF ST. JOHN'S COLLEGE. / by the Act, candidates should be prepared to enter at·· least the Freshman Class of the College, although, if no candidates sufficiently well-prepared present. themselves, they will be received into the Preparatory Department of the College. They are · required to pursue the regular Academic Course in order to qualify themselves for teaching hereafter. The Boards of School Commissioners are earnestly requested to exercise great care in the selection of these students, and especially.to appoint none deficient in preparation. There will be but oue vacancy in these Scholorships at the close of the present session, viz: from Baltimore Otty, (First Legislative District). ·. In filling these vacancies; the Boards of School Commissioners are requested, other things being equal, to appoint those candidates who are at· least sixteen years of age and are most advanced in their studi!lS. It is especially desired that all applicants hereafter should be prepared, in at least Mathematics and English studies, to enter the. Freshman Class of the College. · .u@""The Secretaries.of the several School Boards are requested to communicate to the Principal of the College the names of those former incumbents of these Scholarships who are now, or may hereafter be, employed in teaching in their respective counties, or in the city of . Baltimore. COLLEGIATE . SCHOLARSHIPS. The following regulations have been made by the Board of Visitors and Governors for the establishment of Scholarships in connection with the College :. For a permanent Scholarship for tuition, $1000. For a permanent Scholarship for board and tuition, $3000. For a Scholarship for the tuition of a student .through all the College Classes, $250. For a Scholarship fer the board and tuition of a student through all. the College Classes, $800. For any other Scholarships the sum reduced shall be in the same proportion, the money in each case to be paid in advance into the treasury of the College. The establishment of these Scholarships is earnestly commended to the attention of the Alumni and friends of the College. / / TO THE PEOPLE OF MARYLAND. In sending out the Catalogue of the Eleventh Session since the reorganization of ST. JOHN'S CoLLEGE, the Faculty would earnestly commend to the people of Maryland tbe advantages presented by the flollege for the attainment of a thorough and liberal education. The location of the College makes it easy of access from all portions of the State, and its situation has been often commented on as peculiarly suitable for a Literary Institution. The Departments of Instruction are fully organized and in complete working order, and the Course of Study will challenge comparison with that of most first-class Colleges in the land. The effort is constantly made to raise the grade and improve the methods of instruction, and the amount of work done and results attained are not inferior to tho~e of Colleges elsewhere. The liberality of the Legislature of 1872 has enabled the College to add largely to its Library and Philosophical Apparatus, so that the facilities for scientific study have been greatly increased. Expecially noticeable are the extremely low terms charged (two hundred and seventy-five dollars) for tuition, room rent, board, fuel, lights, and washing-terms much less than those of Colleges in other States, and altogether insufficient to maintain the College but for the liberal assistance granted by the State. In return for this assistance, when it was first received with no conditions attached, the Board of Visitors and Governors established one hundred and fifty scholarships (six for each Senatorial District in the State,) entitling the holders, appointed by the Board of )School Commissioners of the District, to exemption from payment of , fees for tuition and room-rent-thus limiting the charge for beard, fuel, lights, and washing, for these students, to two hundred dollars. Means were also provided by the Legislature of 1872 for making :fifty of the scholarships (two from each Senatorial Di11trict) free of all charges for board, fuel, lights, and washing, under certain conditions specified in the preceding Circular. I~ I i ! I �32 CIRCULAR OF ST. JOHN'S COLLEGE. These are the great advantages which the College presents for the attainment of a Collegiate education by even the poorest who are properly qualified to avail themselves of them. Such are unable to go beyond the borders of the State, and can thus obtain a liberal education at their very doors. And will those who are able to send their sons to other well known Colleges of other States refuse their patronage to ST. JoHN's COLLEGE, and thus neglect the opportunity now and here afforded of building up a College, already the equal of many of these, and which, by proper support from the people of Maryland, may in time become the rival of any institution in the land? A sufficient amount is annually drained from the State by sending her sons abroad for an education .which may be obtained at home, to place this College above all want. Will the people neglect the literary advantages presented here, and go elsewhere for a similar education at greater cost? � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Annual Catalogue of St. John's College, Annapolis, Maryland, for the Academic Year 1876-'77. 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 College Catalogs and Statements of the Program 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 Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs 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. 32 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Annual Catalogue of St. John's College, Annapolis, Maryland, for the Academic Year 1876-'77. Date A point or period of time associated with an event in the lifecycle of the resource 1876-1877 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Baltimore, MD Publisher An entity responsible for making the resource available Charles Harvey & Co. Description An account of the resource College catalog for the years 1876-1877 Catalog Catalogue College catalog