22 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5d9daea130b94734f77d27eaa2a1ca32.jpg 6470ac35e4e150c75c424dcbbc8629df 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 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-1280 Title A name given to the resource Brice House Dining Room with Chandellier, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Creator An entity primarily responsible for making the resource Klender, William L. 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/e8c3acc962a698ee2a746c5ff3deea50.mp3 536cbfd99da8283e09c543a9eedf8ae4 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.) 00:45:07 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 Brightness at night : an old astronomical puzzle and its modern answers Description An account of the resource Audio recording of a lecture given on September 25, 1998 by Peter Pesic as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Pesic, Peter 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 1998-09-25 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 Astronomy Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 20011140 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/274fe4b15080f353b6f7e68bf921ed25.pdf 8d1ec494b7e407030402e87c31182af9 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 pdf Page numeration Number of pages in the original item. 22 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 Broadcast Radio Description An account of the resource Transcript of a lecture given by tutor emeritus Howard Fisher on April 29, 2026 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "This talk will recount the paths by which the basic techniques of wireless signaling were adapted to make possible the wireless transmission of voice and sound—the technology we now call radio. Essential in this endeavor were additional capabilities of the vacuum tube: oscillation, which enabled production of electromagnetic waves having a defined frequency, and modulation, which varied the properties of electromagnetic waves. I will conclude by suggesting that technologies should not be viewed as being chiefly solutions to problems, but might also be seen as practical extensions of speculative thinking." Creator An entity primarily responsible for making the resource Fisher, Howard J., 1942- 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 2026-04-29 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 Radiotelephone Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_FisherH_Broadcast_Radio_2026-04-29 Relation A related resource <a href="https://digitalarchives.sjc.edu/items/show/8182">Broadcast Radio audio recording</a> https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/aaf22081d3f6102b1811679d8a028bba.mp3 df105ef4fe0f47aa8ad0f397462adf7c 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 mp3 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:53:44 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 Broadcast Radio Description An account of the resource Audio recording of a lecture given by tutor emeritus Howard Fisher on April 29, 2026 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "This talk will recount the paths by which the basic techniques of wireless signaling were adapted to make possible the wireless transmission of voice and sound—the technology we now call radio. Essential in this endeavor were additional capabilities of the vacuum tube: oscillation, which enabled production of electromagnetic waves having a defined frequency, and modulation, which varied the properties of electromagnetic waves. I will conclude by suggesting that technologies should not be viewed as being chiefly solutions to problems, but might also be seen as practical extensions of speculative thinking." Creator An entity primarily responsible for making the resource Fisher, Howard J., 1942- 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 2026-04-29 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 Radiotelephone Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_FisherH_Broadcast_Radio_audio_2026-04-29 Relation A related resource <a href="https://digitalarchives.sjc.edu/items/show/8181">Broadcast Radio transcript</a> https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/703a30b69f7c688ff609a77fd49946dd.jpg 4847c3088803320a470c1e9a94406c51 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 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-2397 Title A name given to the resource Bronze Plaque of Francis Scott Key by Marion Brackenridge from a Portrait by Charles Wilson Peale Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Key, Francis Scott, 1779-1843. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Description An account of the resource 1 photographic print : b&w Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f6c6f0da0cb099b7d4809b1b29183746.jpg 909d624d26f4cc9836331847945e5ad1 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 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Black and white 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-2226 Title A name given to the resource Brother Robert Smith and Jonathan Tuck in "A Midsummer Night's Dream" Description An account of the resource Brother Robert Smith and Jonathan Tuck in a King William Players production of "A Midsummer Night's Dream" by William Shakespeare in 1986. The play was performed in the Francis Scott Key Auditorium, St. John's College, Annapolis, Maryland. Date A point or period of time associated with an event in the lifecycle of the resource 1986-05 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Tuck, Jonathan Smith, Robert, Brother Shakespeare, William, 1564-1616. Midsummer night's dream 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 In copyright. King William Players Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/754cd9eea4bd4431de57de442bebcfaf.pdf 2bbdd522e6b3de3eecd646fdd3a99354 PDF Text Text BRUEGEL’S VIA CRUCIS: (VISUAL) EXPERIENCE AND THE PROBLEM OF INTERPRETATION Geoff Lehman Conference: What is Liberal Education For? St. John’s College, Santa Fe, New Mexico October 18, 2014 Introduction: Visual Pedagogy This talk will focus on the close reading of a painting, Pieter Bruegel the Elder’s Via Crucis, or, Carrying of the Cross (figure 1), with the idea of suggesting how such sustained engagement with a single work of art over the course of one or several class sessions in a seminar, or even as the basis for an entire course, poses similar challenges and has a similar pedagogical value as the close reading of texts. I will also briefly indicate the rich dialogue between Bruegel’s picture and a number of major Renaissance texts. My simple mention of these texts can in no way do justice to them, but I merely hope to suggest ways that a work of visual art can function meaningfully as part of an interdisciplinary course built around close reading and discussion of texts. In addition, as an image that is self-reflexive in a characteristically Renaissance fashion, the picture explicitly directs the viewer towards the problem of interpretation and suggests the framework within which that interpretive process operates. In other words, I would like to argue that the picture itself teaches. And I will mainly do this (due to lack of time) simply by going through some of the problems of interpretation to which the picture calls our attention. This interpretative problem, as Bruegel’s Via Crucis presents it, is �2 effectively that of finding a middle way between absolute truth and complete absence of determinate meaning; it is an understanding of the interpretive act as directed by, and actively responsive to, its object, in a way that for that very reason is also open and multivalent in its mode of address. Furthermore, this mode if address implicates another kind of “middle way” as a defining characteristic of interpretation: the dialectical relationship between reflective detachment and experiential embeddedness, both of which play an important role in the interpretation of Bruegel’s painting. In both senses, I would argue, this interpretive mode is particularly relevant to the goals and values of liberal education. I. Pictorial Structure as Meaning Bruegel’s Via Crucis, painted in 1564, probably on commission for his frequent patron Nicolaas Jonghelinck,1 stands not only at a crucial point in Bruegel’s mature oeuvre but also near the end of a long tradition of similar Netherlandish pictures of the subject that stretches back to Jan Van Eyck (figure 2). The uniqueness of Bruegel’s picture, however, lies in the degree to which the narrative is embedded within a field structured and articulated by juxtaposed signifying elements and, even more importantly, divergent but coordinated (geometricallydefined) points of view. Furthermore, this pictorial structure presents itself, on the level of expression, as a unified and atmospheric landscape, such that the structural principles and affective power specific to landscape become the principal means through which the semantic dimension of the work is articulated and the problem of interpretation itself brought to the fore. The picture is characterized first and foremost by the horizon and the literal and metaphorical breadth of vision it provides, even if the horizon itself is only glimpsed at the 1 A Via Crucis by Bruegel is mentioned in Jonghelinck’s inventory of 21 February 1565. �3 center of the picture. Far from being a destination for receding orthogonals, it is rather more of an emblem for the picture’s spatial generation and expansion: a radical alternative to the recession of architectural units toward a center of vision that is the norm for perspectival representation (figure 3). Just as the horizon indicates a notional infinity that is simultaneously a mathematical concept and a visual intuition (the limit of vision), in the Via Crucis one senses that the structure of pictorial space shapes the narrative and guides its interpretation not only in a geometric but also in an intuitive sense: the experience of landscape as a lived environment is not only evoked for the viewer of the picture but also shapes the experiences of the principal figures in the narrative as well; that is, their apparent relationships with and experiences of the place they inhabit play a decisive role, in the narrative itself and the interpretation of that narrative.2 Once this experiential dimension is taken into account, pictorial space grows from a means of telling a story into a means to suggest and to multiply the possibilities for its interpretation into, ultimately, a means to reflect upon knowledge itself and, on the other hand, to empathetically share in a range of experiences.3 Indeed, the notion of point of view, grounded in the modality of perspective, carries with it not only a literal visual sense and a metaphorical, interpretive one in relation to the given subject matter, but also an epistemic one with respect to the world at large. 2 Numerous scholars have commented on the sense that Bruegel’s pictures provide commentary on the interdependence of humanity and nature: see for instance Max Dvorák, “Pieter Bruegel der Ältere” (1920), in Kunstgeschichte als Geistgeschichte: Studien zur Abendländischen Kunstentwicklung (Berlin, 1995), p. 236; Walter Gibson, “Mirror of the Earth”: The World Landscape in Sixteenth-Century Flemish Painting (Princeton, 1989), p. xxiii; and Justus Hofstede, “Zur Interpretation von Pieter Bruegels Landschaft: Aesthetischer Landschaftsbegriff und Stoische Weltbetrachtung,” in Pieter Bruegel und seine Welt, ed. O. von Simson and M. Winner (Berlin, 1979), pp. 140-41, with its comparison of the Via Crucis to Reanaissance Stoicism. 3 Cf. Nils Büttner, Die Erfindung der Landschaft; Kosmographie und Landschaftskunst im Zeitalter Bruegels (Göttingen, 2000), and the argument for landscape’s role in the rise of cosmography and geography as sciences in the modern sense. �4 In other words, the doubling of the literal and the cognitive in the reading of pictorial space mirrors the doubling of literal and cognitive implicit in the horizon line itself, and indeed in the theoretical foundations of perspective. In this sense the acts of viewing/painting and of thinking are inseparable.4 Furthermore, I would argue, there is also an affective sense to the perspectival depiction of viewpoint, as the geometrical-defined subjectivity of perspective theory (the viewing eye as mathematical point) implicates a more broadly-based subjectivity when one is looking at actual, physical paintings. The procession to Calvary moves in a gradual helix from Jerusalem in the left background, around the well-trodden tract of semi-barren landscape, to the desolate hilltop of Golgotha, whose edge is framed by the calm domesticated space of a village. At the same time, the curving trajectory with its predominantly festive crowd scene, continues past a bleak, seemingly unending series of gallows (figure 4; compare: Goya, Disasters of War, number 36) that carries with it both contemporary social commentary (these means of execution were currently, and commonly, in use in the sixteenth century), and, beyond this, empathetically produces a powerful emotional effect, even a sense of despair. The trajectory continues toward the open sea and the infinity of the horizon, and thus charges that infinity with an affective power (as both the implied extension of the foreground suffering, and a sense of calm and perhaps release from it). The picture’s turning produces a harmony between, on the one hand, the coordinated movements of hundreds of otherwise heterogeneously dispersed and individually motivated, and characterized, figures and, on the other hand, the great meteorological shifts in the sky. This change in weather from sunny to stormy also reflects the narrative itself, the 4 Cf. Edward Snow’s characterization of Bruegel as “a thinker, a Renaissance artist whose range and penetration rival Shakespeare’s” (E. Snow, Inside Bruegel : The Play of Images in Children’s Games [New York, 1997], p. 160). �5 passage from life and Jerusalem to death on Golgotha, and builds toward the darkening of the sky described in Matthew, chapter 27.5 The small strip of maritime horizon visible around the picture’s central vertical axis seems just as much a possible origin of this vast turning articulation of space as a destination, while the forces that guide pictorial exploration emphasize neither alternative, but rather the wholeness of the turning universe depicted here. The open character of landscape thus conditions the interpretation of the image as a whole, and the combination of an interdependent unity and the lack of a simple focus informs the character of this world and its inhabitants at the microcosmic level as well (as we will see). At the same time, the sense of a holistic vision given by all of these aspects of the picture emphasizes the viewer’s cognitively elevated and, at least initially, emotionally detached position, from which the narrative as a whole appears within a global context, literally and metaphorically. At the literal center of the panel we find Christ (figure 5), embedded unobtrusively in the narrative while marked as the focal point by the semiotics of the pictorial field, a fact that has often been noted.6 Likewise, the small scale of the principal figures and the coordination of multiply-dispersed foci of attention among the largely indifferent crowd hide iconographic and theological significance, and appear at first glance to subvert it. This coordination of apparent contradictions functions both structurally (in terms of the relationship of surface to space) and narratively (in terms of the relationship of Christian iconography to contemporary genre), and is 5 6 Matthew 27: 45. See Robert Genaille, “La Montée au Calvaire de Bruegel l’Ancien,” Jaarboek Antwerpen (1979), p. 160; also Joseph F. Gregory, “Toward the Contextualization of Pieter Bruegel’s Procession to Calvary; Constructing the Beholder from Within the Eyckian Tradition,” Nederlands Kunsthistorisch Jaarboek 1996, p. 216. �6 one of the means by which the problem of interpretation is self-reflexively indicated.7 Furthermore, this particular view, defined perspectivally by horizon and frame, determines a privileged access to the Christian meaning of the narrative—that is, to revealed truth. This knowledge is itself far from an absolute point of reference, however, circumscribed as it is by its own perspectivally relativized horizon. Indeed, the uncertainty of central, or at least unquestioned, subject matter remains, something true of an entire category of Renaissance religious pictures in the Netherlands known as Andachtsbilder (figure 6; compare: Brunswick Monogrammist, Via Crucis), where the act of thought, contemplation, or prayer before the image is understood to involve sustained reflection upon the subject matter and its significance as opposed to mere recognition.8 II. Coordinated Viewpoints: Perspectival Epistemology While other Netherlandish depictions of the subject include a ring of spectators within the work, implying a relationship of viewer (with a high vantage level) to surrogate viewer (lower and nearer vantage level) to earthbound narrative scene, in Bruegel’s picture the varieties of spectatorship are both more varied and more coordinated, ranging from passionately engaged to indifferent and including numerous pockets of localized attention or self-absorption (figure 7). Here the use of commensurable horizons, with the metaphorical implications (particularly cognitive ones, i.e., viewing as knowing) of the range of vantage points they coordinate, 7 Cf. Pierre Francastel, Bruegel (1969; reprinted Paris, 1995), p. 144; Mark A. Meadow, “Bruegel’s Procession to Calvary: Aemulatio and the Space of Vernacular Style,” Nederlands Kunsthistorisch Jaarboek (1996), p. 188; and Gregory, “Toward the Contextualization,” p. 216. 8 See Gregory, “Toward the Contextualization,” p. 210. On intentional ambiguity as an invitation to contemplation of religious meaning, see Reindert Falkenburg, “Pieter Bruegels Kruisdraginig: een proeve van ‘close-reading,’” Oud Holland 107 (1993), pp. 17-33. See also Ethan Matt Kavaler, Pieter Bruegel: Parables of Order and Enterprise (Cambridge, 1999), esp. pp. 5-7. �7 becomes a foundation for interpretation of the subject matter. The representation of multiple responses to the Christian narrative in terms of viewers whose points of view are different in ways that are measurable, proportional, analogous in the original Greek sense of the word, frames interpretation as a problem of knowledge, or more precisely, frames vision as an epistemic position and an interpretive act. 9 In Erasmus’s Praise of Folly, the allegorical figure of Folly imagines the perspective of a viewer observing the vanity of human activity from high above and gives expression to a longfamiliar literary trope: the high vantage point as a position of epistemic superiority.10 Indeed, Erasmus invokes similar passages from the Iliad in which Zeus or Poseidon gaze at the battle from the clouds above,11 with the difference that in Erasmus the bird’s-eye view primarily serves the function of moral commentary and social criticism.12 In the case of Bruegel’s Via Crucis, however, the high vantage point engenders juxtapositions that are much more complex: for Bruegel’s picture is a perspectival view, situating the viewer in a particular spot with a spatial relationship to objects not only below but also above, and to the vantage points, themselves differentiated, of numerous central and marginal figures within the narrative. Perspective makes 9 Cf. Francastel, Bruegel, p. 130, discussing the paintings of 1559-60: “L’universe de la connaissance et celui de la representation coincident, toutfois à travers l’image, qui est ton signe.” 10 Erasmus, Praise of Folly, 15 (trans. H. H. Hudson, Ware, Hertfordshire, 1998]), p. 31: “Come, then, and suppose a man could look from a high tower, as the poets say Jove is in the habit of doing. To how many calamities would he see the life of man subject!” 11 12 See especially Iliad XI, 80-83; XI, 353-54; and XIII, 11-18. The parallel between Erasmus and Bruegel is especially striking in the paintings of 15591560—the Netherlandish Proverbs, Carnival and Lent, and Children’s Games—with their at least partially satirical character. See Gibson, Bruegel (London and New York, 1977), p. 78. �8 these viewpoints commensurable even if their relationships remain enigmatic,13 since in a perspective image the metaphorical viewpoint is always necessarily doubled by a literal, geometrically-defined one. For instance, the pair of foreshortened circles seen one from below and one from above near the right edge of the picture are not only thematically related as two sites of execution, they also calibrate our vantage point as lying between them, and consequently between that of the crowd below and the blackbird above. (It is also worth noting here that the numerous birds in the picture, including notably a flock of starlings flying near the windmill, also serve to invoke the imaginary flight of pictorial exploration. Thus the painting evokes not only fixed vantage points but also moving ones, with all the implications that holds for the experience of viewing pictures.) We are indeed elevated above the crowd—we see more, we know more—it is for us, only us, that perspectival vision pins Christ at the crux of the picture’s central horizontal and vertical axes. Perhaps only we recognize the divine incarnation amidst the contemporary crowd, and significantly, it is only from our vantage point that the anachronistically rendered group of holy figures, facing toward us, appears in meaningful juxtaposition with the rest of the scene.14 Yet at the same time we perceive vantage points above ours, we are aware of the limits of our vision. The miller leaning by the side of the windmill and observing the scene (figure 8) sees farther than we, and also differently: through him we can imagine a vantage point at the center of a circle of which Christ moves along the circumference. The procession turns around the axis of his viewpoint, a continuous motion like that of the sails of the windmill beside him, further echoed in the circular base of the mill that itself seems designed to rotate—a turning suggestive 13 Cf. Michael Gibson, The Mill and the Cross: Pieter Bruegel’s ‘Way to Calvary, author’s trans., Lausanne, 2000, esp. p. 76. 14 See Meadow, “Bruegel’s Procession to Calvary,” p. 189. �9 of a conflation of the passion cycle and the cycles of nature: changing weather, the seasons, processes of growth and decay, death and life. In fact, our vantage point is calibrated between an opposing pair of viewers on a vertical axis, for directly below sits a peddler, independently absorbed in his own thoughts and perhaps even unaware of the procession before him (figure 9).15 Between self-enclosure and breadth of vision, the immediacy of presence and the detachment of knowledge, runs the alley toward Christ that Simon of Cyrene, aware of Christ’s presence but not his significance, resists taking (figure 10).16 This epistemic coordination doubles an affective one: the dialogue among a range of emotional responses to the shared experience of the central event. Bruegel indicate the varieties of response at ground level in the juxtaposition of spectators within the crowd —most indifferent or preoccupied with their own activities, some carried along exuberantly with the procession (culminating in the fool sounding a horn), some curious, a few sympathetic or grieving—and this reaches a focused intensity in the pair at far right: one sorrowfully leans on a tree and another, sometimes taken to be the artist’s self-portrait, gazes out perpendicular to our line of vision, with both intellectual detachment and sincere interest (figure 11; compare: the possible self-portrait in Bruegel’s Peasant Wedding).17 There’s even a sense that the epistemologically-charged axis 15 M. Gibson offers as one possible reading of the juxtaposition of miller and peddler a symbolic opposition between Catholicism and Protestantism (The Mill and the Cross, pp. 62-64). The problem with iconographic and contextualizing readings such as these is that, in my view, they don’t take adequate account of the visual and structural specificity of pictures, especially in the case of such a striking and idiosyncratic depiction as that of the windmill atop its rocky pinnacle in this painting. Commentary on the relationship of the Protestant Reformation to Catholicism may or may not be implied here, but in any case, I would argue, it would be subsidiary to the larger epistemological issues raised by the picture in the terms specific to its idiom as visual representation. 16 17 Cf. Matthew 27: 32. On the identification of the self-portrait, see Michael Auner, “Pieter Bruegel—Umrisse eines Lebensbildes,” in Jahrbuch der kunsthistorischen Sammlungen in Wien 52 (1956), pp. 107-09. �10 discussed above—peddlar and windmill, with the Simon group in the center—is paralleled on the right by an axis of compassion, or affect, defined by the mournful Marian group below and the gallows above, with the wretched and suffering condemned prisoners in the center (figure 12). Although the picture’s structure of coordinated and respectively limited viewpoints and experiences may imply the possibility of relativizing Christian meaning, nevertheless it does not allow us to rest comfortably with that reading, or any other that would purport to claim absolute authority, guiding us rather to the middle ground of a carefully calibrated interpretive pluralism. The vantage point given by the windmill suggests at once a perspective higher and more godlike than ours, one that more fully brings narrative and theological interpretation into harmony with a larger vision of nature, but it is also, in the mathematical terms of perspective, necessarily also an arbitrary and contingent viewpoint, just as ours is. Consider, by contrast, the central pane of Hieronymous Bosch’s Haywain, or a miniature painting of The Baptism of Christ from the margins of a page in the Turin-Milan Book of Hours, probably by Jan van Eyck (figure 13): each indicated the possibility of a divine, i.e., absolute, vantage point, something absent in Bruegel’s picture. The dialectic between the power of vision and its necessary limits is played out in the Via Crucis, through the coordination of different but necessarily limited viewpoints, as its own unending cycle, and one that carries with it the possibility of commentary on the very problem of knowledge. In the dedicatory letter to The Prince, Machiavelli signals that text’s participation in this discourse about knowledge created by perspective. To quote the relevant passage: “For just as those who sketch landscapes place themselves down in the plain to consider the nature of mountains and high places and to consider the nature of low places place themselves high atop mountains, similarly, to know well the nature of peoples one needs to be prince, and to know �11 well the nature of princes one needs to be of the people.”18 A third position, knowing both princes and people, and the relationship between them, may be the one the reader (like Machiavelli) actually occupies, though that point of view too of course has its necessary limits. Machiavelli’s use of this pictorial metaphor is far more than a rhetorical device, given its deep significance for the entire text, with its politics based on mutual perceptions of appearances from various distances (i.e., with various degrees of deception involved) that nevertheless constitutes, on the whole, a genuine form of knowledge. Indeed, The Prince may be one of the first nonpictorial works to use perspective as an epistemological metaphor, as the Via Crucis does.19 III. Towards a Perspectival Metaphysics Finally. to consider one additional Renaissance text, perhaps the most relevant of all for Bruegel: in his De docta ignorantia of 1440, Nicholas Cusanus presents the following thought experiment: “Accordingly, as it will always seem to the observer, whether he be on the earth, or on the sun or on another star, that he is in the quasi-motionless center and that all the other [things] are in motion, he will certainly determine the poles [of this motion] in relation to himself; and these poles will be different for the observer on the sun and for the one on the earth, and still different for those on the moon and Mars, and so on for the rest. Thus, the fabric of the world (machina mundi) will quasi have its center everywhere and its circumference nowhere, 18 19 Machiavelli, The Prince, trans. Mansfield, Chicago, 1985, p. 4. Cf. Claudio Guillén, “One the Concept and Metaphor of Perspective,” in Stephen G. Nichols, Jr., and Richard B. Vowles eds., Comparatists at Work (Waltham, Mass., and London, 1968), pp. 28-91. Guillén, however, discusses the origins of perspective’s metaphorization in both epistemological and metaphysical terms within the philosophical and literary traditions of the seventeenth century, apparently not taking into account Renaissance pictures, and to some extent texts (e.g., Machiavelli’s Prince), that evidently use perspective in these metaphorical senses one or two centuries earlier. �12 because the circumference and the center are God, who is everywhere and nowhere.”20 This cosmological interpretation of perspective, part of Cusanus’s notion of a physical universe that is both centerless and unbounded (interminatus is Cusanus’s word in the Latin21), would later inspire Giordano Bruno, maybe the first thinker to unequivocally assert the absolute, mathematical infinity of the physical universe.22 In the Via Crucis, the central vertical axis not only governs the depiction, via perspective, of a centerless and unbounded universe but also suggests the metaphysical problem of physical infinity as a contraction of the divine infinite, as Cusanus describes it at various points in De docta ignorantia, and as his analogy between physical universe as infinite sphere and God as infinite sphere in the passage quoted above implies. On that pictorial axis Christ, God made man, appears, midway between the rocky outcropping where we presumably stand and the marine horizon. The central vertical axis on the picture’s surface thus also constitutes an axis of depth leading to the horizon, articulating the relationship between subject and object, between the viewer and the physical infinity of nature. In other words, the image of Christ appears in the center of perspective’s foundational orthogonal axis, between the viewer and the horizon, collinear with the vertical axis on the panel, of which he also occupies the center. In this sense the image of infinite physical space is juxtaposed with the image of God, of the metaphysical 20 Cusanus, De docta ignorantia, II, cap.xii, 21v. 21 See Alexandre Koryé, From the Closed World to the Infinite Universe (Baltimore and London, 1957), pp. 6-8 and 11-13. 22 See Bruno, La cena de le ceneri (1584), in Opere Italiane, ed. G. Gentile, vol.1 (Bari, 1907), p. 73, and Bruno, De l’infinito universo e mondi (1584), in Opere Italiane, vol.1, p. 309. Bruno presents this conception of an infinite universe specifically in terms of the horizon: see esp. Bruno, De l’infinito universo e mondi (1584), in Opere Italiane, vol.1, p. 309; English trans. from D. Waley Singer, Giordano Bruno, his Life and Work [New York, 1950], p. 280. �13 infinite. The shift from infinity as God to infinity as Cartesian space,23 a shift for which, historically speaking, the development of perspective plays the decisive role, could thus be said to find visual expression on the central vertical axis of Bruegel’s picture. Indeed, this axis becomes emblematic of the broader shift in the notion of infinity from metaphysical to physical that is central to Cusanus’s theology: namely, the relationship of the absolute infinite (God) to the contracted infinite (the physical universe). And in fact, there is another pair of viewers in dialectical opposition that emblematize these alternatives and their coexistence: the miller looks down at Christ, God incarnate within the physical world, from the windmill’s rocky outcropping, while beside him and turning in counterpoint to his turning, a blackbird in a tree looks out towards the horizon, the indication of the mathematical infinity proper to that physical world itself (figure 14; compare this detail with the related dialectic of paired gazes in Bruegel’s Two Monkeys). Conclusion: Modes of Experience A consideration of pictorial structure, and more significantly still, of perspectival space as a coordination of analogous viewpoints, is crucial in that it allows the process of interpretation to grow from a direct response to the painting qua visual representation, that it gives the object itself and its pictorial idiom its due—and furthermore, in that it allows one to remain sensitive to the picture’s own “thought processes,” its internal interpretive self-reflexivity.24 However, it is in the specific character of organic unity and experiential immediacy—the experiential dimension 23 24 See Koryé, Closed World to Infinite Universe, pp. 18-19. Cf. Gregory, “Toward the Contextualization,” p. 210, n. 7, speaking of the inverted narrative compositions of the Via Crucis: “Insofar as the form of the image assumes an epistemological function here, insofar as it is not reducible to a determinate, iconographical meaning, it subverts the traditional dependency of images upon determinate and extrinsic textual relations.” �14 through which the Via Crucis is in the deepest, phenomenological sense a landscape—that much of its peculiar power, semantic and expressive, ultimately resides. And thus the best interpretations are those that emerge from close attention to the full experience the painting offers to a viewer. With this in mind, I would like to close with a brief consideration of some experiences depicted in a small area of the painting in the lower right (figure 15), with the suggestion that in returning to the microcosmic aspects of the picture (the experiences of the individual figures), the viewer’s experience of the picture as a whole and the problems of knowledge, attention and emotional response that it raises are the surest guide. For it is this macrocosmic interpretive mode itself, raising as it does the question of the necessary incompleteness of any interpretive act, that encourages us to consider more deeply precisely those figures who might otherwise seem marginal but whose cognitive or emotional states seem particularly perplexing. Near the foreground group of holy figures, in addition to the figures expressing astonishment or grief at the sight of the condemned criminals passing by, and in addition to the one mourning in empathy with the Virgin, oblivious to the imminent passing of Christ himself (to which two figures attempt to direct her attention), there are two other typically Bruegelian figures whose experiences of the event are harder to account for. One is a very young child looking at the viewer, the face mask-like, with a combination of innocent curiosity and disturbing proximity to dangerous or troubling events encountered so often in the figures of chidren elsewhere in Bruegel’s work, including elsewhere in the Via Crucis (figure 16). Another figure, also a child, crosses the river, or more likely pauses, and extends his hand. Perhaps he is reaching to his companion across the river, though it is not clear that this gesture actually expresses such a desire for effective action or communication. Perhaps he is preoccupied with �15 something he holds in his hand but that we can’t quite see. There’s something more enigmatic than mere focused attention here: an immediacy of ordinary, momentary experience that is not clearly directed to any end, or, as a state of attention, that is multiply directed. It suggests a kind of being in the world that involves active effort without obvious purpose, of a type that is very much a part of everyday life, though often unobserved (figure 17; compare this with a detail from Bruegel’s Hunters in the Snow, where the varieties of work and leisure activity depicted there include one figure whose engagement with the world suggests such non-goal-oriented yet earnest negotiation, viz., the man grappling with a small tree by the riverbank). In a picture which addresses various modes of knowing and feeling and that raises the problem of attention in the highly charged context of divine immanence within ordinary life, there is always a remainder that escapes meaning, that is irreducible to any coordinated system of alternatives, however exhaustive. And for me it is in the character of those experiences, both ordinary and strange (strange because they are usually unobserved in actual life) that much of the continuing fascination of Bruegel’s painting lies. The abiding strangeness and ordinariness of the world as re-presented in directly visual terms, if one does the work required to be able to begin seeing it, provides, I think, the best support for the interpretive and responsive activity that constitutes the shared encounter with a work of art in the context of a discussion seminar. �16 Figure 1: Pieter Bruegel the Elder, Via Crucis (Carrying of the Cross), oil on wood panel, 1564 �17 Figure 2: Copy after Jan (and/or Hubert) van Eyck (artist unknown), Via Crucis, oil on wood panel, early 16th century Figure 3: Bruegel, Via Crucis; Perspective diagram from Leon Battista Alberti, Della pittura, 1435-36 �18 Figure 4: Detail from Bruegel, Via Crucis; Francisco Goya y Lucientes, Disasters of War, number 36, etching with aquatint, c. 1810-20 (published 1863) Figure 5: Detail from Bruegel, Via Crucis �19 Figure 6: Brunswick Monogrammist (Jan van Amstel?), Via Crucis, oil on wood panel, 1530s? (Paris, Louvre) Figure 7: Details from Bruegel, Via Crucis �20 Figure 8: Detail from Bruegel, Via Crucis Figure 9: Detail from Bruegel, Via Crucis �21 Figure 10: Detail from Bruegel, Via Crucis Figure 11: Details from Bruegel, Via Crucis; Detail from Bruegel, Peasant Wedding, oil on wood panel, c. 1567-68 �22 Figure 12: Detail from Bruegel, Via Crucis Figure 13: Hieronymus Bosch, The Haywain, central panel, oil on wood, 1500-02; Hand G (Jan van Eyck?), Baptism of Christ, manuscript illumination from the Turin-Milan Hours, c. 1417-30 �23 Figure 14: Details from Bruegel, Via Crucis; Bruegel, Two Monkeys, oil on wood panel, 1562 Figure 15: Detail from Bruegel, Via Crucis �24 Figure 16: Detail from the following pictures by Bruegel, all oil on wood panel: Children’s Games (1560); Hunters in the Snow (1565); The Census at Bethlehem (1566); Via Crucis; Children’s Games; The Adoration of the Magi in the Snow (1567); Via Crucis Figure 17: Details from Bruegel, Via Crucis; Detail from Bruegel, Hunters in the Snow � 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 "What is Liberal Education For?" 2014 Conference Papers 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 Date A point or period of time associated with an event in the lifecycle of the resource 2014-10 Rights Information about rights held in and over the resource Meem Library has been given permission to make these items available online. Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 24 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bruegel's Via crucis : (visual) experience and the problem of interpretation Description An account of the resource Paper presented on October 18, 2014 by Geoff Lehman at What is Liberal Education For? : a conference at St. John's College on the 50th Anniversary of the Santa Fe campus. Creator An entity primarily responsible for making the resource Lehman, Geoff 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 2014-10-18 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 Bruegel, Pieter, approximately 1525-1569. Education, Humanistic Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 24004539 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c3a3d7c32205170fd565de254877528b.jpg 5dd25be0193a967fe49d17f41f60e935 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 20.5 x 25.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0868 Title A name given to the resource Bryce Jacobson and Ernest J. Heinmuller Playing Squash in Iglehart Hall 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 1940-1941 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Jacobsen, Bryce D. Heinmuller, Ernest 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. Alumni Iglehart Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/0ad762053d3cea816e6c61905c4d34a8.pdf db6bdd98c99bc25e84b2b9c609240e4c PDF Text Text BUDAPEST STRIN9 QUARTET Josef Roismann _______________ lst Violin Alexander Schneider ..... 2nd Violin Boris Kroyt -------------······· Viola Mischa Schneider .......... Cello FRIDAY, FEB. 6, AT 8 P.M. IGLEHART HALL, ST. JOHN'S COLLEGE �PROGRAM Quartet in F major, Op. 77, No. 2 ............... Jose£ Haydn Allegro moderato Menuetto (Presto, rna non troppo) Andante Finale (Vivace assai) "Serenata estiva" for String QuarteL ... Nicolas Nabokov Canzone Sonata Dialogo Corale (Dedicated to Mrs. Elizabeth Sprague Coolidge) Quartet in F major, Op. 59,No. l .....Ludwig van Beethoven Allegro Allegretto vivace a sempre scherzando Adagio molto e mesto Allegro (theme russe) This Concert is sponsored jointly by the Elizabeth Sprague Coolidge Foundation of the Library of Congress, and St. John's 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 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. 8 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 Budapest String Quartet Identifier An unambiguous reference to the resource within a given context Bx1-14 Description An account of the resource Budapest String Quartet (Josef Roismann, Alexander Schneider, Boris Kroyt, and Mischa Schneider) performance. Program includes works of Haydn, Nabokov, and Beethoven 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/fc9310f3b7761d7d361f3e64ac35eaed.mp3 019f526933d86415cb2861c44199dffa Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:02:56 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 Buddhist Metaphysics? Making the Case for Enlarging Metaphysics with Mādhyamika Philosophy, or, How Emptiness is Relevant to What There is Description An account of the resource Audio recording of a lecture given by Pierre-Julien Harter on April 12, 2024 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: “Buddhist metaphysics, especially in the Madhyamika version which insists on the emptiness of all things, has often been interpreted as anti-metaphysical. Yet, it seems that Buddhist philosophers were still after the same question Aristotle wondered about – what is it for something to be? – even when they answered that all things are empty of essence or inherent nature. Taking a detour through Aristotelian and Medieval philosophies, this talk attempts to use a more historical definition of metaphysics to argue that a similar feature can be found in both Western metaphysics and in Buddhist Mādhyamika thought, a double approach displayed in the special and general metaphysics of the Medievals and of the two truths of Buddhist thinkers. This supports reading Buddhist Mādhyamika texts as offering metaphysical accounts of reality, but also, conversely, allows us to enrich both our conception of the content of metaphysics and of the kind of activity it claims to be.” Creator An entity primarily responsible for making the resource Harter, Pierre-Julien Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2024-04-12 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 Mādhyamika (Buddhism) Metaphysics Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_HarterJ_Buddihst_Metaphysics?_2024-04-12 Friday night lecture Rohrbach lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/de8c6101d5c9aa749637728e1b6f0228.jpg 0c0a8c093e31c4a416cde32882d4ef76 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 11 x 6.5 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-0628 Title A name given to the resource Buildings in Snow, 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 1920-1940 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Annapolis (Md.) Buildings, structures, etc. 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/d6d1eff7259148a73c48657d10857dbc.pdf 3a5486327dfd5419c3dfd581ab9c69dd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 139 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/. Identifier An unambiguous reference to the resource within a given context Bulletin of St. John's College in Annapolis-Vol VII No 2-April 1955 Title A name given to the resource Bulletin of St. John's College in Annapolis, April 1955 Description An account of the resource Volume VII, Number 2 of the Bulletin of St. John's College in Annapolis, "A Report on a Project of Self Study." Published in April 1955. Date A point or period of time associated with an event in the lifecycle of the resource 1955-04 Creator An entity primarily responsible for making the resource The St. John's College Press Publisher An entity responsible for making the resource available The Waverly Press, Inc. 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 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/115dcc8aa529dc8f9316239c82e8ad21.pdf 9c26bcf619bd3ae7752e7a9ee1513580 PDF Text Text VOLUME VIII No. 2 Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS Iglehart Hall-Gymnasium ANNAPOLIS, MARYLAND APRIL, 1956 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �WOODROW WILSON CENTENNIAL ADDRESS BY MILTON KATZ In this issue the BuLLETIN prints an address given by Milton Katz on a Friday night in January. The occasion was the College's celebration at the Woodrow Wilson Centennial. The centennial was followed by a Faculty seminar Saturday morning on Walter Lippmann's Public Philosophy in the light at Wilsonian principles. It is planned to print significant lectures from time to time in the hope that the BULLETIN may become a forum for the presentation at opinions and the discussion at ideas. Alumni and friends at the College are invited to enter into this discussion whenever they teel moved to do so. Volume VIII APRIL, 1956 Number 2 Published quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. Woodrow Wilson was the first President of the United States to take office as head of the union of forty-eight states. On February 14, 1912, only nine months before the election of Wilson, Arizona was admitted to the republic as the fortyeighth state. The event marked something more than the symmetry and completeness of the roster. It symbolized the closing of the frontier. Nineteen years earlier, at a meeting of the American Historical Association in 1893, Frederick Jackson Turner had delivered his paper on "The Significance of the Frontier in American History," which set the theme for a generation of historians. It was Turner's thesis that the open and moving frontier had been a major force in shaping American society, and that large changes must be anticipated upon its disappearance. Large changes had been in process while Turner spoke, deriving from forces independent of the passing of the frontier but coinciding with it. The Industrial Revolution was moving into the phase of mass production; and the lawyer and the banker kept pace with the engineer, constructing the modern corporation and the instruments of corporate finance as the engineer built the modern factory and assembly line. The dimensions of change expanded, and the rate accelerated, during the decades which spanned the turn of the century. In 1913, a group of manufacturers in Indianapolis organized to initiate a project for an ocean to ocean highway, and launched a fleet of automobiles to demonstrate the feasibility of transcontinental motor transport. In 1915, the production of motor cars climbed beyond one million a year. In 1913, the elder J.P. Morgan died, the exemplar of an era of corporate growth and involution. In the same year, the Pujo Committee of the House of Representatives, after two years of investigation, published its report dramatizing the magnitude and intricacy of the corporate structure of the nation's business. • 1 • �The implications of this vast industrial and financial process, and the concurrent disappearance of the frontier, were perceived by a few. The consequences were felt by many. In their feelings, a new sense of insecurity mingled with a new sense of opportunity. In increasing numbers, Americans began to feel themselves somehow helplessly enmeshed in giant machinery and propelled by giant forces. They began also to feel these forces capable of producing an abundance adequate to put their fears of want to rest. In casting about for a power which might bridle and harness these forces, they tended to look increasingly to the national government. Woodrow Wilson felt their mood and understood their need. If this was in part a politician's response to the inarticulate demand of an electorate, it emanated nevertheless from a deep and creative insight. He was one of the few to sense the shape and nature of the historic changes in process in American life. He gave voice to some of the implications in the opening words of his administration. In his first inaugural address, one can hardly fail to see the fighting politician and party leader, fresh from the heat and rhetoric of a victorious campaign. Embedded in this matrix is the broad and penetrating vision of a national leader and builder: "There has been a change of government. ... What does the change mean? . . . We have been refreshed by a new insight into our own life. "We see that in many things that life is very great. It is incomparably great in its material aspects, in its body of wealth, in the diversity and sweep of its energy, in the industries which have been conceived and built up by the genius of individual men and the limitless enterprise of groups of men. . . . We have built up, moreover, a great system of government. ... "But the evil has come with the good.... We have been proud of our industrial achievements, but we have not hitherto stopped thoughtfully enough to count the human cost. ... ". . . Our duty is to cleanse, to reconsider, to restore, to correct the evil without impairing the good, to purify and humanize every process of our common life without weakening or sentimentalizing it. There has been something crude and heartless and unfeeling in our haste to succeed and be great. Our thought has been 'Let every man look out for himself, let every generation look out for itself,' while we reared giant machinery which made it impossible that any but those who stood at the levers of control should have a chance to look out for themselves. . . . " ... This is no sentimental duty. The firm basis of government is justice, not pity. These are matters of justice. There can be no equality or opportunity, the first essential of justice in the body politic, if men and women and children be not shielded in their lives, their very vitality, from the consequences of great industrial and social processes which they cannot alter, control, or singly cope with. Society must see to it that it does not itself crush or weaken or damage its own constituent parts." To us who have passed the midpoint of the twentieth century, this inaugural address strikes a familiar note. Apart from the issues of war and peace, a popular concern for economic security and a popular will to seek it in part at least through government action have been perhaps the salient political fact of our time, in this and in other lands. Wisely or not, for good or for ill, the belief has become widespread that modern industry and agriculture have the potential capacity to meet the age-old economic anxieties of men, and that government is a major and indispensable instrument for realizing the potential. On the record, it appears unlikely that any democratic government could survive which failed to understand this conviction and the demands to which it has given rise. This is clearer today than in Wilson's time, when a confused and vigorous people were floundering into grips with the twentieth century. Yet Wilson saw it, in his time. He also saw the countervailing danger. In developing the means through government to meet the immense emerging demand, it would be blind folly to lose • 2 • • 3 • �sight of the tested wisdom of our tradition and experience: the spiritual value and practical importance of personal freedom and private action, and the political and legal institutions which have constituted their historic setting. Apart from the issues of war and peace, it has been the central task of free men in this century to adjust the new demand to the old wisdom. When Wilson took office, the shape of this task was only dimly perceptible, but he saw it as it was in all its essential aspects. In calling upon the nation to do the things which must be done, he stressed also that we must "not leave the others undone, the old-fashioned, never-tobe-neglected, fundamental safeguarding of property and of individual right ... We shall deal with our economic system as it is and as it may be modified, not as it might. be if we had a clean sheet of paper to write upon; and step by step we shall make it what it should be, in the spirit of those who question their own wisdom and seek counsel and knowledge, not shallow self-satisfaction or the excitement of excursions whither they can not .tell." In the election of 1912, both Woodrow Wilson and Theodore Roosevelt, as standard bearer of the Bull Moose party, had run well ahead of Taft. The popular vote for Wilson was almost double that of Taft, and his strength by states in the electoral college twenty times greater. Theodore Roosevelt's popular margin over Taft was almost 20%, and his support by states tripled that of the regular Republican candidate. The combined popular votes for Wilson and Roosevelt aggregated ten million, representing forty-six states in the electoral col~ lege; that for Taft was three million, representing two states, Vermont and Utah. The mood of the nation was impatient, and unmistakably progressive, but the mood had greater strength than clarity. It would find its way into channels of action but the choice of channels was not foreordained. ' The broad response to Theodore Roosevelt's "Square Deal" and Woodrow Wilson's "New Freedom" reflected a popular conviction that government must be a positive force in the effort to achieve economic security and to vindicate the • 4 • principle of justice in modem society. The intensity of this conviction, and the momentum of the forces springing from it, were far greater than any contemporary general insight into its implications, or into the problem of ways and means. In the surging pursuit of economic security and wide-spread enjoyment of high levels of consumption, the need and difficulty of increasing and improving production could easily be .overlooked. In the drive to regulate and order the vast machinery of the modem economy through action by the central government, the vital importance of flexibility and initiative and the questing and creative individual mind could be neglected. In the insistent pressure toward social justice, it was not inconceivable that the enduring value of individual justice and individual freedom might be disregarded. The reality of these hazards has been attested by the course of subsequent events in other lands. It is a hard thing to maintain a balance among purposes deeply felt which seem to conflict and which in the short run may conflict in fact. It is especially hard when the feelings and opinions of millions of vigorous men and 'women are thrown into the reckoning. A passing intensity of feeling for certain of the purposes may suppress the others; or the play and counterplay of forces may eventuate in a barren stalemate. In a larger sense, these difficulties are perhaps just a variation of the theme sounded by Job: "Man is born unto trouble as the sparks fly upward." Yet I do not believe it wishful thinking to suggest that, appraised in the long perspective of human error and sorrow, and with due allowance for the innate untidiness of the patterns of political life, the American people in the first half of this century have managed to maintain an approximate and workable balance. There are heavy liabilities in the reckoning, but, on net balance over the years, the American people have gone forward with the job of adjusting their society to the conditions of the age while continuing to cherish and vindicate the independent human spirit and the self-reliant mind. • 5 • �I do not suggest that the job has been completed, or that it ever can be completed. These are matters to which the words of Walt Whitman have special relevance: "It is provided in the essence of things that from every fruition of success, no matter what, shall come forth something to make a greater struggle necessary." Without minimizing the shortcomings of the past and present, or the stresses which lie ahead, we may note the measure of what has been accomplished. In the intricate web of factors which have made this accomplishment possible, the political and intellectual leadership of Woodrow Wilson have an indelible place. He saw the problem as it was, in its double aspect. "[In our day] the individual is caught in a great confused nexus of all sorts of complicated circumstances, and . . . to let him alone is to leave him helpless as against the obstacles with which he has to contend ... law . . . must come to the assistance of the individual . . . Freedom today is something more than being let alone. The program of a government of freedom must in these days be positive ..." 1 But also: "I believe that the ancient traditions of a people are its ballast . . . you must knit the new into the old . . . it must not be a patch, but something woven into the old fabric ... of the same texture and intention. If I did not believe that to be progressive was to preserve the essentials of our institutions, I for one could not be a progressive."2 Under his leadership, the balanced conception was translated into legislative enactments which remain an important part of our national life: the Federal Reserve System, the Federal Trade Commission Act, the Clayton Act, credit facilities for agriculture. These concrete enactments reflected a less tangible but far-reaching process, the consequences of which have been perhaps larger and deeper than the effects of any specific legislation. Woodrow Wilson not only served as the principal rallying and organizing point for progressivism 1The New Freedom (Doubleday, Page & Co., 1913), p. 284. 2 Jd., at 44. • 6 • and liberalism as political forces in his time; he also contributed powerfully to setting the tone and establishing the theme of progressive and liberal thought in the United States. With his associates and supporters, he stressed the task of government as a creative and adjusting force in a modern industrial society. He also stressed the need to develop this task in harmony with the values of freedom and the conditions of a decentralized and flexible society. It is due in no small degree to his influence, and that of his supporters and associates, that the main tendencies of liberal and progressive thought in America have stayed in tune with the old wisdom while alert and responsive to the new needs. Since the crisis of Munich in 1938, the struggle for adjustment between the values and institutions of freedom and the complicated nexus of modern industrial society has been overshadowed by the issues of war and peace. During the past ten years, with the development of nuclear energy and nuclear weapons, and the emergence of the Soviet Union and Communist China as the principal threats to peace, the problems of war and peace, economic security and economic growth under the stresses and opportunities of modern technology, and the preservation and vindication of freedom, have overlapped and interpenetrated. The American people in Woodrow Wilson's time had a not dissimilar experience. If the events which then beat upon them were not quite so vast and portentous as those we face today, they were also less well prepared by virtue of their relative national strength and previous experience to deal with such events. Their job and ours are comparable in difficulty and in nature. From his inauguration on March 4th, 1913, to the outbreak in Europe of the first World War at the end of July, 1914, Wilson had barely seventeen months to come to grips with the domestic issues upon which his entire electoral campaign had been fought. His initial utterances upon the outbreak of the war in Europe revealed the extent of his mental and emotional unpreparedness for this shattering • 7 • �occurrence. As he strove to reassure himself and his countrymen, he plainly shared with his people a mood of incredulity and· a fundamental lack of comprehension: "So far as we are concerned, there is no cause for excitement. There is great inconvenience, for the time being, in the money market and in our exchanges, and, temporarily, in the handling of our crops, but America is absolutely prepared to meet the financial situation and to straighten everything out without any material difficulty." In the three short years which followed, the unready republic and its unready president had to tum away from their absorbing internal preoccupations to the bleak and violent confusion of the external world. For Wilson, a shadow of unreality brooded over events. He referred to the "incredible European catastrophe,'' and he long clur,g to the aspiration that America could remain an island of peace and constructive effort. The facts battered down his hopes; the nation became engulfed; and by the spring of 1918 the president whose passion was peace was calling for "Force, Force to the utmost, Force without stint or limit." When the war came to a victorious end, 'Nilson wrote out in longhand his announcement to the people of the United States: "Everything for which America fought has been accomplished." If, looking back over the intervening decades, we are tempted to smile ruefully at this pronouncement, we would do well to recall the circumstances, and to understand it as an expression of tenacious hope couched in the language of conviction. Having been buffeted and blown about by events, Wilson sought to recapture for the nation an opportunity to participate in the determination of its destiny, by reasserting his instinct for American leadership and presidential leadership. He unfurled the banner of a world-wide organization of nations to maintain the peace, and the banner of American responsibility to be first among equals in undertaking to establish an order of law and freedom throughout the world. It has been said that the banners were struck from his hands, • 8 • ana that he died repudiated by a majority of his countrymen, who had grown tired of strenuous endeavor and bored by high purposes. This was substantially accurate, from a narrow angle of vision and for the short term. In a longer and wider view, it has been belied by the course which the United States has followed during the past fifteen years, in war and in peace: in the coalition against the aggression of Hitler and the war lords of Japan; in the concerted defense against Communist aggression in Korea; in the North Atlantic Treaty Organization and the Organization of the American States; and in the United Nations. In essence, this course reflects the acceptance by vVilson's countrymen of the responsibilities of leadership and partnership in the effort to establish a just and workable international order. Two themes stand out in the administration of Woodrow Wilson. They are +he pain and promise of adjustment among the values and institutions of freedom, the quest for ec~ nomic security, and the consequences of modem technology and industrial organization; and the struggle to determine and carry out America's responsibility in relation to the issues of war and peace. Woodrow Wilson had the vision to identify these themes and to perceive their essential elements; and he had the force to bring them vividly and enduringly to the attention of his countrymen. These themes have dominated and still dominate American life in this century. It is this which gives the vision and force of Woodrow Wilson their special and continuing relevance to our time. · • 9 • �CONTRIBUTORS TO THE ASSOCIATION OF INDEPENDENT COLLEGES IN MARYLAND, INC. Fo! ~he. third year St. John's College has been engaged in a sol~c1tahon of corpo~ate support from Maryland business and mdustry through its membership in th~ Association of Independent Colleges in Maryland, Inc. Other members in the group are: Hood College, Washington College, Western Maryland College, College of Notre Dame of Maryland and Mount Saint Mary's College. To date thi~ year approximately $25,000 has been received from 54 contnbutors. Part of the national movement of corporate support of higher education, the campaign in Maryland ,is providing an important new source of support for St. Johns College and the other independent institutions which are members of the Association. Contributors from the State of Maryland thus far this year are: A. S. Abell Co. Foundation, Inc. Franklin-Balmar Corp. Frey & Sons, Inc. Anchor Post Fenc~ Arundel Corporation General Refractories Co Austin Packing Co. Glassips, Inc. · Baker. Watts & Co. J. J. Haines & Co. Lyon Conklin & Co., Inc. Bartgis Brothers Co. Barton, Duer & Koch Paper Co. Glenn L. Martin Co. Black & Decker Mfg. Co. McCormick & Co., Inc. Jack Meyerhoff & Sons Fund The Borden Co. & Lloyd E. Mitchell, Inc. Hendler ~reamery Co. Burt Machme Co. O'Brien Corporation Harry T. Campbell Sons Corp. James W. Rouse Co. Carey Machinery & Supply Co. Sheraton-Belvedere Hotel Stein Bros. & Boyce Cloverland Farms Dairy C. & P. Telephone Co. Sun Life Ins. Co. of America H. A. B. Dunning Foundation Union Trust Co. of Maryland VanSant Dugdale & Co F. A. Davis & Sons, Inc. E~lic~tt Mac.hine Corp. Waverly Press · Harry C. Weiskittel Co., Inc. Fidelity-Baltimore National Western Maryland Dairy Bank & Trust Co. Young & Selden Fidelity & Deposit Co. of Maryland • IO • National corporations contributing are: Addressograph-Multigraph Corp. Container Corp. of America Corn Products Refining Co. General Elevator Co., Inc. General Foods Fund, Inc. Gray Concrete Pipe Co. Inland Steel Foundation, Inc. Massachusetts Mutual Life Insurance Co. Morgan Millwork Co. National Biscuit Co. National Dairy Products Corp. Socony Mobil Oil Co., Inc. Time, Inc. STATE VOTES $500,000 TOWARD KEY MEMORIAL AUDITORIUM Governor Theodore R. McKeldin has signed a bill, making available $500,000 to St. John's College toward the construction of the Francis Scott Key Memorial Auditorium, provided the College can raise a matching sum prior to January 1, 1958. Both Houses of the General Assembly took favorable action on the measure at the February session this year. It is the hope of the College that construction can be initiated during the summer or early fall upon both the auditorium and the laboratory building. It is estimated that each building will cost in the neighborhood of one million dollars. The College now has in hand $500,000 toward the laboratory building as well as the half-million dollar conditional grant toward the Key Memorial. Final plans and specifications for both structures are now being completed by the architectural firm of Neutra and Alexander of Los Angeles, California. The auditorium will contain seats for six hundred people, a well-equipped stage, a large lobby, a chorus and conversation room suitable for the Friday night lecture question periods and complete facilities for music. The laboratory building includes four biology laboratories, two physics and chemistry laboratories, two mechanics laboratories and two optics and electronics laboratories. There will be, as well, over twenty small project rooms and other offices, a Foucault pendulum, and a small planetarium. • 11 • �NEW TEACHING INTERNS GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, from the gifts of its friends and alumni and from permanent endowment funds. These funds now exceed $1,500,000 but must be quadrupled to assure the financial stability of the College. Planning for the future has been based upon the conviction that the College enrollment should not exceed 300 students. This will preserve the present close relationship between faculty and students. To provide adequate physical facilities for a student body of this size, new buildings will be required as well as renovations to existing structures. The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to the Visitors and Governors of St. John's College in the State of Maryland, an educational corporation existing by Charter of the General Assembly of the State of Maryland and situated in Annapolis, Anne Arundel County, in said State, the sum of ................................. dollars." If bequests are made for specific purposes, such can be fully stated. Attention is invited to the fact that Federal and State income tax deductions resulting from such gifts may mean a cost to the donor of only a fraction of the value of the gift to the College. • 12 • SETH G. BENARDETE UNIVERSITY OF CHICAGO THOMAS K. SIMPSON ST. JoHN's CoLLEGE 'SO CLARENCE W. STRYKER MEMORIAL SCHOLARSHIP FUND ESTABLISHED Alumni and friends have contributed approximately three thousand dollars to establish a memorial scholarship fund in honor of Clarence W. Stryker, for many years Professor of History at St. John's College and later a member of the Board of Visitors and Governors. By resolution of the Alumni Association, a scholarship is to be awarded, at least biennially, to a deserving upper classman. Alumni and other friends of Professor Stryker are invited to make additional contributions to the Fund. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 12 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/. Identifier An unambiguous reference to the resource within a given context Bulletin, April 1956, Vol VIII, #2 Woodrow Wilson Centennial Address Title A name given to the resource Bulletin of St. John's College in Annapolis, April 1956 Description An account of the resource Volume VIII, No. 2 of the Bulletin of St. John's College in Annapolis. Published in April 1956. Date A point or period of time associated with an event in the lifecycle of the resource 1956-04 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ed16d718b59569ef1518c6c9ca0b0efc.pdf f9958394cbb454022d9571d68036b6cc PDF Text Text Volume IX No. 2 BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS Teaching and Writing A measure of the literary activity at St. John's is to be found in an article by James H. Bready, reprinted here from the Baltimore Sun. The number of books which College tutors have recently published or have now in progress seems impressive when viewed in proportion to a faculty of twenty-eight. It is true, however, that St. John's College considers scholarly research to be a function of the university aml not a responsibility of the liberal arts college. Professional investigation and publication have therefore never been considered criteria for evaluating members of the faculty. As a matter of fact, the teaching duties of a St. John's tutor are so demanding and all-engrossing that there is relatively little opportunity for research and extra-curricular activity except during vacation periods. The College curriculum is such that no tutor can teach in the St. John's program without receiving the constant stimulation of new ideas and insights. Hence the usual reason for requiring scholarly activity, namely to combat staleness in faculty members, does not apply at St. John's. Faculty members do work on new translations of certain texts. In a certain sense they are also engaged in "horizontal" rather than "vertical" research, that is, the discovery of new understandings of the relationships between the several fields of knowledge, rather than the more intensive work in a specialized field. This year a small group of tutors have been engaged in a new project known as the Faculty Study Group and financed by a special grant from the Fund for the Advancement of Education, established by the Ford Foundation. Five tutors have been relieved of part of their normal teaching load to study ancient logic and modern symbolic logic and thus to increase their own understandings in a new field. In spite of the demands of the College's regular program, tutors and students still find time for extra-curricular pursuits, some of which lie beyond the scope of Mr. Bready's article. During the past winter, for example, musical compositions by Douglas Allanbrook have been performed in Baltimore, Washington and New York. These include Songs to Shakespeare's Sonnets, First String Quartet, Concerto for Harpsichord and Orchestra and Fantasy for Violin and Piano. RICHARD D. WEIGLE Annapolis, Maryland April, 1957 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �THE SUN THE SUN, BALTIMORE, SUNDAY MORNING, APRIL 7, 1957 Books And Authors By JAMES H. BREADY ST. JOHN'S COLLEGE includes on its list of 'Jrescribed readings no books· by people at or from St. John's. Next September a full score of years will have gone by since the college installed its celebrated New Program or nonelective curriculum of lib· eral arts and natural s!!iences, based upon the great books of Western civilization. No student or faculty member in these twenty years would ask serious comparison of anything under his byline with major works, or portions of works, by Kepler al}d Kierkegaard, by Spinoza and Adam Smith and Sophocles. A mathematical physicist, Louis Victor, Prince de J3:ro· glie, happens to be the one living man on the current year's list of 94 authors (the titles, contrary to legend, well exceed 100) . There are, moreover, prac· tical discouragements: tutorials and labs and seminars and summer reading keep stu· dents only too occupied; for tutors, the emphasis is on teaching rather than publish· lng. Book Census Taken This much said, a book census of St. John's College is still both possible and· due. Books, great or small, have come from its colonial ( and contemp.or.ary and coeducational) campus; the compiler's real danger is inadvertehi omission. A ringing example of pro· ductivity is Victor Zucker· kandl, who, as of the current academic year, has one book out, another book at the print· er's and still a third in his typewriter. Mr. Zuckerkandl's forte is music-before coming to this country, a . refugee from Nazism, he conducted opera, took a Ph.D. in musi~ cology and philosophy from the University of Vienna, was music critic for Germany's most important newspaper chain and published two other books. Bumpy Going For Layman His "Sound and Symbol," published last fall by the Bollingen Foundation in English tran$lation, is bumpy going for a layman. It treats of music in the abstract; a ser quel, "Man the Musician," Will relate music to the indi· vidual. In between, he has written-for his first time, in English""'."" a shorter work, not yet titled, systematically in· tfoducing ~rdirtary readers to the serious aspects of music. Princeton University Press expects to bring it out next fall. Meantime, 1a pianist himself. Mf. Zuckerkimdl exem· plifies the versatility expect· ed of a St. John's tutor: he has been presiding over a course in optics. Another worl;t· of which the noncampus public may ·soon be aware ·is "The Levellers and the Origin of the Theory of Natural Rights," by Harvey Poe .. Begun during a Rhodes scholarship at Oxford and completed last fall in Annap· olis, the book brings to light a politico-religious group in Cromwell's day who, regarded then as extremist utopians, :ftrst effectively phrased var· ious principles that are now held basic to the democratic way. A look at the manuscript drew from Supreme Court Justice Black the half-humor· ous suggestion that a movie be made of the life of John Lilburne, the most gaudy sol· dier and prolific pamphleteer among the Levellers. Perhaps two· dozen tutors, from the late Charles Glenn Wallis down through J. Winfree Smith, Jr., on the pres· ent faculty, have toiled to convey the meanings of paragraphs as well as of ilidividual words. The "ean of the faculty, Jacob Klein, known to all post-1937 students as Jascha, has· been toiling to find new meanings for entire Platonic dialogues, a labor that should some day evolve into a major exegesis or work of interpretation. Tw-0 further books, to which the contrast may lend an unduly conventional sound, are "William Heytesbury - Mediaeval Logic and the Rise of l\;Iathematical Physics," pub· hshed last year by the University of Wisconsin Press, and the detailed inquiry into an early Nineteenth Century evangelical movement within the Anglican Church, led in part by Bishop Samuel Wilberforce, that engages Ford K. Brown. Poet's Side Suits C.impus-Life N ot'el Other tutors have set off on more individualistic trails. Charles G. Bell, another former Rhodes scholar , and a man whose career has alternated between 'literature and physics, was a published poet before coming to Annapolis last fall; he offers strong· side suits ii} musiC and the history of art. His major current enterprise. is a cultural history of Western man, tentatively titled "Spirit Takes Form" and laid out for five. volumes. · Nothing daunted, his colleague Thomas K. Simpson <himself St. Jbl\n's '50) is at. Wi>rk upon a history· of the liberal' arts, with no commit· . 1'tent as to length. On the -other hand, Henry V. Grattan has just finished rendering into English a book by his wife, who is Fre~ch. The book, to be published by Viking, is for children. The present purpose excludes work of pedagogy long and short. having to do' with the college program. It excludes works by men who have ~ome an_d gone and put no evidence of St. John's into their subsequent writingswhile he was at St. John's creative literary impetus did not engage the current New York novelist and biographer, Charles Van Doren. The present purpose excludes women, but by no dire'ct intention-just for lack of data. A woman member of the Class of '57 turned in her senior essay recently, a compressed thing of 41 pages that maybe could become a book sometime. The title 'is "Space and Time in. Newton's Principia and Einstein;s Theory of Relativity." It'll keep an ordinary reader on his toes looking for typographical er: rors in all those equations. Not all St. John's books are •pe<:ulative-or even nonfic· tion. Joy and sorrow amid its scholastic rigors somehow ought t.o have inspired a clus· ter of campus-life riovels from former students; the only one recalled, however ( and copies are scarce at that) , is "But A Little Moment," by James C. Ballard, an episodic 500-page effort, with many noncollege settings, that appeared in 1950. One reviewer called him "a young author who will make his mark when he learns • . . to lean less heav· Hy upon his Great Books dis· cussions at St. John's." In point of quantity, far and away the greatest amount of material published is translations, of Greek and Latin and German works, ·assigned as readfo.g and previ· ously ·nonexlstent in English. Woman's Senior Essay �Bulletin of St. John's College Annapolis, Md. Vol. IX April, 1957 No. 2 Published Quarterly Entered as Second-class matter, Feb. 18, 1949, at the Post Office at Annapolis, Maryland, under the Act of Aug. 24, 1912. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 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/. Identifier An unambiguous reference to the resource within a given context Bulletin April 1957 Vol IX No. 2-Teaching and Writing Title A name given to the resource Bulletin of St. John's College in Annapolis, April 1957 Description An account of the resource Volume IX, No. 2 of the Bulletin of St. John's College in Annapolis. Published in April 1957. Date A point or period of time associated with an event in the lifecycle of the resource 1957-04 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d56472bee849689e65af0727ff6c23b2.pdf c1e0f74487fd83cde4e4e33c1c44d80a PDF Text Text PRESIDENT'S REPORT ST. JOHN'S COLLEGE cA.nnapolis, vrcaryland �To the Students, Alumni and Friends of St. John's College: The report to the Visitors and Governors of St.John's College which forms the main part of this folder has been sent to you because it not only reports upon a fiscal year which has been very satisfactory, but also because it gives the main facts as to the real estate in Annapolis about which a great deal of misunderstanding exists. This year, it is hoped, will not only mark the end of the long series of years during which the College has operated at a deficit, but will mark the beginning of the time when the College will annually operate with a balanced ~udget. Since the report was written, the aquisition of the renowned Ashhurst Classical Library (partly as a gift and partly by means of the regular Library appropriation) has been consummated; and this collection, formed by three generations of scholars, has greatly enriched the excellent College Library. In general, the position of the College is being strengthened and improved, and next year is looked forward to as one which should be highly successful. Cordially yours, DOUGLAS H. GORDON President �Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS VOLUME III NUMBER 3 AUGUST 1933 Published four times a year by St. John·s College, Annapolis, Maryland. Entered as second-class matter January 31, 193 l at the Post Office at Annapolis, Maryland, under the Act of August 24, 1912. �To the Visitors and Governors of St. John's College: Dear Sirs: I am happy to report that the long series of years during which the College has operated at a deficit is now at an end, and that St. John's College has operated so as tc finish with a surplus the fiscal year terminating on June 30, 1933. It is with a feeling of deep gratitude to students, to members of the Faculty, and to members of the Board that I make this statement, for it was by the cooperation of these three groups that it was possible to achieve this result, so vital to the College at present and for the security of its future. When I assumed the presidency of St. John's College two years ago, the obvious and striking difficulty of the College, which had become a serious danger, was this continuing operation at a substantial annual deficit. Without going into details, except to state that all non-cash items have been conservatively written off in no case by less than 75%, I report for comparison the annual results of operations as follows: 1928-1929 ... . .... .. ... . ... $109,095 .93 (deficit) 1929-1930 . . .. . ............ 102,758.70 (deficit) 1930-1931.. . . . . . . . . . . . . . . . 39,750.81 (deficit) 1931-1932.... . ..... . ...... 23,145.70 (deficit) 1932-1933.. .. .... . ..... . . . 1,834.23 (surplus) As I pointed out in my report of last year in explaining the loss for 1931-1932, the Board appropriated $15,10 5. 00 for salary increases, new appointments, and for a new library appropriation for that year. In addition, the then business manager did not include in the estimates submitted to the Board an essential expenditure of $6,000.00 necessary to install a completely new heating system, which could no longer be deferred. So that, even during the year 1931-1932, when placed on a comparative basis with the previous year, the College was operated substantially without deficit. It might be well to add that since I have been at the College, although one assistant coach, two administrative officials, and three administrative employees have been dismissed without being replaced, not a single laborer has been dismissed, and every member of the teaching staff has annually been reappointed for the following year. �Faculty salaries have been maintained at the 1929 level, with numerous substantial increases in 1930, and with several smaller increases in 1931, until the current year when the salaries of the faculty were reduced 18. 50%, leaving them substantially above the 1929 level in purchasing power and in many cases in actual amount of money paid. The same cut was made in the salaries of all other members of the staff, except in one case where a larger cut was made. Considerable improvements have been made in the equipment of the College. In addition to the new heating plant previously referred to, a completely modern heating system has been installed in the Brice House (made necessary by a controversy with the Carvel Hall Hotel as to the effect of a contract to heat, which will ultimately have to be settled by litigation). Office equipment has been bought when necessary, and always with the idea in mind that the greatest ultimate satisfaction will be derived from the best equipment that can be had. Pinkney Hall has been completely repainted, so that its brick work is in condition to require no more attention for another generation. At the same time, the interiors of both Pinkney and Randall were completely repapered. The second great difficulty which faced the College in 1931 was the extraordinary relationship of the College with the Davis-Smith Realty Company, a corporation which, with the assistance of the College and the active labor of the College officials and Board members, had acquired not only a large number of buildings immediately adjacent to the College but also over four hundred acres of land across College Creek. Contrary to general understanding, the Brice House, Hammond-Harwood House, Laws House, and Pinkney House are not owned by this corporation, but by the College. It was very generally thought that the owner of the stock of the Davis-Smith Company had acquired the real estate in question for the purpose of donating it to the College, with the exception of one piece which was similarly believed to be intended as a gift to the State. In 1932, it became known that the stock of the Company had been pledged by its owner in a manner inconsistent with the belief originally entertained. After extended negotiations, the disastrous leases into which the College had been persuaded to enter were cancelled as of January 1, 193 3, and new leases at proper rentals were entered into for the three buildings which the College needs. �The third difficulty of the College in 1931, occasioned by the fact that for two years there had been no president, was the uncertainty as to the division of authority in the College. With the adoption of the policy of holding regular faculty meetings, and with the smooth functioning of faculty committees, this situation has now been obviated. The Library of the College has been enriched by the bequest of the library of Samuel F . Garner of the class of 1871 ; and a group of valuable scientific and reference publications was given to the library by Mrs. Marcus Benjamin in memory of her husband, Doctor Marcus Benjamin (LLD., 1910). The gift by Mrs. Benjamin of a number of bookcases and pictures has added greatly to the utility and attractiveness of the faculty offices in the basement of Woodward Hall. At the present moment negotiations are under way for the acquisition of the well known Ashhurst Classical Library, and should, within the next few weeks, be completed. A Baltimore library which has often been described as the finest library in the State of Maryland has been promised to the College as a bequest by its present owner. In addition to the fact that the excellent Faculty of the College has not been reduced as has been the case in practically every institution of learning in this country, several new instructors have been employed. This action makes the Faculty today the largest in the history of the College. During the past year, the graduates of the College have continued to win the scholarships for research work which have in recent years been in such large numbers awarded to them, and which constitute the best sign of the scholarly standing of the College. From what has been said it may be seen that the greatest difficulties of the College have been eliminated. St. John's College may now look forward to a secure and bright future. Respectfully yours, DOUGLAS H. GORDON President � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 6 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis, August 1933 Description An account of the resource Volume III, No. 3 of the Bulletin of St. John's College in Annapolis, "President's Report". Published in August 1933. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1933-08 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volIII_no3_1933_August President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5cca4836f4dd671d067d1549a6ab7f78.pdf 7f3f6866e8d021256e86853e7f2027f5 PDF Text Text DECEMBER, r, .• ·. I 1932 NUMBER 1 BULLETIN OF ·\ ·ST. JOHN'S COLLEGE IN ANNAPOLIS CATALOGUE NUMBER FOR 1932-1933 \ Founded as King William's School, 1696 Chartered as St.John's C-0llege, 1784 v Published four times a year by St. John's College, Annapolis, Maryland. Entered as second-class matter January 31, 1931, at the post office at An· napolis, Maryland, under the Act of August 24, 1912 . .~ �CONTENTS CoLLEG£ CALENDAR ................................... PAGE BOARD OF VISITORS AND GOVERNORS. . . . . . . . • • . • • • • . • • . . • 5 7 OFFICERS OF ADMiNISTRATION AND INSTRUCTION. • • . . • • . . . 10 GENERAL fNFORMATION • • • • • • . . . . . . . • . . . . . • . . . . • . . . . . • 18 ADMISSION . •. . ••••••. ••. •••. . . . . •. •. . . . . . . . . ••. ••••• 29 PROCEDURE FOR NEW STUDENTS......................... 33 FEES . . • • . • . . . . . . • . • . . • . . • • • . . . • . . . . . . . . • . • • • . . . • • . • . 35 AWARDS AND AIDS. • • . . . • . . . . . . . . • . • • • • • • • • • • • • • • • • • • • 38 GENERAL REGULATIONS • • • . . . . • • . • . • • • • • • • . • • . • . • . • • • • 46 COURSES OF INSTRUCTION . . • • . . • • • • • • • • • • • • • • • . • • • . . • • • 63 1932-33; DEGREES CONFERRED AND 1931-32 ................•....•.....• 100 STUDENTS ENROLLED, PRIZES AWARDED, INDEX .••••...•• ; ••...••.•.....•••..•.•••...• ; • • . • . . 109 �........... .............................,~ ~~~~~~~~~~~~~~-------- 1934 1933 1932 JULY JANUARY JULY JANUARY slMl1•lwiTIFls si:m:ITiwiTIFls sl:m:ITiwiT-iFls slMIT/wjTjF!s .......... 121234567 3 4 5 6 7 8 9 8 9 10 1112 13 14 10 111213 141516 15 16 171819 20 21 17 18 19 20 21 22 23 22 23 24 25 26 27 28 24 25 26 27 28 29 30 29 30 31 . . . . . . . . 31 . . . . . . . . . . . . . . . . . . . . .- . . . . . AUGUST FEBRUARY AUGUST 7 14 21 28 . . . . . . . . . . . . 1 .. 1 2 3 4 5 6 2 3 4 5 6 7 8 7 8 9 10 1112 13 9 10 111213 1415 14 15 16 1718 19 20 16 17 18 19 20 21 22 21 22 23 24 25 26 27 23 24 25-26 27 28 29 28 29 30 31 ... . 3031 . . . . . . . . . . . . . . . . . . • . . . :: 123456······1234 .•.. 1 2 3 4 5 8 9 10 11 12 13 5 6 7 8 9 10 11 6 7 8 9 10 11 12 15 16 17 18 19 20 12 13 14 15 16 17 18 13 1415 16 17 18 19 22 23 24 25 26 27 19 20 21 22 23 24 25 20 21 22 23 24 25 26 29 30 31 . . . ... 26 27 28 . . . . . . . . 27 28 29 30 31 . . . . .. .. .. .. 1 4 5 6 7 8 1112 13 14 15 18 19 20 2122 25 26 27 28 29 2 9 16 23 30 3 10 17 24 .. .. .. .. .. .. .. .. .. 5 12 19 26 .. 6 13 20 27 .. 1 2 7 8 9 14 15 16 21 22 23 28 29 30 3 10 17 24 31 4 11 18 25 .. .. 3 10 17 24 .• .. .. .. 1 2 4 5 6 7 8 9 1112 13 14 15 16 18 19 20 212223 25 26 27 28 29 30 ••••••••••••••••••••• APRIL OCTOBER ............ 1 2 3 4 5 6 7 8 9 10 111213 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 ao 31 . . . . . . . . . . SEPTEMBER MARCH 1 ••••••• OCTOBER ..•..... 123 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 . . . .•. 'MARCH •. .• 4 5 1112 1819 25 26 . -. 6 13 20 27 .• l 2 3 7 8 9 10 14 15 16 17 2122 23 24 28 29 30 31 .............. APRIL ...•....•... 112345671234567 2 3 4 5 6 7 8 8 9 10 1112 1314 8 9 10 1112 13 14 9 10 111213 1415 151617 18 19 20 21 15 16 171811120 21 16 17 18 19 20 21 22 22 23 24 25 26 27 28 22 23 24 25 26 27 28 23 24 25 26 27 28 29 29 30 31 . . . . . . • . 29 30 . . . . . . • . • • 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . MAY NOVEMBER MAY .... 1 2 3 4 5 6 7 8 9 10 11 12 181415 16171819 20 21 22 23 24 25 26 27 28 29 30 . . . . . . 123456 8 9 10 11 12 13 15161718 19 20 22 23 24 25 26 27 28 29 30 31 . . • • . . ....•. 1 2 3 4 5 6 7 8 9 10 11 12131415161718 19 20 21 22 23 24 25 26 27 28 29 30 . . . . 12345 6 7 8 9 10 11 12 18 141516171819 20 21 22 23 24 25 26 27 28 29 30 31 .... DECEMBER JUNE DECEMBER JUNE NOVEMBER .. 7 14 21 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ........ 4. 5 6 7 11 12 13 14 18 19 20 21 25 26 27 28 .• .. .. .. 123 8 9 10 15 16 17 22 23 24 29 30 31 .. .. .. .....•.. { 5 6 7 11 12 13 14 18 19 20 21 25 26 27 28 .. .. .. .. 123 8 9 10 15 16 17 22 2!'1 24 29 30 .. .. .. .. 1932-33 1932 :t September 19, Monday ........... . Examinations for admission. : September 20, Tuesday . ........... Registration of all students. September 21, Wednesday September 22, Thursday ........... Oasses begin. (II FEBRUARY .. .. .. .. .. .. .. .. .. .. ... .. .. .. .. .. .. .. .. ·-· .. .. .. .. .. .. .. .. SEPTEMBER COLLEGE CALENDAR . . . . . . . . . . 12 . . . . . . . . . . 12 3 4 5 6 7 8 9 3 4 5 6 7 8 9 10 11 12 13 14 1516 10 11 12 13 H 15 16 17 18 19 20 21 22 23 17 18 19 20 21 22 23 24 25 26 27 28 29 30 24 25 26 27 28 29 30 31 . • . . . . . . . . . . . . . . . . . . . . . . . . 12, a. m.).First half-year begins. Formal opening of College. Saturday . .......... November hour-examina- tions end . November 2 3, Wednesday ( 12 m.) .. Thanksgiving recess begins. November 27, Sunday ( 6 p. m.) .... Thanksgiving recess ends. December 22, Thursday (12 m.) ... . Christmas recess begins. 1933 January 3, Tuesday (6 p. m.) ..... . Christmas recess ends. Janiiary 19, Thursday . ............ Mid-year examinations begin. January 28, Saturday ............. Mid-year examinations end. January 30, Monday . ............. Second half-year begins. February 22, Wednesday .......... Washington's Birthday: a holiday. March 18, Saturday . ............. March hour-examinations end. April 12, Wednesday (12 m.) ...... Easter recess begins. April I9, Wednesday (6 p. m.) ..... Easter recess ends . May 25, Thursday ................ Final examinations begin. · June 3, Saturday ................. Final examinations end. June 7, Wednesday . .............. Commencement Day. !I �6 CATALOGUE OF ST. JOHN'S COLLEGE SUMMER. VACATION June 8 to September 17, inclusive CATALOGUE OF ST. JOHN'S COLLEGE 7 BOARD OF VISITORS AND GOVERNORS* 1933-34 1933 September l 8, Monday . ........... Ex:aminations for admission. ,. His Excellency, ALBERT C. RITCHIE ............ Annapolis, Md. September 19, Tuesday ........... . Registration of all students. HERBERT NoBLE .............. IIS Broadway, New York, N. Y. September 20, Wednesday ( l l a.m.) . First half-year begins. Formal opening of College. September 21, Thursday .......... . Classes begin. November II, Saturday ........... November hour-examinations end. November 22, Wednesday ( l 2 m.) .. Thanksgiving recess begins. r November 26, Sunday ( 6 p. m.) .... Thanksgiving recess ends. December 2 l, Thursday ( l 2 m.) .... Christmas recess begins. 1934 January 2, Tuesday (6 p. m) . . . . . . Chr" tmas recess end s. . 1s January 18, Thursday ............. Mid-year examinations begin. January 27, Saturday . ............ Mid-year examinations end. Governor .of Maryland. President Ex Officio. Lawyer. Chairman. WALT~ H. BucK. , .. 809 Union Trust Building, Baltimore, Md. Lemmon and Buck, Lawyers. Vice-Chairman. EDWIN WARFIELD, JR .... IS East Saratoga Street, Baltimore, Md. Editor. Secretary. JAMES A. WALTON .......................... Annapolis, Md. President, Annapolis Banking and Trust Co. Treasurer. WILLIAM WooDWARD .......... I Wall Street, New York, N. Y. Chairman of the Board of the Central Hanover Banlc and Trust Company. JuDGE WALTER I. DAWKINS ... Fidelity Building, Baltimore, Md. Associate Judge, Supreme Bench of Baltimore City. January 29, Monday ............. . Second half-year begins. • The President of the Senate and the Speaker of the House of Delegates of the Maryland General Assembly and the Judges of the Maryland Court of Appeals are ex officio members of the Board. February WALTER J. MITCHELL, President of the Senate •.............. . La Plata, Md. 22, Thursday . ........... Washington's Birthday: a holiday. March 17> Saturday . .............. March hour-examinations end. April II, Wednesday (12 m.) ..... . Easter recess begins. April 18, Wednesday ( 6 p. m.) ..... Easter recess ends. May 2 4, Thursday . ............... Final examinations begin. June 2, Saturday ................ . Final examinations end. June 6, Wednesday ......•........ Commencement Day. T. BARTON HARRINGTON, Speaker of the House of Delegates ••• . Baltimore, Md. Judges of the Court of Appeals CARROLL T. BOND, Chief Judge .......•................. .' . . Baltimore, JoHN R. PATTISON, Associate Judge ..................... . Cambridge, HAMMOND URNER, Associate Judge .......•................ . Frederick, Wru.r.AM H. ADKINS, Associate Judge ...........•......••... . Easton, T. SCOTT OFFUTT, Associate Judge ........................... Towson, W. MITCHELL DIGGES, Associate Judge ..•...............•... . LaPlata, FRANCIS NEAL PA.RKE, Associate Judge ................ . Westminster, D. LINDLEY SLOAN, Associate J'/l.dge ..................... . Cumberland, Md. Md. Md. Md. Md. Md. Md. Md. �8 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 9 T. WEST CLAGGETT .. Igo8 First Natl. Bank Bldg., Baltimore, Md. Manager, Philadelphia and Reading Coal and Iron Company. RIDGELY P. MELVIN ...•..........•.••........ Annapolis, Md. COMMITTEES OF THE BOARD OF VISITORS AND GOVERNORS FRANK R. KENT ..••• ; ..••...•.••••.. The Sun, Baltimore, Md. Executive Committee Attorney-at-Law. Vice-President, A. S. Abell Publishing Company; member of staff, the Baltimore Sun. J. VINCENT ]AMISON, JR... 102 Prospect Street, Hagerstown, Md. President, Jamison Cold Storage Door Co. DR. CHARLES c. MARBURY Physician. 1015 16th St., N. W., Washington, D. C. LEWIS W. BALDWIN .. 2200 Missouri Pacific Bldg., St. Louis, Mo. President, Missouri Pacific Railroad. SYLVESTER W. LABRoT ................•...•. Annapolis, Md. Labrot & Company, Bankers. DR. AMOS F. HUTCHINS .. 10ro N. Charles Street, Baltimore, Md. Buildings and Grounds DR. HUTCHINS MR. LABROT, Chairman MR. WooDWARD DR. BORDLEY Elections to the Board MR. CUGGETT, Chairman JUDGE DAWKINS l\tfa. WARFIELD Surgeon. ELMER G. PARSLY ......... I500 Walnut Street, Philadelphia, Pa. Parsly Bros. & Company, Bankers. DR. ]AMES BORDLEY, JR..... 330 N. Charles Street, Baltimore, Md. DR. PEARL MR. WALTON MR. BucK, Chairman MR. NOBLE MR. JAMISON MR. MELVIN Fina.nee MR. LABROT, Chairman MR. GILLET MR. WALTON MR. WOODWARD Physician. DR. RAYMOND PEARL .. 1901 East Madison Street, Baltimore, Md. PRESIDENTS EMERITI CHARLES B. GILLET ...... Baltimore Trust Bldg., Baltimore, Md. THOMAS FELL .............. Carvel Hall, Annapolis, Maryland. President Emeritus Director, Institute for Biological Research, Johns Hopkins University. The Baltimore-Gillet Company, Investment Bankers. DOUGLAS H. GoRDoN .............. Brice House, Annapolis, Md. G d te King's College London, 1876; University of London, 1879; Ph. ~.,u~t.' John's College,' 1889; LL. D., Hampden-Sidney Coll~ge, 1889, University of :Pittsburgh, 1912, William and ~ary .college, 1921, D. C. L., University of the South, 1907; Litt. D., Umvers1ty of Maryland, 1923. President of St. John's College, 1886-1923. WILLIAM H. STAYTON National Press Building, Washington, D. C. ENOCH BARTON GAREY ........ ; . . . . . . . . Riderwood ' Maryland. President Emeritus CHARLES A. CUMMINS . . 20 East Franklin Street, Baltimore, Md. B. A., St John's College, 1903; Graduate, United States ~i~itary ~cad8 ·LLD Washington College, 1923. Professor of Military Science :~J· ~~ti~s, j0h~s Hopkins University, 1920-23; President of St. John's College, 1923-29. RICHARD F. CLEVELAND ... Baltimore Trust Bldg., Baltimore, Md. Lawyer. President of the College. Captain, U.S. N. (Retired). Vice-President, Consolidated Engineering Company, Baltimore. �10 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE OFFICERS OF ADMINISTRATION DOUGLAS HUNTLY GORDON, A. B., LL. B., LL. D. 12 McDowell Hall President 11 FACULTY HUNTLY GORDON ...................... Brice House President NATHAN COMFORT STARR, A. B., A .. M., Ph.D. I I McDowell Hall Assistant t~ the President A. B., Harvard College, 1926; LL. B., Harvard University, 1928; LL. D., University of Maryland, 1932. Secretary of the Board of Visitors and Governors, 1930-31; President of St. John's College, 1931-. PAUL EUGENE GROPP, B. A., M.A. ......... II McDowell Hall Dean of the. Senior Class JACOB BERNARD SEGALL .....•••.••.•• 206 Prince George Street Professor of French VERTREES }uDSON WYCKOFF, B. A., Ph.D .... II McDowell Hall Dean of the Junior Class B. L. and B.Sc., Lycee of Jassy, Roumania, 1884; Ph.D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-9~; Instructor in French, Cornell University, l8g3-96; Sorbonne, Pans, 1896-97; Instructor in French, Cornell University, 1891'-19?0; Lecturer, Modern Languages, McGill University, 1900-01; Instructor m French, Colle~e of the City of New York, 1901-03; Professor of Romance Languages, Umversity · of Maine, 1903-20; · Professor of French, . University of Main~, 1920-28 · Visiting Professor of French, Summer Session, Northwestern Umversity, '1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-. PAUL ALLEN, }R., A. B., A. M., Ph.D ...... II McD~well Hall Dean of the Sophomore Class · GEORGE ALTHOFF BINGLEY, B. A., M. A. ... I I McDowell Hall Dean of the Freshman Class MIRIAM STRANGE, A. B...................... II McDowell Hall Registrar MARJORIE SMITH LAYNG ................... I I McDowell Hall Secretary LULU VIOLA EBAUGH ........................ Woodward Hall Librarian CLARENCE WILSON STRYKER ......... Bembe's Beach, Maryland Professor Emeritus of History B. A., Union College, 1885; A. M., Coltimbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. J,ohn's . College, 1904-12, 1916-23; Professor of History, ARTHUR CHEW MEADE, C. P.A ............. I3 McDowell Hall Auditor 1923-32. HAZEL VIRGINIA SEARS .................... I3 McDowell Hall Bookkeeper REGINALD HEBER RIDGELY ................ 9 Southgate Avenue Professor of Biology EVERETT WELCOME SMITH ................ I3 McDowell Hall Superintendent . B. S., 1895, A. M., 1902, St. John's College; D. Sc., University of Maryland, 1920. Professor of Biology, St. John's College, 1912-. ]AMES JOSEPH MURPHY, M. D ..••.•................ Infirmary College Physician MAURICE TALBOTT RIGGS, B. S .. ~ ......... : ....... Gymnasium Director of Athletics }AMES JosEPH MURPHY ....•...•.....• 139 King George Street Lecturer in Hygiene M:. D., University of Maryland, 1896. College Physician, St. John's College, 191g-; Lecturer in liygiene, St. John's College, 1929-· �12 MARION ALONZO EASON ..................... 6 Franklin Street Assistant Professor of Physics E. E., University of Virginia, 1909. Student Engineer, General Electric : Company, 1909-rr; . Instructor in Mathematics and Physics, Fitchburg ,1 (Massachusetts) High School, l9rr-13; Electrical Maintenance Department, Du Pont Powder Company, 1914-15 · Instructor in Electrical Sho · P racf ice, D e?artme?-t of Manual Arts, Boston, Mass., 1915-16; Instructor ' . P . m Mathematics, Umted States Naval Academy, 1916-20, Assistant Professor 1920-25; Instructor, M~thematics and Physics, Naval Academy Preparator; School, 1925-27; Assistant Professor of Physics, St. John's College 1927-. ' GEORGE ALTHOFF BINGLEY ...................... Brice House Professor of Mathematics B. A., 1910, M.A., 1916, Princeton University. Instructor in Government Schools, Os~ka, Japan, 19!0-13; Graduate Student, University of Goettingen, 1913-14; Elizabeth _Gardner Scholar in Mathematics, Princeton University 1915-16; I~structor m ~athematics, Georgia Institute of Technology, 1918-19; Instructor m Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-. THOMAS AUSTIN FITZGERALD ................. 567 West Street Assistant Professor of Spanish Ped. B., Missouri Teachers' College, l9II; A. B., University of Missouri 1913; A. M., University of Illinois, 192!. Instructor in Ancient and Mod~ ei:i Languages, Pensacola Classical School, 1913-14, Burlington (Iowa) High School, 1914-18, Terrill School (Dallas), 1918-20; Assistant in Rom~nce Languages, University of Illinois, 1920-21; Assistant Professor of Sp~msh'. Univers_ity. of Kansas, 1921-23; Instructor in Romance Languages, Uruvers1ty of Illmo1s, 1923-27; Assistant Professor of Romance Languages St. John's College, 1927-29; Assistant Professor of Spanish, St. John'~ College, 1929-. HER.MANN BERNHARD ............... 176 Prince George Street Professor of Chemistry Ph.D., Universi1l'. o~ Berli~, 1913: Student, Universities of Petrograd, and Le1pz1~; Assistant m Chemistry, Institute of Agriculture, Berlm, 1913-14; 01em1cal Research, 1914-23; Instructor in Chemistry, Swarthmore College, 192~-25; Assistant Professor of. Chemistry, St. John's College, 1925-26; Associate Professor of Chemistry, St. John's College, 1926-30; Professor of Chemistry, St. John's College, 1930-. Wu~rzburg, CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 1 13 GEORGE CLARENCE VEDOVA .................. 73 Conduit Street Assistant Professor of Mathematics B. A., International College, Smyrna, 1913; A. M., Columbia University, 1925. Instructor in Mathematics, International College, 1914-19; Assistant in Mathematics, Columbia Univen;ity, 1925-27; Instructor in Mathematics, Columbia University, 1927-28; Instructor in Mathematics, St. John's College, 1928-:19; Assistant Professor of Mathematics, St. John's College, 192g-. MYRON McLAREN .............. The Pines, Arnold, Maryland Assistant Professor of Psychology A. B., University of Michigan, 1914; LL. B., University of Michigan, 1916. Student, Chicago Theological Seminary, 1921-22. Associate Professor of Law, University of Alabama School of Law, 1922-23; Instructor in English, College of the City of Detroit, 1923-26; Student, University of Chicago, Departments of Philosophy and Psychology, Jan., 1927-Aug., 1929; Assistant Professor of Psychology, St. John's College, 1929-. J oSEPH BusH KINGSBURY ........... 243 Prince George Street Associate Professor of Government B. A., George Washington University, 1915; Ph.D., University of Chicago, 1923. Fellow in Political Science, University of Chicago, 1916-17; Assistant in Political Science, University of Chicago, 1919-:11; Assistant Professor of Political Science, Washington University, 1919-25; Bureau of Public Personnel Administration, Washington, D. C., National Civil Service Reform League, 1926-27; Associate Professor of Political Science, St. John's College, 1928-29; Associate Professor of Government, St. John's College, 19:19-. JuLIAN SMITH DUNCAN ..................... 129 Fifth Street Instructor in Economics and Government B. A., 1917, M.A., 1919, University of Mississippi; B. D., Emory University, 1924; Ph.D., Columbia University, 1932; Instructor in Economics, Hunter College, Feb. to June 1929; Lecturer in Economics, Bryn Mawr College, 1929-30; Research Fellow, Brookings Institution, Washington, D. C., 1930-31; Instructor in Economics and Government, St. John's College, 1931-. ADAM ALLES ........................... Edgewater, Maryland Assistant Professor of Philosophy B. A., Colorado State Teachers College, 1917; B. D., Oberlin College, 1920; M.A., 1921, Ph.D., 1926, Yale University. Student at the University of Berlin, 192:1-23; Student at the University of Paris, 1923-24; Holder of Sterling Fellowship and Assistant in Ethics, Yale University, 1924-25; Holder of University Fellowship, Yale University, 1925-26; Instructor in German, Rutgers University, 1926-27; Assistant Professor of Philosophy, St. John's College, 19~-. �14 15 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST; JOHN'S COLLEGE NATHAN COMFORT ST~ ............. 243 King Geqrge Street Associate Professor of English :·EDMUND WILLIAM PAVENSTEDT ............... II Acton Place Instructor in History A. B., Ha~ar~ College, 1917; A. B., Oxford University, 1922; A. M., -Ha~var~ University, 1924; A. M., Oxford University, 1925; Ph.D., Harvard ~mvers~ty, 1928..Assistant in English, Harvard College, 1921-24; Assistant m English, Radcliffe College, 1923-24; Instructor in English and Tutor · the ?ivision ~f Modern Languages, Harvard College, 1924-28; Tutor ~ E~hsh'. Radcliffe College, 1926-28; Associate Professor of English, Colgate University, 1929-30; Associate Professor of English, St. John's Colleg ' 1930-. e, . A. B., Harvard College, 1920. Instructor and Tutor in the Division of · History and Literature, Harvard College and Radcliffe College, 1926-29; Instructor in History, St. John's College, 1932-. RICHARD KuEHNEMUND ............. : ....•..•... Brice House Associate Professor of German PAUL ALLEN , JR . · · · · · · · .· ................. 24 M urray A venue Assistant Professor of Chemistry Ph. D., University of Goettingen, 1922. Assistant at the Philological Seminar, University of Goettingen, 1920-24; Instructor in Modern Languages, St. John's College, 1924-26; Assistant Professor of Mo~ern Languages, St. John's College, 1926-29; Associate Professor of German, St. John's Coltege, 192g--. 192g--. JoHN A: B., Harvard ~ollege, ~919; A. M., 1922, Ph. D., 1924, Harvard Univers1t!. Instructor m ~hem1stry, New York University, 1923-24; Research Chemist~ 1924-29; Assistant Professor of Chemistry, St. John's College ' RICHARD SCOFIELD ..•.....•.•................. 40 East Street Associate Professor of Art and English B.. A., 1919, M. A., 1920, University of California; B. A., iliford Uni- v~rs~ty, 1924. Assist:int in English, University of California, 191g-20; Com- m1ss1on for the Relief of Belgium Exchange Fellow, Universite libre de Brux~lles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-. FORD KEELER BROWN ..•...................•. 4 Randall Court · Professor of English A: B., U~iversity. of Washington, 1920; D. Phil., Oxford University, 1926. As~1sta~t m Enghs.h, 1919-20, Assistant Professor of English, 1923-25, Umvers1ty of Washmgton; Associate Professor of English, St. John's College, 1925-29; Professor of English, St. John's College, 192g--. Lours CLAIR HuNTER •...•.......•....... 83 Shipwright Street Assistant Professor of History A. B., Knox College, 1920; ·A. M., 1923, Ph. D., 1928, Harvard University. Instructor in American Economics and Social History, Carnegie Institute of Tec~nology, 1923-28; Assistant Professor of History, Smith College, 192g-30; Assistant Professor of History, St. John's College, 1930-. . VERTREES JunsoN WYCKOFF ..•......•••• I3 Thompson Street Associate Professor of Economics B. A., 1920, Ph.D., 1923, Johns Hopkins University. Research Student at the Bethlehem Steel Company, 1923-24; Assistant Professor of Economics, St. John's College, 1924-26; Associate Professor of Economics St. John's College, 1926-. ' THOMAS RODGERS ......................... Brice House Instructor in English and History B. A., 1922, M.A., 1923, Princeton University. Instructor in English and History, St. John's College, 1931-. PAUL Eu GENE GROPP.: ............•............ Brice House Assistant Professor of_ German B. A., 1923, M.A., 1926, George Washington University. Instructor in German, Wesleyan University (Connecticut), 1923-24; Instructor in German, George Washington University, 1924-30; Graduate Student, University of Kiel (Germany), and Columbia University, 1930-31; Assistant Professor of German, St. John's College, 1931-. FREDERICK WHIPPLE APPEL •....••.......... 165 Green Street Associate Professor of Biology Ph. B., 1924, Ph.D., 1927, University of Chicago. National Research Fe11ow, University of Chicago, 1927-28; Assistant Professor of Biology, ·st. John's Co11ege, 11928-29; Associate Professor of Biology, St. John's College, ~929--· WILLIAM HENRY BAYLIFF ••.••.•••.••....... I65 Green Street Assistant Professor of Biology B. A., 1924, M. S., 1928, University of Oklahoma. Instructor in Biology, Ponca City (Oklahoma) H. S., 1924-27;. Assistant in ZoOlogy, University of Oklahoma, 1927-28; Instructor in Biology, St. John's College, 1928-30; Assistant Professor of Biology, St. .Johq's College, 1930-. �16 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST: JOHN'S COLLEGE 17 ROBERT WALLACE ELLIOTT, JR............. 201 Hanohr Street Assistant Professor of French ~itt., ~;· Rut~~rs University, 1924; DiplOme de fran~ais, degre superieur, Umvers1te de D11on, 1925; M.A., Princeton University, 1928. Master, Newark. (N_ew Jersey) Academy, 1924-25; Instructor in French, Princeton Un~vers~ty, 1925-27 and 1928-32; Fellow in Modern Languages, Princeton Umvers1ty, 1927-28; Assistant Professor of French, St. John's College, 1932-. GEORGE HAROLD McFARLIN .............. 23 St. John's Street Assistant Professor of Chemistry A. B., 1925, A. M., 1926, Indiana University. Instructor in. Chemistry Sou1;11east Mis~ouri State Teachers College, 1926-27; Graduate Student, Uni~ vers1ty of C?icago, 1927-29; Instruct~r in Chemistry, St. John's College, 1929-31; Assistant Professor of Chemistry, St. John's College, 1931-. Borns PENROSE, 2D • •••••••••••••••••••••••••••• Brice Assistant Professor of History House ~- B., Harvard C?llege, 1925. Assistant Curator of Prints, The Pennsylvania Museum. Assistant Professor of History, St. John's College, 1932-. JOHN SPANGLER KIEFFER .........•.•. 243 Prince George Street Instructor in Classical Languages · A. B., Harvard College, 1927, as of 1926; A. M., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 1927-28 · Instructor in Oassical Languages, St. John's College, 1929--· ' PHYSICAL TRAINING STAFF COMMITTEES OF THE FACULTY Advisory Council PRESIDENT GORDON, Chairman MR. ALLEN MR. APPEL MR. BINGLEY Comm.ittee on Admission and Advanced Standing MR. ALLES, Chairman MR. FITZGERALD MR. RIDGELY Committee on Curriculum PRESIDENT GORDON, Chairman MR. KINGSBURY MR. McLAREN MR. SCOFIELD MR.ALLEN MR. APPEL MR. BROWN MR. WYCKOFF Committee on Scholarships and Prizes MR. VEDOVA, Chairman MR. BAYLIFF MAURICE TALBOTT RIGGS .......•..•..••..•.• 450 West Street MR. KIEFFER Committee on the Library MR. BROWN, Chairman Director of Athletics; Head Coach of Football B. S., University of Maryland, 1920. WILLIAM FRANK STROMEYER .•...... 2I4 Prince George Street MR. GROPP MR. STARR MR. WYCKOFF MR. BERNHARD MR. HUNTER Graduate Manager of Athletics; Coach of Freshman Football MR. STARR WILLIAM HANSON MOORE, III. ... 107 Midhurst Road, Baltimore Committee on Lectures and Concerts MR. BINGLEY, Chairman B. S., St. John's College, 1916. Head Coach of Lacrosse B. A., Johns Hopkins University, 1923. MR. APPEL JosEPH NovAK ..................... . 250 Prince George Street Instructor in Physical Training; Director of Intramural Athletics; Coach of Cross Country and Track B. S., University of Illinois, 1929. VALENTINE LENTZ .............. The Pines, Arnold, Maryland Coach of Basketball; Assistant Coach of Football B. S., St. John's College, 1918. MR. PAVENSTEDT MR. RODGERS Committee to Confer with the Executive Committee of the Board of Visitors and Governors MR. APPEL MR. WYCKOFF MR. BROWN �18 CATALOGUE OF ST. JOHN'S COLLEGE GENERAL INFORMATION Historical Sketch. The story of St. John's College begins in 1696 with the establishment at Annapolis of King William's School. In that year an act was passed of which the following is an extract: CHAP. XVII A Petltionary act for free-schools. Lib. LL. No. a. fol. u5. Dread Sovereign . . • . Being excited by his present Excellency Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED, II. AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of LatiI~, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said freeschool, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence !-Ord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July I-9, I696. CATALOGUE OF ST. JOHN'S COLLEGE 19 King William's School, established in accor~ance with ~~s A~t, ' fl urished until the Revolution, when, accordmg to trad1t1on, its . b~ilding became a gunshop. In 1784 the Legislature granted the charter for St. John's College; in the following year an act v;as ' ssed which transferred the masters, students, and funds of King pa William's School to St. John's. The College has, therefore, a trad' 1tion reaching back to early colonial times. · The General Assembly wrote into the charter of the College the principles of freedom which have earned for Maryland the name of the Land of Sanctuary. WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: IL Be it enacted, by the General Assembly of Maryland, that a college or general seminary of learning, by the name of Saint John's, be established on the Western Shore, upon the foll?wing fundamental and inviolable principles, namely: first, the said college shall be founded and maintained forever upon a most liberal plan, for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education, and to all the literary honors of the college, according to their merit, without requiring or enforcing any religious or civil test, or urging their attendance upon any particular religious worship or service, other than what they have been educated in, or have the consent and approbation of their parents or guardians to attend; nor shall any preference be given in the choice of a principal, vice-principal, or other professor, master or tutor, in the said college, on account of his particular religious profession, having regard solely to his moral character and literary abilities, and other necessary qualifications to fill the place for which he shall be chosen. The " fundamental and inviolable times maintained. An early map of Offices of Administration, designates all denominations." The College is, wholly non-denominational. principles " have been at all Annapolis, preserved in the St. John's as the" Collegeas it has at all times been, �20 CATALOGUE OF ST. JOHN'S COLLEGE President Washington visited the College in 179I. After his , visit he addressed this letter to the Faculty of the College: · To the Faculty of St. Johws College: GENTLEMEN :-The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me) with the hope of an early and at the same time a mature manhood. You will do justice to the sentiments which your kind regard toward myself inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youth who are favored with your care. April 17, 1791. GEORGE WASHINGTON. He gave further evidence of his interest by sending to the College in 1798, his adopted son, George Washington Parke Custis, whose name may be found in the College records as a member of the class of 1799· In 1794 President Washington's nephews, Fairfax and Lawrence, attended the " school for grammar and the English language " and are inscribed as "Washington, sen., Virginia" and "Washington, jun., Do." in the roster of that school, which was printed in 1794 under the title, " An Address of the Visitors and Governors of St. John's College to the Senate of Maryland." Three signers of the Declaration of Independence, Charles Carroll of Carrollton, Samuel Chase, and Thomas Stone, served on the Board of Visitors and Governors in the early days of St. John's, as did also John Eager Howard. A fourth signer, William Paca, was among the petitioners for the College charter. Francis Scott Key was graduated from St. John's in 1796, and Reverdy Johnson, Ambassador to Great Britain, in 18II. Founded at a time when problems of self-government were uppermost in men's minds, the College was, until the Civil War, a training school for many who were prominent in state and national affairs. During the Civil War, St. John's was used as a Union Army hospital. At the close of the war Dr. Henry Barnard, later United CATALOGUE OF ST. JOHN'S COLLEGE 21 States Commissioner of Education, accepted the presidency. During his brief administration he reorganized the College to meet changed conditions. The years since his presidency are chiefly marked by the long and successful administration of Dr. Thomas Fell, inaugurated in 1886. Dr. Fell, now President Emeritus, retired in 1923, after thirty-seven years of service to the College. His successor, Dr. Enoch Barton Garey, also President Emeritus, a St. John's man of the class of 1903, served until June, 1929. In 1931, Douglas Huntly Gordon succeeded to the presidency. The names of the former presidents of the College, with the dates of their services, follow: John McDowell, 1789-1807; Bethel Judd, 1807-1820; Henry Lyon Davis, 1820-1824; William Rafferty, 1824-1831; Hector Humphreys, 1831-1857; Cleland Kinloch Nelson, 1857-1861. (The college was closed for five years during the Civil War.) Henry Barnard, 1866-1867; James Clark Welling, 1867-1870; James Mercer Garnett, 1870-1880; John McDowell Leavitt, 1880-1884; William Hersey Hopkins, 1884-1886; Thomas Fell, 1886-1923; and Enoch Barton Garey, 1923-1929. The College Today, and the Degree. St. John's is a non-sectarian college for men. The purpose of the College is expressed in the charter granted originally to King William's School as "the education of youth in good letters and manners." To this end the College offers courses in the liberal arts and sciences leading to the degree of Bachelor of Arts. This degree covers the work formerly covered by the degree of Bachelor of Science, and is accepted by institutions of advanced learning wherever that degree used to be required. Professional Preparation. Though primarily a college of liberal arts, St. John's prepares its graduates to enter professional schools. The degree from St. John's is recognized everywhere by graduate schools, and in many cases work taken at St. John's is accepted for advanced standing at these institutions. The specific courses which a student should take to prepare himself for graduate study in ·any department are indicated to some extent by the requirements for majors, described hereafter. �22 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The Faculty will be glad to entertain further inquiries, and to furnish information concerning preparation for any profession. For those who are interested, the following information may be offered here : Medicine. At St. John's, a specially planned program has been arranged for students who wish to go into medicine. This program, which may be completed in two years, includes the work designated by the Council on Medical Education of the American Medical Association as the essential requirement for entrance into class A medical schools. Admission may be gained to some schools of medicine on the basis of the two-year course. The leading medical schools of the country, however, require more than the accepted minimum : they expect not only a grounding in the biological and physico-chemical sciences but also a broad and liberal general foundation. The best schools require the bachelor's degree for admission. St. John's students are strongly urged to spend at least three and preferably four years in preparation since, in four years, they can secure a thorough training which will fit · them for entrance into any medical school in the United States. Each student is urged to choose as early as possible the medical school which he desires to enter so that he can fulfill its special requirements. A list is kept on file at the College showing the specific requirements of each medical school. Engineering. The advisers of students intending to study engineering will plan programs of study covering the groundwork which leads to all branches of the profession. As many non-technical courses as posstble will be recommended, for leading engineers consider that it is unwise to work entirely in subjects of a professional character until general study has so broadened a student's views that he has an outlook valuable in itself as well as in assisting him to make a thoughtful choice of his precise field of technical work. Law. Students who are planning to study law are advised to diversify their studies as much as possible. Courses in government are recommended as helpful in their professional ·study. The connection between other courses in the Division of the Social Sciences and Philosophy, and particular branches of the law will be pointed out to them by their advisers. ZJ Business Administration. Students preparing to enter business, with or without training at graduate schools of business ad.. ministration, should take work in the field of economics. Courses in economics will be of aid in the years of business apprenticeship, and should help to create that broad point of view expected of the business executive. Location. St. John's College is situated on a campus of thirty-five acres in the city of Annapolis. This beautiful town, so rich in tradition and in stately pre-Revolutionary buildings, is unique as the visible expression of eighteenth-century American civilization. Annapolis lies at the mouth of the Severn River, a tributary of Chesapeake Bay, and is not only the capital of Maryland but also the site of the United States Naval Academy, whose grounds and buildii1gs have much to interest students· of America~ Naval history. Within an hour one can reach either Baltimore or Washington. Students at the College have an opportunity to observe at first hand the houses of Congress, the Supreme Court, and the executive departments of the National Government; likewise they can become familiar with the gteat collections in the Library of Congress, the Folger Shakespeare Memorial Library, and the various museums in the city. Baltimore also, with the Library of the Peabody Institute, the Walters' Gallery, the Baltimore Museum of Art, and the numerous concerts to be heard during the musical season, offers many resources to the student at St. John's. Annapolis is in close touch with the Eastern Shore of Maryland. Ferry and bus connect the city with points across the Bay and with Southern Maryland on the mainland. The College Green. On the St. John's College Green stand many reminders of the early history of Maryland. It is said that under the most ancient of its old trees, now known as the Liberty Poplar*, the colonists in 1652 concluded a treaty of peace with the Susquehannock * This tree, which is marked by an appropriate tablet, has been preserved through the generosity of James T. Woodward, Esquire. �24 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Indians. During the troubled days before the Revolution, the · patriots gathered there to discuss their wrongs. The Annapolitans assembled there to greet General Lafayette in 1824. In 1781 French forces under Rochambeau camped in Annapolis on their way to Yorktown. A memorial was erected in 1911 to perpetuate the memory of the French soldiers and sailors who were buried on the campus. College Bl!ildings. McDowell Hall, the central building on the College Green, was begun in l 744 by Thomas Bladen as the Governor's Palace. Taken ' over by the College in 1784, it nbw houses the offices of administration, the class rooms, and the Student Union. The center portion of the first floor is occupied by the .Great Hall, where, in 1824, two banquets and a grand ball were held in honor of General Lafayette. Flanking the Great Hall on either side are the offices of the President, the Deans, and the Registrar, and the offices of the Auditor. The upper floors include class rooms and the Carnegie Art Room. The latter contains a fine collection of books, prints, photographs, and textiles, given to the college by the Carnegie Foundation in 1926. The ground floor is given over , entirely to the Student Union. Here are to be found rooms for the recreation of students-pool and game room; card room ; lounge, in which the daily papers and selected magazines are pro-· vided; the quiet room, in which quiet must be maintained at all times; and rest rooms. Here, also, in the Student ·Union are situated the College post office and the College book store. Humphreys Hall, built in 1835, was used as a hall of residence until June, 1929, when it .was completely renovated. It now houses. , the Departments of Chemistry and Physics. On the ground floor are the Physics lecture room and laboratory ; on the. second andthird floors are the Chemistry laboratories ; and on the fourth floor a large lecture room equipped with chemistry lecture table, and at the same time a stage, which is fully provided with the necessities for dramatic presentations. Each of the instructors in· the Chemistry and Physics Departments has his individual private laboratory and office in this building. Biology Hall, on the corner of College A venue and King George Street, houses the laboratories and lecture rooms of the Biology ' 25 : Department. This building, which was acquired by the College in is provided with new equipment. Here also are the offices of the Biology staff. Woodward Hall, the College Library, erected in 1899, houses approximately twenty-five thousand volumes; the nucleus of a rapidly growing collection that already contains many valuable books. Of great historical interest are four hundred books surviv-· ing from the library selected by Bishop Bray and given in 16¢ to · the Maryland clergy. Among the subscribers who paid for the books .was Princess Anne, later Queen Anne, for whom Annapolis was named. The books were early placed in the care of King William's School and were a part of the school's property transferred to St. John's in 1785. The growth of the library in recent years has been largely due to gifts from the Carnegie Corporation. The Matthias Hammond House (also known as the Harwood House) was built during the years 1770 to 1774 and was bought by the College in 1926. It is an unsurpassed example of southern Georgian architecture. The College is refurnishing the house much as it was in 1774· As a museum of colonial art in Maryland, it is now open to the general public and to students of American history and the fine arts. The Brice House (1740), and the Pinkney House '(1750), are also recent additions to the college property; and the Bordley-Randall House (1727) has been equipped as the residence of a member of the faculty. The Infirmary, in whichthere are three hospital ·wards, two private rooms, and an isolationward, is housed in a separate building ju~t across from the College Green on College A venue. Here the College Physician liolds daily office hours. The Infirmary attendants, at least one, of whom is always on duty, live in the building. tl'he Gymnasium, built in 1910, is equipped with a maximumsize basketball floor, handball court, running track, boxing and wrestling rooms, and apparatus. For intramural and varsity sports the College has football, soccer, and lacrosse fields and tennis courts. There are two halls of residence on the College Green, Pinkney Hall (1855) and Randall Hall (1903), in addition to the six fraternity houses of the College. Randall Hall contains the College dining hall. · 1929, �26 CATALOGUE OF ST. JOHN'S COLLEGE Church Attendance. The College encourages, but does not compel, attendance at church. There are six churches and one synagogue in Annapolis, all of which invite attendance by students. The churches and their , respective pastors are as follows: St. Anne's Protestant Episcopal, the Rev. Dr. Edward D. Johnson; Calvary Methodist Episcopal, the Rev. Dr. Joseph T. Herson; College Avenue Baptist, the Rev. ~ Wilfred C. Tyler; First Presbyterian, the Rev. James J. Coale; 1 St. Martin's Evangelical Lutheran, the Rev. Samuel G. Schick; , St. Mary's Roman Catholic (Redemptorist Fathers), the Rev. Francis Clair; Kenesth Israel Synagogue, the Rev. Mordechai Cohen. Lectures and Concerts. Under the auspices of the Faculty Committee a series of lectures and concerts is arranged throughout the year. These entertainments, although intended primarily for students, are open to the , friends of the College. The Faculty Woman's Club also provides an additional series of lectures and concerts. The program for 1931-32 included Professor von der Leyen of the University of Cologne on " Goethe " ; Captain Paul Koenig, "The Journeys of the Deutschland "; Dr. Stewart Paton, "Managing Our Daily Affairs "; Dr. Lewellys F. Barker, " A Recent Trip to Russ-ia "; Harry Elmer Barnes on "Prison Riots"; and Jason Westerfield, "The Stock Exchange and Better-Business Bureau." Musical concerts were given by Arthur Hice, pianist; Austin Conradi, piC\nist; The Peabody String Quartet; and The Musical Art Quartet. Dr. Richard Kuehnemund of the St. John's Faculty gave a lecture-recital on " Bach." Library Teas. The Librarian and her assistants arrange a series of teas in the reading room of the Library on alternate Thursdays. Various Faculty members and others talk briefly on topics of general interest. During the year 1931-32, Messrs. R. T. H. Halsey, Julian S. Duncan, John T. Rodgers, Boies Penrose, and Nathan C. Starr of the St. John's Faculty talked at these teas. CATALOGUE OF ST. JOHN'S COLLEGE 27 Student Activities. The College encourages students to take part in activities outside the curriculum. New student organizations must receive th~ approval of the Student Council and the approval of the Advisory Council. , Student Council. In matters not related to the curriculum the College grants the students a large measure of self-government. All questions arising under this arrangement are referred to the Student Council. This Council, which meets weekly, has supervision particularly over questions of student conduct. Its membership consists of three Seniors, two Juniors, two Sophomores, and two Freshmen. Officers ·, for the year 1932-33 are: William Algernon Percy, Jr., '33, President; Francis Gibbs LaMotte, Jr., '34, Secretary. Athletics. The Athletic Council consists of five alumni, two Faculty members, one student, the Director of Athletics, and the President. It has general supervision over all sports. Alumni Members: Amos F. Hutchins, '06; Evelyn A. Harrison, ex. '06; Elmer G. Parsly, '06; John N. Wilson, '12. · Faculty Members: Reginald H. Ridgely and Ford K. Brown. Student Member: William Allen Ziegler, '33. Varsity and Freshman schedules are played in football, basketball, and lacrosse; informal games, in baseball and tennis. The students also engage in cross-country running, track, boxing, fencing, and wrestling, although intercollegiate schedules are not maintained in all of these sports. Two athletic fields provide facilities for outdoor athletics. Indoor sports are held in a new and well-equipped gymnasium. All College students in good standing are permitted to engage in varsity and freshman sports. Publications. The members of the Junior Class publish a year-book, The RatTat. The Collegian is a newspaper published by the undergraduates. A literary magazine, The Catalyst, made its initial appearance in November, 1932. The student publications are free from faculty control. �i '',1 1 ' ' I I ,l:i 1: 28 CATALOGUE OF ST. JOHN'S COLLEGE Fraternities. Three national fraternities, Phi Sigma Kappa, Kappa Alpha (Southe.rn), and Alpha Kappa Pi, and two local fraternities, Phi ; Delta, Sigma and Theta Psi, and one additional group Delta p · Omega, are provided with houses by the College. Fro~ one-thir: to one-half of the students are fraternity men. Honorary Societies. Delta ~appa Phi, ~n honorary scholastic society, recognizes high schol~rship by electmg to membership those Juniors who have been m the first group of the Rank List at the end of their Freshman and Sop~omore years, and at mid-year of their Junfor year; and those ~emors who have been in the first or second groups of the Rank List a~ the end of th~ir Freshman, Sophomore, and Junior years, and at mid-year of their Senior year, and who have been in the first group in at least two of these periods. Delt~ Omic~o~, ~noth~r honorary organization, recognizes the students ~arttcipatt?n m extra-curricular activities. A point s!stem devised by this fraternity evaluates the worth of each position or membership held by the student. Clubs. The Osler Club, the Erlenmeyer Chemical Club, the Liberal Club, the German Club, and the French Club provide interesting programs for their members. Dramatics. A. ~ramatic c~ub, m~naged by students, offers opportunity for acqumng expenenc~ m dram~tics. The King William Players presented the followmg plays m 1931-32: Erik Barnouw's Open Collars, Charles Dickens' A Christmas Ca:rol, and Oscar Wilde's The Importance of Being Earnest. Musical Organizations. _Drider the direction of Mr. Adolph Torovsky the students maintain a concert orchestra and a band. The orchestra gave three concerts in 1931-32. Alumni Association. The officers of the Association are Mr. Charles A. Cummins President, and Mr. William F. Stromeyer, Secretary-Treasurer'. The headq~ar~ers of the Association are at St. John's College. Local associations are organized throughout the country. CATALOGUE OF ST. JOHN'S COLLEGE 29 I' I. I ADMISSION Routine of Admission. Application for admission should be filed by every candidate as ., early as possible in the year in which he hopes to enter. On the : application form, supplied by the Registrar upon request, the candidate should furnish the names of the schools he has attended, and the names of persons who can submit testimonials concerning ' his character. It is customary for the Registrar to write directly to the principal of each school for a recommendation of the student and a transcript of the student's record. The Registrar writes also fo the other persons who can certify to the applicant's character , and personality. As soon as all credentials have been secured the candidate's record, is considered and appraised; and as promptly as possible thereafter the applicant is notified, of the action taken concerning his admission. Since considerable time may be spent in securing the proper credentials, it is desirable that application blanks, fully filled in, should be filed early, preferably before June first. , Requirements for Admission. The general requirement for admission is the standard four-year high-school course, or its equivalent. More specifically, the requirement calls for ( 1) the recommendation of the school principal or head master, and (2) fifteen units of acceptable work of secondaryschool level. A unit o'f entrance credit in any subject except Eng, lish represents four or, five school periods of work a week for approximately ~hirty-six weeks; in other words, a full year's work in a secondary school. In English a unit is more than a full year's work, four years of work being valued as three entrance units. For a list of the subjects and units specifically required, see the "Summary of Subjects Which May Be Offered for Admission." Admission by Certificate. Graduates of accredited high schools, private schools, academies, and preparatory schools are admitted without examination if the transcripts of their records cover fully the fifteen units required for admission. I �----- 30 , ----------------- CATALOGUE OF ST. JOHN'S COLLEGE Admission by Examination. When there is doubt about the adequacy of an applicant's preparation, he may be required to take entrance examinations. Candidates who present less than fifteen units of entrance credit will be required to complete the conditions for regular admission in good standing by taking appropriate examinations. Candidates whose previous schooling has been interrupted or irregular, candidates who desire credit for private study or for vocational subjects, and candidates who graduated from high school a number of years , before seeking admission, may be required to take examinations, or may be admitted as special students, or may be admitted on i trial, depending on the circumstances. Entrance examinations may be taken in June, under the College Entrance Examination Board, at any one of the many places where the Board examinations are given in the United States and abroad; or examinations may be taken at the College in September, on the days indicated in the College Calendar. Students who expect to take the College examinations should communicate with the Registrar, who will furnish information about them. Students who expect to take the examinations of the College Entrance Examination Board should make application by mail to the Secretary of that Board at 43r West u7th Street, New York City. The Registrar of the College will be glad to help any student to arrange for either kind of examination. Admission on Trial. Occasionally St. John's College admits "on trial" a limited number of applicants whose school work has been of a standard below that required by their principals for unqualified recommendation, but who give evidence of sufficient ability and determination to do satisfactory college work. Students who are admitted on trial are told, at the time of admission, exactly what prescriptions they must fulfill in order to make up their deficiencies. · As soon as these prescriptions are fulfilled and the s.tudent has presented a satisfactory record in his college work, he is relieved from the " on trial " restriction and is placed in good standing. Admission as Special Students. Exceptional students who lack the requisite entrance units may be admitted as special students. If such students have attained a CATALOGUE OF ST. JOHN'S COLLEGE 31 general average of C at the end of the second year,* and have completed the requirements for promotion to the Junior Class, they will be given full Junior rating and will be allowed to continue in college. Students who have graduated from an approved college may also be admitted as special students, but not as candidates for graduate degrees. Summary of Subjects Which May Be Offered for Admission. For admission in good standing t a candidate must present fifteen units of college entrance credit in the subjects listed below: English: Four years of work are required. This work counts as three units of credit. Foreign Languages: Greek, Latin, French, Spanish, German. Not fewer than two years of work (two units) and not more than four can be accepted in any one language, but up to a maximum of eight units may be accepted in foreign languages. Mathematics: In algebra one and one-half years of work (one and one-half units) are required. An additional half-unit of advanced algebra may be accepted. In plane geometry one year of work (one unit) is required. An additional half-unit in solid geometry may be accepted. In trigonometry.no work is required but one-half unit in plane trigonometry may be accept~d, and one-half unit in spherical trigonometry. Social Science: In history one year of work (one unit) is required, and as many as six units may be accepted. In civics one year of work (one-half unit) may be accepted. In " Problems of American Democracy " one year of work (one unit) may be accepted. In economics one year of work (one unit) may be accepted. In sociology one year of work (one unit) may be accepted. *For purposes of averaging the mid-point of each grade-range in the following scale is used: A 100-90, B 89-80, C = 79-70, D 69-60. t In certain cases entrance insufficiencies may be made up after the student has entered college. Such make-up work is an entrance prescription, is stated as such at the time of admission, <J,nd is entered as such on the student's recor\i. If the work done in college in fulfillment of entrance requirements may not be counted toward graduation from college, the student is so informed at the time of admission. = = = I! �32 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Science: Unless the student has passed in his school work at least·• one full year of science (one unit) in which he has himself . performed the laboratory work, he will be required to elect one full science course in college. One year of work (one unit) may be accepted in biology, ; botany, zoology, physics, chemistry, general science, physical , geography, and (in special cases) in some other science. Drawing: One year of work (one-half unit) in free-hand draw- · ing and one year of work (one-half unit) in mechanical •· drawing may be accepted. Admission of Students from Other Colleges. Students who transfer to St. John's from other colleges and .• universities should file applications for admission similar to those filed by other new students. The routine of admission is the same as that followed in admitting high school graduates, but the · student's college record, not his high school record, furnishes the basis for admission. Official statements must be submitted from the institutions which he has attended, showing his status at the time of transfer and a list of the courses he has pursued, with the grades attained. Advanced Standing. Students who transfer from approved collegiate institutions may petition for advanced standing on the basis of the college courses they have taken and passed. In controversial cases examinations may be required before advanced standing can be granted. i 33 PROCEDURE FOR NEW STUDENTS . Routine of Admission. See "Admission." '. Residence Assignments at the College. All students not living at home, are required to live· in College · buildings (all fraternities are housed in College buildings) and . to take their meals in the College dining hall. The associations • brought about by residence at the College are an essential part of . : college life. Most of the rooms in the residence halls are arranged so that •· two students may live together. A few rooms are arranged for three students. Freshmen are assigned to rooms in the dormitories in the order of their acceptance by the Committee on Admission. ' They are urged to indicate on their applications for admission the ' names of other students with whom they would like to live. Stu. dents who have no acquaintances at the College are given tentative assignments which are subject to change after the student arrives at the College. It should be noted that no room assignment can be made and . no r~ervation held until the candidate for admission has paid to the College his matriculation fee of fifteen dollars. Roqm Furnishings. Each dormitory room is provided with the necessary furniture, including a single bed with mattress and pillow, a chiffonier, a study table, and chairs. Bed linen and blankets are to be supplied by the student, as are also such decorations as window draperies and rugs. The ·student should consult his incoming room mate before decorating his room. The College maintains the care of the room. Arrival at the College. The residence halls and the dining room are ordinarily closed to students until noon of the Saturday preceding the opening of College. Students usually arrive on Monday of opening week. All students, both new:! and old, are required to register for their 2 ; I �34 CATALOGUE OF ST. JOHN'S COLLEGE courses on Tuesday (registration day), and to attend thereafter: ' such academic exercises as they may have. The regular academic engagements are ' listed in the College · Calendar, which thus gives to old as well as to new students a notice of when to come to College. Special academic functions are an-: nounced by occasional notices. · College Routine. The section of the Catalogue dealing with " General Regula- • tions" furnishes much additional information for the entering student. CATALOGUE OF ST. JOHN'S COLLEGE 35 FEES :Matriculation Fee. For each new student there is a matriculation fee of $r5. This fee is due and payable to the College at the time of application for admission. Since this fee covers the expense of admitting and ' enrolling the student, admission cannot be considered complete, · and no dormitory room can be assigned or reserved, until it is paid. The matriculation fee .is not refundable. Annual Fees. The fixed charges are those shown in the following table. They do not include special fees, nor the student's traveling expenses, Per year laundry, and incidentals : Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $300 Room rent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300 Medical fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IO Athletic fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IO Student-activities fee. . . . . . . . . . . . . . . . . . . . . . . IO Total ................................ $780 State appropriations and endowment funds enable the College to its· faculty, its living conditions, and its physical plant at these reasonable charges. To facilitate payment, the Business Office maintains a schedule of quarterly assessments according to which the fixed charges become due as follows : * maint~in Sept. "3 Tuition . .. .. .. . .. .. .. .. . $go Room rent ........... -.. . 45 Board ... ............... 90 Medical fee .. .. . . . . . . .. . 5 Athletic fee . .. . .. . .. . .. . 5 Student-activities fee . . . . . 5 Totals . . . . . . . . . . . . . . $240 No:,,. 30 Feb. rs $225 $165 $go 45 $60 30 60 5 5. 5 April 30 $60 30 60 $150 Bills are issued in advance of the dates when they become due, except the first quarterly bill, which becomes payable when a student registers. * Students who enter at mid-years will be expected to pay one-half of the fixed charges in two_ equal assessments : one in February, the other in April. �36 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Additional Course Fees. Additional course fees must be paid for all courses taken in addition to the seventeen required for the degree. These include: (I) courses taken on entrance prescription, if they cannot be counted toward graduation; ( 2) courses taken in repetition of, or in place of, courses dropped or fa!led; and (3) courses taken in excess of the normal program. Such courses will be charged to the student at the rate of $60.00 for each additional full course and $30.00 for each additional halfcourse. These charges, which· cannot be determined until after registration for the second half-year, will be gue at the time the last quarterly bill is presented in April. The normal program in the Freshman year is four or five courses. Freshmen who carry programs of more than five courses will be charged additional course fees. English 1, whether actually taken or anticipated by examination, counts as a course carried. In the Sophomore year students who carried five courses, including English I, in the Freshman year will be allowed to carry four courses without the payment of additional course fees. Students who carried four courses in the Freshman year will be allowed to carry five courses in the Sophomore year without the payment of additional tuition. In the Junior. and Senior years the regular tuition provides for four courses only, and students who take more than four courses must pay the additional course fees. Laboratory Fees. In the courses in biology, chemistry, and physics, special fees are charged to cover expenditures for materials and specimens. These fees, amounting to either $10.00 or $15.00 per half-course and either $20.00 or $25.00 per full course, are specified under the descriptions of the individual courses. Laboratory fees will be payable he1·eafter as follows : Nov.30 For full courses ............................. half For half courses taken: ( r) In the first half-year ... ; ............... all (2) In the second half-year................ April 30 half all In addition to the regular laboratory fee, students will be charged for any breakage for which they may be responsible. · · · · ' · , 37 Graduation Fees. A diploma fee of $10.00 and a fee of $2.50 for the rental of an academic cap and gown will be charged to all graduating students before Commencement Day. Students who wish to arrange for academic costumes otherwise than through the College should notify the Office to this effect by May first. �38 CATALOGUE OF ST. JOHN'S COLLEGE A WARDS AND AIDS Deserving students who need assistance may be aided somewhat at St. John's in meeting the expenses of a college education. Students are invited to apply for the forms of aid 'lV'hich require application, and to compete for those which are open to competition. There are several kinds of aids and awards, including fellowships, scholarships, prizes, assistantships, student service, and tuition loans. Certain scholarships are provided by the State of Maryland: these are awarded on the basis of competitive examinations, inquiry concerning which should be made to the student's county or city Board of Education. Certain other awards, which are made on the basis of the student's college record (the merit scholarships, the senior fellowships, and the merit prizes), do not require any formal application. All other aids require written application by the student on a blank provided for the purpose, obtainable either from the Registrar or from the Business Office. Applications· to the College, in order to be considered by the appropriate committees, should be filed: (1) by students previously registered at St. John's, (a) before May I for all assistantships, and (b) before June I for all other aids; (2) by prospective students, before September r5. CATALOGUE OF ST~ JOHN'S COLLEGE 39 3. That election to the Senior Fellowship. shall be made by the Board of Visitors and Governors of the College, upon the nomination and recommendation of the President and Faculty. In making nominations and recommendations for the Senior Fellowships the President and Faculty shall take into consideration, and be guided by, not merely the academic grades attained by the students during the first three years of their course, though due weight shall be given to these grades; but also, and chiefly, by the interest in, devotion to, ~d promise of notable achievement in the intellectual life, as evidenced by ·the work and attitudes of the students during the first three years of their course. 4. That the sole requirement which shall be made of a Senior Fellow after his election shall be that he must be in residence at St. John's Colkge . during the academic year following his .election. During the year of tenure of his Fellowship, the Fellow shall not be required to attend classes, or to take examinations, or to pay any fees whatever to the college. At the end of the year of the Fellowship, the Fellow shall be given his degree in course. During the tenure of. his Fellowship, the Fellow shall be given complete and absolute freedom to pursue the intellectual life in residence at St. John's College in whatever manner and direction he himself chooses, as the guest of the college. 5. That a Senior Fellowship can be terminated during the year of its tenure only because of the commission of a crime, as defined by the laws of the State of Maryland, by the Fellow; or because the Fellow becomes insane, as defined by the laws of the State of Maryland. 6. That this resolution shall become operative and go into effect immedi· ately upon its passage, and that announcement of the existence of the Senior Fellowships of St.. John's College, and the conditions of their award and tenure shall be made in all future catalogues of the college. HOLDERS OF SENIOR FELLOWSHIPS The Senior Fellowships were created by the Board of Visitors and Governors in November, 1928. The resolution of the Board as amended at the meeting in May, 1930, follows: 1929-30. Robert John Klingenburg, '30. 1930-31. Philip Irvin Bowman, '31. Samuel Peaco Chew, Jr., '31. 1931-32. Robert Lemmon Burwell, Jr., '32. Henry Soladay Shryock, Jr., '32. 1932-33. John Boak Smith, '33. For the purpose of improving the scholarship and elevating the intellectual outlook of the student body of St. John's College, and for the further purpose of making clear the difference between academic freedom as a reality and academic freedom as a mere form of words; it is Resolved: 1. That there are hereby established the Senior Fellowships of St. John's College. 2. That annually there shall be elected at the last quarterly meeting of the Board, before Commencement of each year, not more than three members of the Junior Class of that year, to be Senior Fellows of St. John's College during the following year. MARYLAND ST ATE SCHOLARSHIPS Senatorial Scholarships. To one student from each county of Maryland and from each of the legislative districts of J:3altimore City, a " senatorial scholarship " providing free tuition, board, and room rent. Each candidate for these scholarships should consult his county or city Board of Education for information regarding the competitive examination. SENIOR FELLOWSHIPS �~, I I CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE These scholarships do not provide for the matriculation f ee, extra-course fees, laboratory fees, or the medical, athletic, and student-activities fees. SCHOLARSHIPS AWARDED BY THE COLLEGE 40 Tuition Scholarships. To one student from each county of Maryland and. from each of the legislative districts of Baltimore City, a " tuition scholarship " providing free tuition. Each candidate for these scholarships should consult his county or city Board of Education for information regarding the competitive examination. These scholarships do not provide for any fees other than regular tuition. SCHOLARSHIPS AWARDED BY PATRIOTIC SOCIETIES The Matthew Fontaine Maury Scholarship. Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship covers tuition, board, and room rent, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. Scholarship of the Southern Maryland Society. Awarded by the Southern Maryland Society to a student who enters St. John's College from that section of Maryland represented by the Southern Maryland Society. This scholarship covers tuition, board, and room rent, and is renewable provided that the appointee makes a creditable record in his college work. Scholarship of the Colonial Dames of America. Awarded by the Colonial Dames of America to a student of unusual ability and integrity. The applicant is expected to submit evidence that he is of colonial descent and that he himself reveres the ideals and standards of his forbears. This scholarship covers tuition, board, and room rent and is awarded for four years unless the appointee fails to maintain the required standard in his academic record. 41 Merit Scholarships. To a student who, by his character and by his attainments in scholarship and in activities during his Freshman year, has demonstrated his capacity for leadership, a scholarship providing free tuition for the succeeding year. To a student who, by his character and by his attainments in , scholarship and in activities during his Sophomore year, has demonstrated his capacity for leadership, a scholarship providing free tuition for the succeeding year. These scholarships, which are awarded annually by the Faculty on the recommendation of the Committee on Scholarships and Prizes, are announced in September, at the formal opening of College. Foreign Scholarships. To foreign students, a limited number of scholarships providing free tuition. Holders of these scholarships may be required to do five hours of work each week, assisting in the language departments, tutoring, and so on. The scholar is expected to pay the regular charges for board and room rent, the matriculation fee, the medical, the athletic, and the student-activities fees. The Clifton C. Roehle Scholarship Fund. To be awarded annually in tuition, the income of six thousand dollars, the bequest of Mrs. Anna M. D. Roehle, in memory of her son Clifton C. Roehle. The Frederick Jonathan von Schwerdtner Scholarship. To be awarded, in tuition, to some deserving student, the income of fifteen hundred dollars, offered annually under the will of the late Frederick Jonathan von Schwerdtner, in memory of his son, Ernest. RETENTION OF SCHOLARSHIPS In case any student holding a scholarship fails to pass all of his courses at the end of the college year with a general average of C,* the faculty will recommend that his scholarship be forfeited. If, for any reason, a student holding a scholarship leaves college before the end of the year, the scholarship held by him will be left vacant. It cannot be re-awarded before the beginning of the next academic year. *For purposes of determining averages the mid-point of each grade-range in the following scale is used: A 100-90, B 89-80, C 79-70, D 69-60. = = = = �, ..I 42 CATALOGUE OF ST. JOHN'S COLLEGE SCHOLARSHIPS AT OTHER INSTITUTIONS FOR ST. JOHN'S STUDENTS Scholarships in Engineering. Three scholarships in engineering are offered at the Johns Hopkins University to graduates of St. John's College. Students who are interested should confer with the major advisers in the Departments of Mathematics, Physics, Chemistry, and Economics. Scholarship in Marine Biology. A tuition scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York or at the Marine Biological Laboratory, Woods Hole, Massachu~ setts, is offered annually to a biology or pre-medical major who is properly prepared and who is recommended by the Biology Department. Students who are interested should consult members of the Department. PRIZES The following prizes, some of them competitive, some honorary, are awarded each year. All but one are awarded in June, at the Commencement; the last one, a prize for improvement, is awarded in September, at the formal opening of College. Competitive Prizes. Essays and theses to be considered for these prizes in I9J2-33 must be subnvitted to the Chairman of the proper Division of the College on or before May 24: I. To the student who shall write the best essay on a subject taught regularly in the Division of the Languages, Literature, and Art, a prize of $25.00, offered by the Reverend Doctor Thomas E. ·Green. A term thesis, written in satisfaction of the regular course requirements, may be accepted in lieu of an essay provided it is graded B or higher by the instructor for whom it is written. 2. To the student who shall compose the best essay on the principles of free government, $25.00, offered under the will of the late Philo Sherman Bennett. A term thesis written in satisfaction of the regular course requirements in a course in the Division of the Social Sciences and Philosophy may be accepted in lieu of an essay provided it is graded B or higher by the instructor for whom it is· written. CATALOGUE OF ST. JOHN'S COLLEGE 43 3. To the student who shall write the best essay on a subject taught regularly in the Division of the Sciences and Mathematics, a prize of $25.00, offered by the Reverend Doctor Thomas E. Green. A term thesis, written in satisfaction of the regular course requirements, may be accepted in lieu of an essay provided it is graded B or higher by the instructor for whom it is written. Merit Prizes.* l. To the member of the Senior Class who attains the highest average in his four. years' academic work, a gold piece, offered by the Board of Visitors and Governors. 2. To that member of the graduating class intending to study medicine and having the highest standing in courses in the Division of the Sciences and Mathematics, a gold piece, offered by the Theta Psi Fraternity. 3. To the member of the Senior Class who has made the greatest progress in his Senior year over the previous three years' average, a gold piece, offered by the Phi Delta Sigma Fraternity. 4. To the member of the Senior Class who, in the opinion of the Faculty, has shown the greatest general excellence during his college course, a gold piece, offered by the Reverend Martin Aigner, D. D. 5. To the student who, in the opinion of the Faculty, has contributed most to the College during the year, $5.00 in gold, offered by the Phi Sigma Kappa Fraternity. 6. To the _members of the Senior Class who, in the opinion of the Faculty, has best exemplified those principles of love for and service to men which were the dominant cl).aracteristics of Algernon Sydney Sullivan, a medallion and certificate of award, offered annually by the New York Southern Society in commemoration of Algernon Sydney Sullivan. 7. To some person not a student in the College but intimately connected with the affairs of the College, who, in the opinion of the Faculty, possesses such characteristics of heart, mind, and conduct as evince a spirit of love for and helpfulness to other *For the purpose of determining stud,ents' averages the mid-point of each grade-range in the following scale is used : A roo-go, B 89-80, C 79-70, and D = 69-60. = = = �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE men and women, as were exemplified by Algernon Sydney Sullivan a medallion and certificate of award, offered annually by the Ne~ York Southern Society in commemoration of Algernon Sydney Sullivan. 8. To the retiring President of the Student Council each year, a gavel, offered by the Beta Mu Chapter, Kappa Alpha Fraternity. 9. To that student who, in his record for the year, shows the greatest improvement over his record for the preceding year, a gold piece. To ,be awarded in September, at the formal opening of College. 45 STUDENT SERVICE 44 ASSIST ANT SHIPS Applications for assistantships should be filed before May first of each year, on the regular Student-Aid blank. Laboratory Assistantships. A few upperclassmen, at present five, are employed each year as ~echnical assistants in the biology, chemistry, and physics laboratories. The stipend, which varies according to the type of service rendered and the amount of time required, is credited to the · student's account. The character and the academic record of the applicant as well as his financial status will be considered by the committee making the appointments. Students who file applications should indicate the departments in w.hich they wish to assist. Men who have held assistantships previously must file new applications if they wish to be reappointed. Infirmary Assistantships. Two upperclassmen are appointed to take charge of the Infirmary and to assist the College Physician. The stipend is credited to the student's account in the Business Office. _ Students should consult the College Physician before applying. Library Assistantships . .Three upperclassmen are employed as assistants in the College Library and the Carnegie Art Room. . Students who are interested should consult the Librarian. A number of students serve as waiters in the dining room. The stipend is credited toward the student's board. Ordinarily the waiters are upperclassmen who have proved themselves worthy of aid by their records in scholastic work and in student activities. Applications should be made on the regular Student-Aid form. STUDENT LOANS With a view to aiding those students who otherwise could not meet the necessary expenses of a college education, a system of loans has been arranged. Students who apply may be granted permission to give the College, in lieu of cash, Student-Aid notes payable two years after the student leaves the College, these notes to cover such portions of the fees as may be approved by the Committee. Student-Aid notes, executed under the same conditions as bank loans, bear interest at the rate of one per cent per annum from the date of making to the date of maturity. Applications for these student loans should be made on the regular Student-Aid blank. All students previously registered in St. John's, who desire aid, should file applications. by June 1; thereafter, until the middle of September, the applications of new students will be considered. Recipients of loans are required to maintain scholastic standing in the first three groups of the Rank List. Students who have been allowed to tender Student-Aid notes for one year may not be accorded this privilege in succeeding years unless they maintain satisfactory standing. Aids awarded in one year do not commit the College to any further award. Students who enjoy the privileges of securing such loans will be expected to reply promptly to all communications regarding their obligations. �46 'I CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST: JOHN'S COLLEGE GENERAL REGULATIONS Change of Rooms. . N0 student living in the dormitories may change his room except . with the approval of the room-assignment officer. The regulations and provisions contained in this Catalogue and . constituting the basis for the governance of the College are subject · at all times to the right of the Visitors and Governors and to the ·; right of the Faculty to repeal, change, or. add to any of them. I. HONOR REGULATIONS St. John's College aims to develop in its students a sense of responsibility to the community as well as a high standard of .. scholarship. To this end student self-government lS encouraged. ,. Each student. is expected to conduct himself as a gentleman. Any student who is guilty of any dishonesty will be required to withdraw from College. ' The Student Council cooperates with the. Advisory Council of the Faculty in enforcing the honor regulations. The Student Council has power, accordingly, to take disciplinary action in any case of misconduct by any student. Any student who is unable to cooperate with the Student Council may be requfred to withdraw · from college. II. RESIDENCE REGULATIONS All students not living. with parents or guardians are required to live in College buildings and to take their meals in the College dining hall. Occupancy of Rooms. Rooms in the halls of residence may not be occupied before noon of the Saturday preceding the opening of College except in the case of men who are returning to College early with the permission of the President. Rooms in the halls of residence may not be occupied during the Christmas or the Easter recess. Assignment of Rooms. Before May first of each year the student may, if he wishes, indicate his desire concerning his rooming arrangement for the next year. For this purpose application blanks will be distributed by the Auditor's Office. Men who wish to room together must. file their applications concurrently. . Assignments are usually announced before May fifteenth. 47 College Rules for Dormitories. I. No radios, victrolas, or other instruments may be played, nor may any loud noise be made, in the College dormitories after IO: oo p. m. (Saturdays, I I : 30 p. m.). Band instruments may be played in the dormitories only between 2 : oo p. m. and the time when supper is served in the College dining room. 2 . Intentional damage to College property is a serious offense against discipline, and is forbidden. 3. Any damage to College property will be charged to the occupant or occupants of the room, or to the occupants of the hall, in which the damage occurs, or to any person or persons whom the Student Council's appointed representative in the hall in question shall determine to have been responsible therefor. . 4. The Student Council shall directly and through its appointed representatives enforce the above rules by disciplinary action taken at executive meetings to be attended only by those summoned by the Council. Such action shall be announced concurreptly by the Student Council and by the College Office. 5. Any student who has been the object of such disciplinary action may appeal to his Dean for a change in the action taken. The College reserves the right to repair completely, at the expense of the occupant or occupants, any dormitory room, if any tacks have been driven into the walls, or if any matter has been pasted upon the walls, or if the walls are damaged in any other way. Dining Hall. The dining hall may be closed at any time when College is not in · session, except for a holiday of only one day. Only breakfast and luncheon will be served on the Wednesday preceding Thanksgiving recess and only supper on the Sunday preceding the resumption of classes after Thanksgiving. Only breakfast will be served on the morning of the first day of the Christmas recess, and only supper will be served on the day just preceding the resumption of classes. A similar schedule will be maintained before and after the Easter recess. �48 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Infirmary Service. Any illness must be reported to the Infirmary promptly by the student. Students suffering from contagious or infectious diseases must reside in the Infirmary until discharged by the College Physician, or until sent home. The College Physician maintains office hours each day at the Infirmary. During these hours his services are available without charge, since a medical fee covering this service is paid by all students. III. SCHOLASTIC REGULATIONS Advisers. Each new student is assigned to a member of the faculty who acts as his Adviser. The Adviser helps the student at registration times, and confers with him occasionally throughout the year. The s~udent should call upon his Adviser freely for assistance at any time. In assigning Advisers to new students, the Registrar considers the information which is furnished on the application for admission. Each student should give as much information about himself as possible, so that he may have sympathetic guidance. Before May first in his first year each Freshman chooses one subject in which he will do his major work. He is then assigned to an Adviser who teaches in the department of the major. The major Adviser takes the place of the Freshman Adviser: with his help the student plans his studies for the remaining years, and selects the courses he will take during the ensuing year. Deans. In addition to the Advisers there are four class Deans who act as counsellors to the Freshman, Sophomore, Junior, and Senior Classes, respectively. These Deans carry out the general regulations of the College, and act, jointly, as an Advisory Council to the President. Registration. All students, both new and old, are required to register at fixed times. The registration day for the first half-year is indicated in the College Calendar. At mid-years there is a registration for the second half-year, and in the spring there is an early registration . ' · · 49 for the year following. The times for these registrations are announced by special notices. Each time, when a student is ready to make a choice of studies, he. should go to his assigned Faculty Adviser. A Study Card, approved and signed by the Adviser, must be returned to the Office and filed before 4 p. m. on the day of registration. During May each student is required to fill out not only a list of the courses he will take during the next college year but also a comprehensive plan of the studies he will pursue toward the degree. A Plan of Study sheet as well as an Early Registration card should be filed by all students except Seniors before the time limit for the May registration. Late registration, unless excused by the student's Dean, may involve the payment of $s.oo. Failure to file a Study Card on time, when there is no valid excuse, will involve the payment of a charge of $2.00. Change of Program. During the first two weeks in either half-year students may drop or add courses with the permission of the Registrar and with the approval of the Adviser. After this two-week period the student will be required to pay a charge of $2.00 if any change is made. A special form must be filed at the Registrar's Office for any change of program. Courses Required of Freshman. The course in prescribed English compos1t10n is required of every Freshman unless he satisfies the Department of English by examination that the prescription is not necessary in his case. In addition, every Freshman should register for hygiene and for physical training. The student's other courses may be elected from any of the courses regularly open to Freshmen. An examination for exemption from the prescribed course in English composition is required of all new students on the day of the formal opening of College. Students who originally register for only four courses, and who gain exemption from English I, will be required to register for an additional course, since no student may take fewer than four courses. At the end of the year credit for one full course in English will be entered on the records of exempted Freshmen. �T 50 CATALOGUE OF ST. JOHN'S COLLEGE Physical Training Requirement~. Two years of physical training are required for the degree. These should be completed during the first two years of college work. Amount of Work Required. No regular student in any year may take fewer than four courses. . If the number of courses needed for promotion to the next higher c!~ss exceeds four, the student will be required to carry the reqmsite number for promotion, except by special dispensation from his Dean. Requirements for Promotion. For all students entering College for the first time in September 1931, or thereafter, the requirements for promotion are as follows; To the Sophomore Class : A student must have passed in at least four courses, in two of which his grades must be C or higher. To the Junior Class: A student must have passed in at least nine courses, in five of which his grades must be C or higher. To the Senior Class: A student must have passed in at least thirteen courses, in se11en of which his grades must be C or higher. Requirements for promotion of all students entering before September, 1931, are as follows: To the Sophomore Class: Four Courses (in addition to Physical Training). To the Junior Class : Nine Courses (in addition to two years of Physical Training). To the Senior Class : . Thirteen Courses. Amount of Work Permitted. No student will be permitted to take more than five courses in any one year except by special permission of his Dean. In no c~se may .more than six courses be taken. The Dean may at any time reqmre that a student's program be lightened, even if special permission to take additional courses has previously been granted. Attendance at College Exercises. Attendance at all classes and ar all other academic exercises is required. Each Dean will exercise his discretion in summoning men who ignore this rule, in warning them against further absences and in placing on probation men who fail to cooperate. ' CATALOGUE OF ST. JOHN'S COLLEGE 51 Unexcused absence from classes either immediately before or immediately after holidays or recesses will at all times be subject to discipline. Excused Absences. Absence from classes because of illness or because of some unavoidable occurrence may be excused by the class Dean. Absence because of illness is excused by the Dean only on the recommendation of the College Physician. See the section on " In. firmary Service," under " Residence Regulations." Examinations. Informal hour examinations, covering the work of approximately the first seven weeks of each half-year, are held in all courses in November and in March. Mid-year examinations are held at the end of the first halfyear. For courses which end at mid-years, these are final examinations. Final examinations for full courses, and for half-courses which begin at mid-years, are held at the end of the year. Grades. Students are graded by letter grades as follows : A, Excellent ; B, Very good; C, Satisfactory; D, Passing, but unsatisfactory ; F, Failure; I, Incomplete. An incomplete grade is automatically changed to F in case the work is not completed within the following prescribed periods : at mid-years, within four w,eeks; at finals, within the first six weeks of the following academic year. Reports. Reports are sent to each student, to his parents, and to his adviser after each grade period ; that is, after the November hourexaminations, after the mid-year examinations, after the March hour-examinations, and at the end of the year. Reports of grades are not given out at the end of the school year, however, until the student's College bills are paid. Good Standing. In order to remain in good standing, a student must maintain at all times a record which, if it were final, would entitle him to promotion to the next higher class, or in the case of a senior, to the degree. �~1 ! 52 CATALOGUE OF ST. JOHN'S COLLEGE The Rank List. After the mid-year examinations and after the final examinations each student whose record is not unsatisfactory is. assigned to one of the four groups of a Rank List on the basis of the work he has accomplished in the preceding half-year. Each student is ranked according to the grades attained in his best four courses except those men whose requirement for the sophomore year is five courses. Grades required for standing in each of the groups follow: Group I. Excellence. A minimum of three grades of A and one of B (with no failures in entire record). Group II. Distinction. A minimum of three grades of B and one of C (with no grades of D in best four courses). Group III. Satisfactory. A minimum of three grades of C and one. of D. Group IV. Passing. A minimum which will satisfy promotion . requirements but not high enough to fulfill the requirements of a higher group. The Deans' List. The Deans' List consists of the names of all students who have attained places in Groups I or II of ·the Rank List. Men on the Deans' List are trusted by the Deans with greater responsibility and disc.retion in the ordering of their college work; they are allowed to observe as they may wish the rules regarding attendance, and are not subject to discipline because of absences. Abuse of these privileges over an extended time may bring about the removal of any man's name from the Deans' List. Any man on the List who for any reason is placed on probation automatically loses the aforesaid privileges. . Probation because of Unsatisfactory Scholarship. A student who fails to make at mid-years a record which, if it were final, would entitle him to promotion, may be placed on probation a~d warned by his Dean that unless his record improves, his probation may be closed. A student whose record is unsatisfactory as a result of the November hour-examinations ordinarily is warned by his Dean. CATALOGUE OF ST. JOHN'S COLLEGE 53 I:Iowever, if his record is exceedingly low, he may be placed on probation in November. A student who at the end of the year fails to make a record which entitles him to promotion is dropped to the next lower class and placed on probation. A student who has been dropped to the next lower class because of his failure to satisfy his promotion requirements, and who during his second year in the same class again fails to satisfy requirements for promotion to the next higher class, will have his connection with the College finally severed. Men on Probation. Men who are placed on probation are expected to exert every effort to regain good standing at the earliest possible moment. A student on probation for any cause will be required to maintain a perfect record in attendance. He may not participate in any athletic contest as a member of a varsity or Freshman team. If the student is reported for any matter of discipline while on probation, his probation· will, in most cases, be closed without further warning. Probation as Discipline. A student may be placed on probation for failure to maintain a satisfactory attendance record. Unsatisfactory conduct or neglect of any summons from a College officer may also bring the penalty of probation. Relief from Probation. A student who has been placed on probation for disciplinary reasons is relieved from probation promptly when he has demonstrated that he no longer should be on probation. A student who has been placed on probation because of unsatisfactory scholarship will, in most cases, be relieved from probation at the next grade period if a satisfactory record is then achieved. Repeating Courses. A course which has been passed may not be taken again in order to raise a grade. If a student has. received the grade of F in any course, he may repeat the course, or he may substitute another course. If the course failed is one required for the degree or for the fulfillment of the inajor requirements, it must be repeated. �------,. CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Continuation of Work in Prescribed English Composition. A student who has passed English I but who still needs training in writing English may, at any time during his Sophomore or Junior year, be required by any instructor, with the consent of the class Dean, to return to the English Department for supplementary work, and may be required to continue this work without credit until excused by the English Department or by the Dean. 3. Any language courses prescribed by the major department. 4. Three courses for distribution. (See Courses for Distribution.) 5. In addition to the above, elective courses sufficient to make a total of seventeen courses, exclusive of hygiene and physical training. 6. The course in hygiene, and. two full courses or the equivalent in physical training. 54 Transfer of Course Credits from Other Colleges. Students who take work at summer schools may petition for transfer of credits on the basis of the work taken at those institutions. Credit is not automatically transferred, but is subject to the approval of the Faculty member at St. John's who teaches the most nearly similar subject. In order to be certain that a given credit will be transferable, the student should confer with the proper Faculty members and with the Registrar before going to summer school. Upon his return the student must submit a transcript of his summer school record. Inasmuch as the formal approval of credit may take some time, the student is urged to submit his transcript and his petition for credit immediately after the conclusions of his summer course. In controversial cases examinations may be required before credit can be granted. IV. REQUIREMENTS FOR THE DEGREE A student must have passed seventeen ( 17) full courses, or their equivalent in full and half courses, in order to be recommended for the degree. He must, in addition, have attained grades of C or higher in at least nine (9) of these seventeen courses. Further, he must have secured credit for satisfactory work in the course in hygiene and in the courses in physical training (two years of work). Courses Required for the Degree. During the four years of the work for the Bachelor of Arts degree, the student must include in his program the following courses: 1. English 1. 2. Required courses for fulfilling the prescription of his major department (approximately six courses). 55 Major Courses. At the end of his Freshman year each student is required to designate his major subject. He will have an instructor in that subject assigned as his Adviser for the rest of his College course. Each student is required to plan, with his adviser, a tentative program for the Sophomore, Junior, and Senior years, including all of the courses required for the chosen major. It is advisable for the student to take in the Sophomore year any elementary courses which are required. Language Requirements. Language requirements (if any) are prescribed by the individual major departments. Since the student does not announce the ·choice of his major until the end of his first year, Freshmen are advised to consider the matter of languages very carefully before finally submitting their study cards for the first year. Courses for Distribution. All courses offered are grouped in three Divisions : (I) The Division of Languages, Literature, and Art, ( 2) the Division of the Social Sciences and Philosophy, and (3) the Division of the Sciences and Mathematics. The student's major subject falls in one of these three divisions. The student must pass three courses divided between the other two divisions, in not less than two departments which are not represented by courses taken or to be taken in fulfillment of the requirements of the major. Unless the student has passed in his preparatory school a course in laboratory science approved by the College, he must pass at least one college course in a laboratory science. Major Courses Counting for Distribution. No course taken to satisfy the requirements of the major may be used for distribution unless the major includes more than six full courses. �56 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST: JOHN'S COLLEGE V. REQUIREMENTS FOR MAJORS Biology. Four full courses or their equivalent in biology, including Biology 11 (Beginning Zoology), Biology 21 1 hf (Comparative Anatomy of Vertebrates), and Biology 22 2 hf (Embryology of ' Vertebrates) ; Two cour.ses in chemistry : Chemistry 2 (Comprehensive General Chemistry) and Chemistry 33 (Organic Chemistry) ; The language requirements are two years of college French and two years of college German or their equivalent. (Courses taken in satisfaction of these language requirements may be counted toward distribution.) Chemistry. Chemistry 2 (Comprehensive General Chemistry) ; Chemistry 21 1hf (Qualitative Analysis); Chemistry 22 2hf (Quantitative Analysis, Part I) ; Chemistry 31 1 hf (Quantitative Analysis, Part II) ; Chemistry 32 2hf (Physical Chemistry, Part I); Chemistry 33 (Organic Chemistry) ; · Chemistry 42 (Advanced. Organic Chemistry) ; Physics 21 (Elements of Physics); The language requirements are two years of college French and two years of college German or their equivalent. It is strongly urged that the German requirement be fulfilled before the end of the Junior year. (Courses taken in satisfaction of these language requirements may be counted toward distribution.) NoTE.-Mathematics 11 (Introduction to Mathematical Analysis) is a pre-requisite for Chemistry 21. Mathematics 21 (Analytic Geometry and the Calculus) is a pre-requisite for Chemistry 32. Classics. Three fulI courses (or their equivalent) in Latin, above Latin Two full courses (or their equivalent) in Greek, above Greek A full course (or its equivalent) in ancient history. Two electives selected with the approval of the Adviser. Economics. Economics 2 l (General Principles of Economics) ; Two of the Junior courses in economics; Economics 40 (Advanced Economics) ; Mathematics 26 2 hf (Statistics) ; l ; l ; 57 Psychology ll 1hf (Introduction to Psychology); Psychology 12 2 hf (History of Psychology); Government 11 (American Government). Beginning in 1932-33, students who major in economics will be required to take a comprehensive written examination at the end of the Senior year. The courses of concentration will be stressed, but familiarity with adjoining fields of knowledge will be expected. English. English 21 (Survey of English Literature) ; English 45 (Shakespere) ; Four other full courses in the Department of English, exclusive of English I. It is urged that students majoring in English elect History 23 (English History), preferably in their Sophomore year. By the end of their Junior year, students who major in English must have a reading knowledge of either French or German. At the end of the Senior year, they will be required to take a comprehensive written examination covering the entire field of English literature. Papers will be set in the history of English literature, and in the appreciation of literature. Some works and tendencies of modern foreign literature will be included in the latter paper, and some of the questions will be set in French or German. English 41 (Chaucer) must be taken by students who wish the recommendation of the Department for graduate study. French. See Romance Languages. German. Four full courses in German beyond German IO (Intermediate German), including German 40 (Problems of Current German Life and Thought); History 21 (Mediaeval European History) and History 31 (Modern European History) or its equivalent. NoTE.-German 21 (Scientific German) does not count toward the major. Government. Government 11 (American Government) ; Government 21 (Governments of Europe) or Government (State and Local Government) ; 23 �1 '! 58 CATALOGUE OF ST. JOHN'S COLLEGE Government 31 (History of Political Ideas) or Government 50 ! (Reading Course) or Philosophy 31 (History of Philosophy); Government 41 1hf (International Relations) and Government 42 2hf (International Organization) or Government 43 1hf. (Political Parties) and Government 44 2hf. (Constitutional Law); Economics 21 (General Principles of Economics) or History 23 (English History) or History 21 (Mediaeval European \ History); One full course in psychology or the equivalent, or Biology 11 (Beginning Zoology). History. History l (Historical Survey); History 21 (Mediaeval European History) or History 23 (English History) ; History 22 (Modern European History); History 25 (The History of the United States) or Government 11 (American Government) ; Economics 21 (General Prineiples of Economics) or Biology 11 (Beginning Zoology) or Psychology ll 1hf (Introduction to Psychology) and Psychology 12 2 hf (History of Psychology); English 21 (Survey of English Literature) or Art 21 (Introduction to Art} or Philosophy 31 (History of Philosophy). Mathematics. Mathematics 11 (Introduction to .Mathematical Analysis) ; Mathematics 21 (Analytical Geometry and the Calculus); Mathematics 31 (Mathematical Analysis, Part I) ; Mathematics 35 (The Elements of Mechanics) ; Mathematics 41 (Mathematical Analysis, Part II); Physics 21 (Elements of Physics). Or: Mathematics 11 (Introduction to Mathematical Analysis); Mathematics 21 (Analytical Geometry and the Calculus); Mathematics 33 (Higher Algebra) ; Mathematics 35 (The Elements of Mechanics) ; Mathematics 43 (Introduction to Modern Geometry); Physics 21 (Elements of Physics). A reading knowledge of French or German is advised. CATALOGUE OF ST. JOHN'S COLLEGE 59 philosophy. Philosophy ll 1hf (Logic) ; Philosophy 15 (Ethics) ; Philosophy 31 (History of Philosophy) ; Philosophy 34 2 hf (Locke, Berkeley, Hume) ; Philosophy 35 1hf (History of Religion) ; Philosophy 36 2 hf (Psychology and Philosophy of Religion) ; Philosophy 41 1hf (Plato) ; Philosophy 42 2 hf (Schopenhauer) ; One full course or its equivalent in psychology or in history. Physics. Physics 21 (Elements of Physics); Physics 31 (Electricity and Magnetism) ; Physics 41 (Physical Optics); Physics 42 (Theory of Heat) or Physics 43 (Electricity); Mathematics 21 {Analytical Geometry and the Calculus) ; Chemistry 2 (Comprehensive General Chemistry). Reading knowledge of French and German. Pre-Medical Sciences. Each student who wishes to study medicine is advised to take the six essential courses of the pre-medical major, whether he selects this major or some other. These are the courses stipulated by the Council on Medical Education of the American Medical Association as the minimal requirements for admission to the medical schools. Two full courses in biology : Biology 11 (Beginning Zoology), Biology 21 1hf (Comparative Anatomy of Vertebrates), Biology 22 2hf (Embryology of Vertebrates); Two full courses in chemistry : Chemistry 2 (Comprehensive General Chemistry), Chemistry 33 (Organic Chemistry) ; One full course in physics: Physics 21 (Elements of Physics) ; NOTE.-Mathematics 11 (Introduction to Mathematical Analysis) is prerequisite to Physics 21. One full course in English, which must be actually taken in college. In addition to the six courses of the major two years of college German and two years of college French, or their equivalent, are required. Courses taken in fulfillment of these language requirements may be counted toward distribution. �-----~l 1 i; I·! I I 60 CATALOGUE OF ST. JOHN'S COLLEGE Additional courses advised: Chemistry 21 1 hf (Qualitativ · Analysis), Chemistry 22 2hf (Quantitative Analysis), Chemis~ try. 32 2 hf (Physical Chemistry, Part I) ; Biology 30 ihf (Histology); enough German and French to satisfy proficiently examinations in the medical school, that is, " a reading . ' knowledge" 6f scientific material. Psychology; Three full courses, or their equivalent, in psychology; Biology 11, either section A or section B · Philosophy 3 l. ' O~e a~ditional f~ll course, or the equivalent, in philosophy, or m b10logy, or m psychology; or a full course in physics; One additional full course or two half-courses to be elected from the following list : Any philosophy course; Any psychology course; Biology 21 1 hf; Biology 22 2 hf; Biology 30 1 hf; Biology 33 2hf; Biology 34 2 hf; Biology 36 2hf; Chemistry l or Chemistry 2 ; Physics 21; Mathematics 26 2 hf ; Economics 31; Economics 41; Government 3 l ; . 1 hf; Greek 36 2 hf; Greek 23 English 24 2 hf; English 26 1 hf; English 27 2 hf; English 49; · English 50. Any student who intends to do graduate work in psychology should learn to read both German and French. He should also take at least two full science courses or their equivalent. Two full years of biology and one of some other science, preferably physics, are recommended. The student should make as thorough a study as possible of physiology, especially the physiology of the nervous system and the ductless glands." Romance Languages .. Four full courses in one Romance language above Fre~ch 2 or Spanish 2 (intermediate courses). One of these four must be a course in composition and conversation. In addition, two full courses in another Romance language. CATALOGUE OF ST. JOHN'S COLLEGE 61 · Social Sciences. One course in each department. The courses prescribed are : Economics 2 l {General Principles) ; Government 11 (American Government) ; History l (European History from the Fall of Rome to the Present Time); Philosophy 31 (History of Philosophy) ; One full course in introductory psychology. Three additional courses in the social sciences. These three courses must be distributed over three departments and must have the approval of the departments concerned. · Spanish. See Romance Languages. VI. DEGREES WITH HONOR AND DISTINCTION In order to encourage high scholarship and serious interest in learning, the college in 1927 established degrees" with honor" and " with distinction." Degrees with Honor. Highest honor will be awarded to those students who have pursued during their last two years a course of study in some measure independent of regular courses and leading to a comprehensive examination in one field of knowledge. Opportunity will be given to acquire a more complete mastery of one subject than has ordinarily been done under the course system. In some departments there will be opportunity for original research and the writing of a thesis. The examination may be conducted not only by the major department and other members of the Faculty, but also by competent persons. outside the College. The requirements for the degree " with honor " or " cum honore " are as follows : a. The candidate shall, at some time before the end of the Junior year, make application to his Dean for acceptance as. a candidate for honors, and must have therefor the approval of his Adviser and of the department of his major. b. He shall obtain a general average of at least So for the four years, and an average in his major subject of at least 85.* *For determining comparable averages the mid-point of each grade-range 100-90, B 89-80, C 79-70, and D in the following scale is used : A 69-60. = = = = �62 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE c. He shall, either during his Junior and Senior years, or during ·. one of them, accomplish special work in his major subject, the type and amount of which shall be decided in conference between him and the instructors in his major department. d. He shall, towards the end of his Senior year, pass a compre- , hensive oral and written examination in his major subject before a board composed of the instructors of the major group, other members of the Faculty, and at least one visiting examiner. Degrees with Distinction. A degree " with distinction " or " cum laude " will be granted to any student who has done especially good work in all the courses which he has taken. A student to win this degree must, during a regularly required residence in the College, obtain an average of 85 or above.* Degrees " with great distinction," or "magna cum laude," will be granted by vote of the Faculty in rare cases to altogether exceptional students. A student may win a degree both " with distinction " in general studies and" with honor" in his major subject. *For determining comparable averages, the mid-point of each grade-range in the following scale is used : A = 100-90, B = 89-80, C = 79-70, and D = 69-60. 63 COURSES OF INSTRUCTION Freshman courses are numbered from I to 19, Sophomore courses from 20 to 29, Junior Courses from 30 to 39, and Senior courses from 40 up. The numbers of full courses are unqualified, halfcourses running throughout the year are indicated by hf following the number, and half-courses given only in the first or the second half-year are designated by 1 hf or 2 hf. Courses not given in the current year are bracketed. The Roman numeral in parentheses after the name of each course indicates the examinati9n group to which the course is assigned. Separate sections have their examination: groups listed successively. Courses are open ordinarily to members of a higher class ; and occasionally members of a lower class may obtain the permission of an instructor to register for a higher class. The previous consent of the instructor is required for registration in courses indicated by an asterisk (*). The reading courses numbered in the fifties are open to Juniors regularly. The thesis courses numbered in the sixties are open only to Seniors who are candidates for departmental honors ; such courses are marked by a dagger ( t). I. DIVISION OF THE LANGUAGES, LITERATURE, AND ART PROFESSORS BROWN (Chairman), ELLIOTT, FITZGERALD, GROPP, KuEHNE- MUND, PENROSE, SCOFIELD, SEGALL, AND STARR, AND MESSRS. KIEFFER AND RODGERS ART Art 21. Survey of the History of Art. (rn) A survey of the history of art in Western Europe with special emphasis on the Greeks in the first half-year and on the Italian Renaissance in the second half-year. M-W-F at IO. PROFESSOR SCOFIELD. Art 31. The History of Painting in Western Europe. (n) From the beginnings to impressionism. During the first half-year special attention will be given to the Sienese and Florentine primitives �CATALOGUE OF ST. JOHN'S COLLEGE 64 CATALOGUE OF ST. JOHN'S COLLEGE and to the great painters of the Renaissance in Italy ; during the second half-year to the Flemish primitives and to the Flemish, Dutch, and Spanish schools of the seventeenth century. Pre-requisite: Art 2r. M-W-Fat 9. PROFESSOR SCOFIELD. M-W- Fat 9. Omitted in I932-33. PROFESSOR SCOFIELD. Grammar, Composition, and Prose Forins, A; B; C; D; E; T-Th-S T-Th-S M-W-F M-W-F T-Th-S at at at at at IO. 9. 9. 9. 9. (xv) PROFESSOR SCOFIELD. PROFESSOR STARR. PROFESSOR BROWN. MR. RODGERS. MR. RODGERS. English 2r. Survey of English Literature. (m) A study of the main tendencies of English Literature from Beowulf to the present time, with readings in great or characteristic writers and in social backgrounds. Required of alt Sophomores who propose to major in English. M-W-F at (xm) The first half of the course, dealing with the printed book from modern times to the seventeenth century, will be taught by President Gordon; the second half, dealing with the printed book in the fifteenth and earlv sixteenth centuries, will be taught by Professor Penrose. PRESIDENT GORDON AND PROFESSOR PENROSE. The course is intended to supply students with the elements of English , Grammar and the English Language as a useful tool. Frequent papers ; conferences; collateral reading. Required of all Freshmen unless they pass an anticipatory examination in grammar and composition. Does not count toward fulfiltment of major or distribution. Section Section Section Section Section History of the Printed Book. Half-course running throughout the year. Tat 2. ENGLISH I. A course in rapid reading in the nineteenth and twentieth century drama, with special attention to the period after Ibsen. (u) A study of the Greeks and Romans as we. know them through their ' fine and applied arts. · English (1x) T-Th-S at 9. Second half-year. PROFESSOR SCOFIELD. [Art 32. The Art of Classical Antiquity.] . English 24 2 hf. The' Modern Drama. 65 IO. English 31 1 hf. Theory of Poetry. T-Th-S at 9. PROFESSOR SCOFIELD. [English 32. The Nineteenth Century.] (x) This course is intended to give a comprehensive view of the poetry and the prose (including the novel) of the nineteenth century, from Byron to Oscar Wilde. The change from the romanticism of the early nineteenth century poets to that of the Victorians, and the gradual development of the didactic purpose in prose of the period will be especially emphasized. There will be frequent class-room discussions, and occasional papers. T-Th-S at 10. Omitted in 1932-33. PROFESSOR STARR. English 33. The Sixteenth and Seventeenth Centuries. PROFESSOR BROWN. (IX) (xm) A study of the significant prose fiction and poetry of England and America during the twentieth century. This course will study the poetry and prose of England from 1485 to 1650. Various types such as lyric poetry, voyaging narratives, picaresque fiction, and translations, will be examined in their relation to the · English Renaissance. T -Th-S at T-Th from English 23. Contemporary Literature. IO. ( x) 2 to 3: 30. PROFESSOR STARR. PROFESSOR STARR. 3 �66 CATALOGUE OF ST. JOHN'S COLLEGE [English 34 1 hf. The Drama from 1588 to 1800.] A study of the English Drama, exclusive of Shakespeare, lowe to Sheridan. Pre-requisite: English T-Th-S at 9. First half-year. Omitted in 1932-33. 2I. PROFESSOR SCOFIELD. *English 35. The Eighteenth Century. English Liter~ture from 1688 to the death of Shelley. The important; writers of the Restoration, the e-ighteenth century, and the French Revolution will be studied with their political. social, and intellectual. backgrounds. Pre-requisite: English 21. T from IO to 12. PROFESSOR BROWN. [English 36 1hf. Romantic Poetry of the Eighteenth Century.] A survey of English romantic poetry from Anne of Winchelsea to . Wordsworth. Important poets studied will include Thomson, Gray,: Cowper, Coleridge, and Wordsworth. Tuesday at IO. First half-year. Omitted in 1932-33. CATALOGUE OF ST. JOHN'S COLLEGE 67 studied as creative art, otherwise as the expression of national or sectional culture. Students electing this course are recommended to elect at the same time History 41. M-W-F at IO. -Omitted in 1932-33. PROFESSOR BROWN. [English 39. American Literature from 1870.] M-W-F at r. Omitted in 1932-33. PROFESSOR BROWN. [English 4r. Chaucer.] (1v) The Prologue and ten of the Canterbury Tales will be carefully read in class. In addition the minor poems, The Book of the Duchess, and Troilus and Criseyde will be studied less in detail. Other important works of the fourteenth century, especially Gawain and the Green Knight and The Pearl will be read. M-W-F at 11. Required of those English Majors who desire the recommendation of the Department for graduate study. Omitted in 1932-33. PROFESSOR STARR. [English 43. Medireval Literature.] A study of the most important writings in English from the twelfth to the fifteenth centuries. PROFESSOR STARR. English 37. Poetry of the Nineteenth Century. In the first half-year the chief poets studied will include Wordsworth, Coleridge1 Byron, Shelley, and Keats; in the second, Tennyson, Browning, Arnold, Swinburne, Morris, and Rossetti. M-W-Fat 9. PROFESSOR STARR. [English 38. American Literature.] Puritan and Colonial writings, the literature of the Revolution; the New England school; Cooper, Poe, Haw:thorne, Melville, and Whitman; the Frontier and the South. ~rhen possible this literature will be Pre-requisite: English 2r. M-W-F at 8. Omitted in 1932-33. PROFESSOR STARR. English 45. Shakespere. (v) A general course with little emphasis on technical problems. In the first half-year the student will read about twenty plays, and make some study of social and cultural backgrounds. In the second half-year there will be a detailed examination of Troilus and Cressida, Measure for Measure, and the five great tragedies. Special attention will be given to Shakespere's theory of tragedy and to the philosophical and religious views contained in his principal plays. M-W-F at r. PROFESSOR BROWN. �68 CATALOGUE OF ST. JOHN'S COLLEGE [English 49. The Novel.] ' French 13. French Composition and Conversation. A study of the novel primarily as a form of literary art, but with some attention to its sociological usefulness. In the first half-year the course will be concerned chiefly with the types and forms of the novel and the craftsmanship of the novelist. In the second half-year a few great novels, probably selected from the works of Tolstoy, Dostoievsky, Turgeniev, Balzac, and Stendhal, will be studied thoroughly. No one should elect the course who is not able to read a novel of average length each week. Open to Juniors. M-W-,F at 3. Omitted in 1932-33. PROFESSOR SCOFIELD. *English 50. Reading Course. *English 53 2 hf. Reading Course. MEMBERS OF THE DEPARTMENT. Beginning French. (xvi) PROFESSOR ELLIOTT. Intermediate French. (xvu) Review of basic principles: grammar and composition, conversation, reading from the works of nineteenth century and contemporary authors. Pre-requisite: French I, or two years of high-school French. Section A; M-W-F at 9. PROFESSOR ELLIOTT. Section B; M-W-F at IO. PROFESSOR ELLIOTT. French 11. Advanced French Prose. (m) From the origins to the present time. Lectures; comprehensive outside i:eading in English; weekly reports. No knowledge of French is required. Open only to men who stand in the first three groups of the rank list, and not open to Freshmen. May not be counted toward the major in French. 20. IO. PROFESSOR SEGALL. Survey of French Literature. (v) Pre-requisite: French 11, or four years of high-school French. M-W-F at 1. PROFESSOR SEGALL. M-W-F at 11. 2. ' French 17. History of French Literature and Civilization. A summary of French literature illustrated by readings from representative works of the more important periods. Outside readin.g; reports. A good knowledge of French is required. Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. French Required of French Majors. Pre-requisite: French I, or two years of high-school French. T-Th-S at 9. PROFESSOR ELLIOTT. French FRENCH 1. (1x) Comprehensive outside reading of modern prose; reports in French. M-W-F at *tEnglish 60. Theses for Honors. *tEnglish 63 2 hf. Theses for Honors. MEMBERS OF THE DEPARTMENT. French 69 CATALOGUE OF ST. JOHN'S COLLEGE (1v) Rapid reading from representative works of nineteent!"'.·century prose; comprehensive collateral reading; reports. Pre-requisite: French 2, or three years of high-school French. M-W-F at 11. PROFESSOR SEGALL. French 31. Eighteenth-Century French Literature. (v1) The literary movements of the Age of Reason and their relations to the social and political conditions of the period. Outstanding authors, such as Lesage, Marivaux, Montesquieu, Voltaire, Diderot, Rousseau, will be studied in some of their representative works. Comprehensive outside reading: theses. Pre-requisite: French 11, or four years of high-school French. M-W-F at 2. PROFESSOR SEGALL. [French 41. Nineteenth-Century and Contemporary French Literature.] (VI) A study of the literary tendencies of the age and the social and political conditions underlying them. The eighteenth-century precursors, the literature of the Empire, romanticism, realism, naturalism, symbolism, and neo-romanticism will be considered. Students taking this course should be able to read French with ease. Pre-requisite: French 11, or four years of high-school French. M-W-F at 2. Omitted in 1932-33. PROFESSOR SEGALL. �70 .*German 33. Advanced Composition and Conversation. French 50. Reading Course. Subject to be arranged. Required of German Majors. Pre-requisite: Two years of college German or the equivalent. M-F from 3 to 4: 30. PROFESSOR GROPP. *tFrench 62 1 hf. Theses for Honors. Pre-requisite : French 20. First half-year. PROFESSOR SEGALL. . [German 35. Introduction to the History of German · Civilization.] Beginning German. Pre-requisite: History I passed with grade of " C " or better. M-W-F at r. Omitted in 1932-33; given in 1933-34. PROFESSOR KuEHNEMUND. (xv1) ~le~ents necessa.ry for acquiring the language: grammar, pronun- c1ation, conversat10n, reading of simple texts, composition. Section A; M'-W-F at 8. PROFESSOR GROPP. Section B; M-\V-F at 11. PROFESSOR GROPP. German IO. Intermediate German. ( II, German 36. History of German Civilization during the Nineteenth and Twentieth Centuries. ( v) VIII) A lecture course in English, with outside reading and written reports. The course offers to any student an opportunity to become acquainted with German life, thought, and art during the nineteenth and twentieth centuries. Some account of the Germans in America will be included. Revi.ew of basic principles : grammar and composition; conversation; readmg from works of nineteenth century and contemporary authors. Pre-.requisite: German r, or two years of high-school German. Sect10n A; M-W-F at 9. PROFESSOR KuEHNEMUND. Section B; T-Th-S at 8. PROFESSOR GROPP. German 20. Modern Literature. Pre-requisite: German. M-W-F at 2. German IO, or three years of high-school 21. Scientific German. (n) Intended for students specializing in sciences. Pre-requisite: German. M-W-F at 9. German IO, or three years of high-school PROFESSOR GROPP. 1 German 40. Problems of Current German Life and Thought. (xvi) Open only to men mai oring in German. Tuesday at 7 : 30 p. m. PROFESSOR KuEHNEMUND. PROFESSOR KuEHNEMUND. German Pre-requisite: German 35, or History 21 with consent of the instructor. M-W-F at r. PROFESSOR KuEHNEMUND. (v1) to enable the student to translafe German rapidly. Oral and written reports on prepared translation; sight translation. Tr~ining ( v) A lecture course in English, with outside reading and written reports. Open to Juniors and Seniors who want an opportunity to become acquainted with German life, thought, and art up to the end of the eighteenth century. GERMAN I. (vn) Primarily for students who wish to acquire a better facility in writing and speaking German. Pre-requisite : French 20. PROFESSOR SEGALL. German 71 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE *German 50. Readings in German Literature and History. Pre-requisite: A fluent reading knowledge of German. PROFESSOR KuEHNEMUND. tGerman 60. Thesis for Honors. This course is to be taken in connection with either German 40 or German 50. The work consists in the writing of a thesis in some special field chosen by the student with the approval of the instructor. PROFESSOR KuEHNEMUND. �72 CATALOGUE OF ST. JOHN'S COLLEGE GREEK Greek I. 73 CATALOGUE OF ST. JOHN'S COLLEGE LATIN Beginning Greek. Latin r. Beginning Latin. Elements of grammar and composition; readings in Greek prose. cial emphasis upon the Greek element in the English language. Elements of grammar and composition i readings in Latin-prose authors. For students who have had little or no Latin. May not be taken by students who have had any college Latin. M-W-F at 11. MR. KIEFFER. T-Th-S at 11. [Greek 23 1 hf. History of Classical Mythology.] MR. KIEFFER. Study of the Myths as they appear in Ancient and Modern Literature with discussion of the light they throw on early history and on social conditions. Knowledge of Greek and Latin not required. M-W-F at 1. Omitted in I932-33. MR. KIEFFER. Greek 3r. Plato; Greek Tragedy. Plato; Apology and Crito. Two Greek Tragedies. Pre-requisite : Greek M-W-F at IO. (III) [Latin 15. Roman Law.] Readings principally from the Institutes of Justinian. Study of the de~~lopment of legal procedure and the Roman constitution. For prospective law students. Pre-requisite: Latin I, or two years of high-school Latin. Hours to be arranged. Omitted in 1932-33. I. MR. KIEFFER. MR. KIEFFER .. [Latin 23 1hf. Letters of Cicero and Pliny.] [Greek 33. Herodotus; Greek Comedy; Greek Lyric Poets.] In addition to the reading and study of Herodotus, the course will include study of Greek Comedy and Aristophanes and reading of two representative plays. Reading and study of poets from Tyrtaeus to Simonides of Ceos, including Archilochus, Sappho, and Anacreon. Pre-requisite: Greek 2I. T-Th-S at 11. Omitted in I932-33. Detailed studies of those aspects of Roman civilization portrayed by these authors. Collateral readings in English. Pre-requisite: Latin 11 and 12, or four years of high-school Latin. M-W-F at 2. First half-year .. Omitted in 1932-33. MR. KIEFFER. MR. KIEFFER. [Greek 34 2 hf. History of Greek Tragedy.] (v) A study of the extant Greek tragedies. A study of the development of the tragic form and of its influence on later literature and on the modern theatre. No knowledge of Greek is required. M-W-F at 1. Second half-year. Omitted in I932-33. [Latin 24 2 hf. Plautus and Terence.] Reading of a representative play of each ; study of the antecedents, development, and historical influence of the Roman theatre. M-W-F at 2. Second half-year. Omitted in 1932-33. MR. KIEFFER. MR. KIEFFER. See also History 20. (XI) History of Greece and Rome. See also History 20. History of Greece and Rome. �74 CATALOGUE OF ST; JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE [Spanish 25. Spanish Life and Culture.] *Classics 50. Classical Philology. *Classics 5I hf. Classical Philology. Reading under the direction of the instructor, in Greek and Latin liter-:: ature and antiquities. Open to approved candidates for honors in the:. Classics, and to Juniors and Seniors generally. · MR. KIEFFER. tClassics 60. Classical Philology. tCiassics 6I hf. Classical Philology. A study of the development of the Spanish novel from the nineteenth century on. Reading of novels from the more important authors ; repor~s and discussions ; individual collateral reading and reports. SPANISH (I) Elements necessary for acquiring the language: grammar, pronun· ciation, conversation, reading of simple texts, composition. at 8. (u) Review of basic principles: grammar and composition; conversation; reading from ·the works of nineteenth century and contemporary authors. · Pre-requisite: Spanish M-W-F at 9. I, or two years of high-school Spanish. PROFESSOR FITZGERALD. Spanish 11. Introduction to Spanish Literature.. · (Iv) A general view of Spanish literature, illustrated by reading from representative works of the more important periods. Collateral reading and reports. Pre-requisite: Spanish 2, or three years of high-school Spanish. M-W-F at 11. PROFESSOR FITZGERALD. Spanish I3. Spanish Composition and Conversation. (vI) A study of Spanish syntax ; original compositions ; prac~ice in speaking Spanish. Required of all men majoring in Spanish. Pre-requisite: Spanish M-W-F at 3. 2, or the consent of the instructor. PROFESSOR FITZGERALD. Pre-requisite: Spanish 11, or four years of high-school Spanish. M-W-F at 3. Omittedin Ig32-33. PROFESSOR FITZGERALD. PROFESSOR FITZGERALD. Spanish 2. Intermediate Spanish. Not open to Freshmen. Hours to be arranged. Omitted in I932-33. [Spanish 31. Modern Spanish Novel.] MR. KIEFFER. M-W-F A study of the cultural background of Spanish civilization as seen in the literature, and to some extent in the art and architecture, of the Spanish people. No knowledge of Spanish required. Lectures, read· ings, discussions, reports. PROFESSOR FI'l'ZGERALD. Laboratory courses in thesis writing. Spanish 1. Elementary Spanish. 75 [Spanish 41. Spanish Drama. J Lectures on the literary movements . affecting the drama. Reading of representative plays from the Golden Age to the present; discussion ; collateral reading; reports. Pre-requisite: Spanish 11, or four years of high-school Spanish. M-W-F at 3. Omitted in Ig32-33. PROFESSOR FITZGERALD. *Spanish 50. The Romantic Movement in Spain. *Spanish 5I hf. The Romantic Movement in Spain. The ability to read Spanish fluently is necessary to these reading courses. Pre-requisite: Spanish 11, or its equivalent. PROFESSOR FITZGERALD. tSpanish 60. Honors Thesis Course. tSpanish 6I hf. Honors Thesis Course. Subject to be chosen after conference between student and instructor. Students must be able to read Spanish fluently. PROFESSOR FITZGERALD. �r ,.I, i.: 76 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Economics 40. Advanced Economics. II. DIVISION OF THE SOCIAL SCIENCES AND PHILOSOPHY PROFESSORS ALLES (Chairman), HUNTER, KINGSBURY, McLAREN, PENROSE, AND WYCKOFF, DR. DUNCAN, AND MESSRS. PAVENSTEDT AND RODGERS. ECONOMICS Economics 2I. General Principles. (III) A study of the economics of living and an analysis of economic laws. Section A; M-W-F at IO. PROFESSOR WYCKOFF. Section B, for students majoring in Economics; M-W-F at DR. DUNCAN. IO. See also Mathematics 25 1 hf (The Mathematics of Finance), and Mathematics 26 2 hf (Statistics). [Economics 3 r. Industrial Problems.] (rx) This course includes a study of the development of the business enterprise, its regulation by the government, and certain major problems of industrial management. Pre-requisite: Economics 2r. T-Th-S at 9. Omitted in 1932-33. PROFESSOR WYCKOFF. Economics 32. Financial Problems. (x) The aim of this course is to make the student familiar with our banking system and its relation to business needs. The position of the private investor is also considered. Pre-requisite: Economics 2r. T -Th-S at IO. PROFESSOR WYCKOFF. *Economics 35. International Economic Problems. (xr) This course will consist of discussions, readings, reports, and papers on selected problems in international economics including international business cycles, war debts, international control of raw materials, and economic imperialism. Pre-requisite: Economics 21 (Mathematics 26 2 hf is advised, in addition) . T-Th-S at 11. DR. DUNCAN. 77 (rv) A conference course in economic theory and the major subjects of economic controversy. Open only to Seniors majoring in economics. M at 11, and individual conferences. PROFESSOR WYCKOFF. *Economics 50. Readings in Economics. A conference course open to Juniors and Seniors who are interested in economics and are willing to read extensively. Pre-requisite: Economics 2I. Hours to be arranged. PROFESSOR WYCKOFF. *tEconomics 60. Theses for Honors. PROFESSOR WYCKOFF. GOVERNMENT Government 11. American Government. (n) The introductory course required of all students majoring in government. Origins and development of the American form of government : federal, state, and local. About two-thirds of the year will be devoted to the federal government; one-third to state and local government. Emphasis on present day problems of government, and on the rights, duties, and responsibilities of citizens. Section A; M-W-F at 9. PROFESSOR KINGSBURY. Section B; M-W-F at 11. DR. DUNCAN. Section C; M-W-F at 2. DR. DUNCAN. Government 21. Governments of Europe. (rx) An analysis of the structure and functioning of the governments of the principal European states, and a comparison with American institutions and practices. The shift from monarchical to democratic forms; the rise of autocracies in Italy and Russia, and other recent developments will be studied. Pre-requisite: Government 11. T-Th-S at 9. PROFESSOR KINGSBURY. �78 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Government 23. ·State and Local Government. (Iv) A more detailed study of the organization and functioning of state municipal, and local governments for the student who may go into publi~ life in this country. Problems of the electorate, of political parties, of legislative organization and procedure, and of state and local administration, including the administration of justice, will be studied, with special reference to the State of Maryland. Pre-requisite : Government 11. M-W-F at 11. [*Government 31. History of Political Ideas.] Pre-requisite: (I) Government 11; (2) Government 21, or Government 3I, or History 22; (3) Government 41. Hours to be arranged. Second half-year. Omitted in I932-33· PROFESSOR KINGSBURY. Government 43 1 hf. Political Parties. PROFESSOR KINGSBURY. (m) A study of the theories of politics and of government from classical times to the present day, intended to show the evolution of systematic political reasoning and the basis of modern political thought. The ideas of the philosophers on such subjects as political liberty, democracy, sovereignty, the best form of government, anarchism, socialism, and problems of international order, will be studied. Open only to students whose interests and training fit them for the course. M-W-F at IO. Omitted in I932-33. PROFESSOR KINGSBURY. [Government 4I 1 hf. International Relations.] A survey of the present-day factors affecting international relations : nationalism, imperialism, exploitation of backward nations, racial minorities, militarism and armaments, tariff wars, etc. Pre-requisite: (I) Government 11 ; ( 2) Government 21, or Government 3I, or History 22. Hours to be arranged. First half-year. Omitted in I932-33. PROFESSOR KINGSBURY AND DR. DUNCAN. [Government 42 2 hf. International Organization.] The development of international cooperation, and the peaceful settlement of international disputes, with particular reference to the work of the League of Nations and the World Court, and the evolution of a law of nations. 79 (xn) The history, organization, functions, and methods of political parties particularly in the United States. Topics studied will include nominating and election methods, the boss, the machine, the spoils system, campaign methods, and the problems of government by public opinion. Pre-requisite: (I) Government 11 ; ( 2) Government 23, or Government 3 I. T -Th from I to 2 : 30. First half-year. PROFESSOR KINGSBURY. Government 44 2 hf. Constitutional Law. A study of the leading cases in American constitutional law illustrating the evolution of governmental powers and the rights of individuals under the constitution. Pre-requisite : (I) Government 11 ; ( 2) Government 23, or Government 31. Hours to be arranged. Second half-year. PROFESSOR KINGSBURY. *Government *Government *Government *Government 50. Reading Course. 51 hf. Reading Course. 52 1 hf. Reading Course. 53 2hf. Reading Course. PROFESSOR KINGSBURY. *tGovernment 60. Theses for Honors. PROFESSOR KINGSBURY. �80 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE HISTORY History History 34. American Economic History. European History from the Fall of Rome to the Present (xx) Time. 1. A general survey of the political, economic, religious, and intellectual history of Europe since 476 A. D. A pre-requisite for men majoring in history. Section A; T-Th at 9, S at 9. Section B ; T -Th at 9, S at IO. Section C; T -Th at 9, S. at 8. (x) 21. Medireval European History. (XI) T-Th-S at 11. MR. PAVENSTEDT. History 22. Modern European History. (xx) An outline of the history of Europe from the emergence of the national state to the European War of 1914-1918. M-W-F at 8. Pre-requisite: History 25 or its equivalent. T from 2 to 4. Omitted in 1932-33. PROFESSOR HUNTER. A survey of English history. MR. RODGERS. *History 50. Reading Course. *History 51 hf. Reading Course. Oral and written reports. MEMBERS OF THE DEPARTMENT. *t History 6o. Theses for Honors. *tHistory 61 hf. Theses for Honors. (x1) . Philosophy l l 1hf. Logic. M-W-F at 11. The course is chiefly concerned with the study of valid and invalid forms of reasoning in deductive and inductive logic. PROFESSORS HUNTER AND PENROSE. (v1) A survey of United States history from colonial times to the present. MR. RODGERS. Pre-requisite: History 25 or its equivalent. M-W-F at 11. PHILOSOPHY History 23. English History. 2. (1v) MEMBERS OF THE DEPARTMENT. PROFESSOR HUNTER. History 25. The History of the United States. (xm) The rise and development of the modern political system. A course in the foundations of modern Europe from the breakdown of the Roman Empire in the west to the establishment of the national state. M-W-F at PROFESSOR HUNTER. History 44. American History Since the Civil War. IO. MR. KIEFFER. History Pre-requisite: History 25 or its equivalent. Conference hours arranged with each student. This course will deal with a selected phase of the history of American life approached from the point of view of the common man. Outline of the political history of ancient times and a study of classical society. T-Th-S at (II) The study of the development of American economic life from the colonial beginnings to the present. [History 42. History of American Life.] MR. PAVENSTEDT. History 11. History of Greece and Rome. 81 Open to qualified freshmen after consultation with the instructor. T-Th-S at 11. First half-year. PROFESSOR ALLES. �82 CATALOGUE OF ST. JOHN'S COLLEGE Philosophy i2 2 hf. Introduction to Philosophy. CATALOGUE OF ST. JOHN'S COLLEGE (xi) The course deals with such problems in philosophy as the origin and nature of human knowledge; the origin and development of life; the problem of matter and of mind and their relation; God; freedom; and immortality. Open to qualified freshmen after consultation with the instructor. T-Th-S at 11. Second half-year. 83 M-W-F at 2. First half-year. Omitted in 1932-33. PROFESSOR ALLES. [Philosophy 36 2 hf. Psychology and Philosophy of Religion.] (vn) (ix) The course falls into two parts : The psychology of religion in which are studied the contributions of modern psychology toward an understanding of religion and the different types of religious experience. 2. The philosophy of religion which tests the validity of the claim which religion makes, i. e., it wants to know whether that which religion claims is true. Open to qualified freshmen after consultation with the instructor. T-Th-S at 9. Pre-requisite: A half-course in Philosophy or Psychology, or the permission of the instructor. M-W-F at 3. Second half-year. Omitted in i932-33. PROFESSOR ALLES. Philosophy i5. Ethics. A study of the moral development of mankind from primitive man to the present, with special emphasis on such outstanding ethical systems as Buddhism, Christianity, Greek Ethics (Plato and Aristotle), Stoicism, Kant, etc. PROFESSOR ALLES. Philosophy 3r. History of Philosophy. (x) A study of philosophic spec~llation from the early Greeks to modern times. T-Th-S at IO. PROFESSOR ALLES. [Philosophy 34 2 hf. Locke; Berkeley; Hume.] (vi) An ·interpretation of their philosophy based on tbe reading of their works. Pre-requisite: Philosophy instructor. M-W-Fat 2. Second half-year. Omitted in i932-33. 12 or 3i, or the permission of the PROFESSOR ALLES. Philosophy 38. Conceptions of Immortality. (vi) A study of different conceptions of immortality covering primitive, Babylonian, Egyptian, Hebrew, early Christian, and Creek conceptions as well as those of outstanding western thinkers (philosophers and scientists) down to the present. Pre-requisite: Philosophy 12, or 31, or 35, or the consent of the instructor. M-W at 2. PROFESSOR ALLES. (vn) Philosophy 41 1 hf. Plato. An interpretation of Plato's philosophy based on the reading of his dialogues including the REPUBLIC. PROFESSOR ALLES. [Philosophy 35 1 hf. History of Religion. J I. (vi) A study of the development of religion including pri~itive religion (Mana, Fetiches, Magic), Buddhism, Zoroastrianism, Judaism, Mohammedanism, and Christianity. Pre-requisite : Philosophy 3 l. M-W-F at 3. First half-year. PROFESSOR ALLES. �84 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Philoso~hy 42 2 h~. Schopenhauer. (vu) An mterpretation of Schopenhauer's philosophy based on the reading of THE WORLD AS WILL AND lDEA. Pre-requisite: Philosophy 31. M-W-F at 3. Second half-year. PROFESSOR ALLES. 85 stood by progressive educators will be discussed and emphasized. The course is especially designed for first-year students and for sophomores. Section A; T-Th-S at IO. Section B; T-Th-S at 11. Second half-year. Omitted in 1932-33. PROFESSOR McLAREN. *Philosophy 50. Reading in Philosophy. *Philosophy 51 hf. Reading in Philosophy. Psychology 27. Social Psychology. Field or subject to be determined after consultation with the student. PROFESSOR ALLES. t Philosophy 60. Theses for Honors, tPhilosophy 6I hf. Theses for Honors. !he work consists in the writing of a thesis in some field or on a subJ ect chosen by the student after consultation with the instructor. PROFESSOR ALLES. (n) A study of the integration and development of the human personality and character within a society. Emphasis will be placed upon the postulate that man is a socialized animal; and social psychology will be considered to be integral with biological psychology. The different schools of social psychology will be examined and discussed. Pre-requisite: Psychology 11, or 12, or 19, or 23, or 29, or one year of biology, or one year of philosophy. M-W-F at 9. PROFESSOR McLAREN. PSYCHOLOGY Psycho~ogy ll 1_hf. ~eneral Introduction to Psychology. (x, XI) This course is designed _to serve as a basis for any further work in psychology. An attempt will be made to discover a biological foundation for the study of human behavior. Section A; T -Th-S at IO. Section B; T-Th-S at 11. First half-year. (x, XI) A study of speculations concerning the nature of mind, will, consciousness, ideas, etc. Also a study of the development of scientific methods in the field of psychology. Section A; T-Th-S at IO. Section B; T-Th-S at 11. Second half-year. PROFESSOR McLAREN. [Psychology 19 2 hf. Educational Theory.] (1v) A technical and scientific study of the biological and social phenomena underlying human behavior. Pre-requisite: Psychology 11, or 12, or 19, or 23, or 27, or one year of biology, or one year of philosophy. M-W-F at 11. PROFESSOR McLAREN. PROFESSOR McLAREN. Psychology 12 2 hf. History of Psychology. Psychology 29. Advanced Psychology. (x, xi) A stu~y of the b~aring of mo~ern psychological theories and data upon educational theories and practices. The meaning of education as under- [Psychology 35 2 hf. Mental Hygiene and Abnormal Psychology.] (n) In discussing behavior deviations, an attempt will be m~de to get at social causes and to steer a realistic course among numerous metaphysical and romantic theories. The course should be of especial value to pre-medical students and to students of literature. Open only to Juniors and Seniors who have already had one full year of psychology in St. John's College. M-W-F at 9. Second half-year. Omitted in 1932-33. PROFESSOR McLAREN. �86 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE *Psychology 50. Reading Course. , *Psychology 51 hf. Reading Course. *Psychology 52 1 hf. Reading Course. 87 Hours to be arranged. Second half-year. PROFESSOR APPEL. These courses are intended for students who are in earnest about reading ext:nsively and intensively in the field of psychology. Conferences, and assigned papers which must be turned in when due. Pre-requisite: Two full years of psychology, or one of psychology and one of biology, or one of psychology and one of philosophy. PROFESSOR McLAREN. *t Psychology 60. Theses for Honors. PROFESSOR McLAREN. Biology 19 2 hf. History of the Germ Cells. (n) A study of the mechanics of the genesis of the germ cells, of fertilization, and of early development prior to organogeny. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college biology. Laboratory fee, $10.00. Recitation, W-F at 9. Laboratory, M-W-F from 2 to 4. Second half-year. PROFESSOR APPEL. III. DIVISION OF THE SCIENCES AND MATHEMATICS PROFESSORS BERNHARD (Chairman), ALLEN, APPEL, BAYLIFF, BINGLEY, EASON, McFARLIN, RIDGELY, AND VEDOVA. BIOLOGY Biology 11. Beginning Zoology. (xvm) An introduction to animal biology. General principles of morphology, physiology, histology, genetics, embryology, etc., and a survey of the common groups of animals. A pre-requisite to all other biology courses except Biology 20.. Two hours of recitation and six hours of laboratory. Laboratory fee, $20.00. Section A; Recitation, M-F at 1L Laboratory, W-F from 1 to 4. PROFESSOR RIDGELY. Section B ; (Pre-medical students). Recitation, W-F at 2. Laboratory, T-Th from 1 to 4. Biology 20 1 hf. Readings in Biology. Open only to students who have had no biology. T-Th from 1 to 2: 30. First half-year. PROFESSOR RIDGELY. Biology 21 1 hf. Comparative Anatomy of Vertebrates. Observation of local animals in their native habitats, both land and water. Animals collected may be brought to the laboratory for further study and classification. (111) A history of the highest type of animal structure as revealed throughout the vertebrate series. An introduction to human biology. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college biology. Laboratory fee, $10.00. Recitation, W-F at IO. Laboratory, T-Th from 9 to 12. First half-year. PROFESSOR BAYLIFF. Biology 15 2hf. Field Zoology. (xn) This course is intended for students who are not majoring in the sciences, but who wish some cultural knowledge of them. It will not be credited for distribution as a laboratory science. The course will cover biological literature which is of a general rather than a technical interest. The content of the course will vary from year to year. Conferences weekly. PROFESSOR APPEL. Biology 22 2 hf. Embryology of the Vertebrates. (m) A history of the highest type of animal structure as seen in the development of the chick and the pig. An introduction to human biology. Two hours of recitation and six hours of laboratory. �88 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Pre-requisite: One year of college biology. Laboratory fee, $IO.oo. Recitation, W-F at IO. Laboratory, T-Th from 9 to 12. Second half-year. PROFESSOR RIDGELY. [Biology 23 1 hf. Invertebrate Zoology.] A study of the principles of heredity and variation, and of the relation of these two phenomena to each other and to evolution. Laboratory work to consist of breeding experiments with different strains of Drosophila and of calculations in practical breeding problems. Two hours of recitation and six hours of laboratory. (x) Pre-requisite: Biology 11 or the equivalent. Biology 19 advised. Laboratory fee, $IO.oo. Recitation, T-Th at IO. Laboratory, W-F from 9 to l 2 (other hours may be arranged). First half-year. · Omitted in 1932-33. PROFESSOR BAYLIFF. (11) Microscopic study of normal cells and tissues of mammals. Two hours of recitation and six hours of laboratory. Pre-requisites: Biology 21 and 22. Laboratory fee, $IO.oo. Recitation, W-F at 9. Laboratory, M-W-F from 2 to 4. First half-year. PROFESSOR APPEL. Biology 33 2 hf. Microscopical Technique. (vm) Training in laboratory methods, making microscope slides especially. Register only with consent of instructor. Two hours of recitation and six hours of laboratory. Pre-requisite : Biology 30. Laboratory fee, $IO.oo. Recitation, T-Th at 8. Laboratory, M-W from I to 4. Second half-year. PROFESSOR APPEL. (x) Biology 34 2 hf. Genetics. The morphology and evolution of the invertebrates. Some attention to larvae, to extinct groups, and to groups of uncertain phylogenetic position. A course parallel to Biology 2r. Two hours of recitation and six hours of laboratory. Biology 30 1 hf. Histology. 89 Pre-requisite : Biology 11 or the equivalent. Biology 19 is recommended. Laboratory fee, $IO.oo. Recitation, T-Th at IO. Laboratory, W-F from 9 to 12 (other hours may be arranged). Second half-year. PROFESSOR BAYLIFF. Biology 36 2hf. Physiology. (1x) An introduction to the mechanics of living matter, as evident from experiments. Two hours of recitation and six hours of laboratory. Open, in 1932-33, to students in all classes. Laboratory fee, $IO.OO. T-Th-S from9to 12. Second half-year. PROFESSOR APPEL. Biology 37 1 hf. Parasitology. (vrn) A study of the morphology and of the life histories of the internal parasites of vertebrates, particularly birds and mammals. Two hours of recitation and six hours of laboratory. Pre-requisite: Biology 11 or the equivalent. Biology 23 is recommended. Laboratory fee, $IO.OO. Recitation, T -Th at 9. Laboratory, Section A, M-W from l to 4; Section B, M from l to 4, W from 9 to 12. First half-year. PROFESSOR BAYLIFF. *Biology 52 1 hf. Readings for Advanced Students. For major students who are reading for honors in biology, and for other well-grounded Juniors and Seniors who wish to knit their previous course work into a cohesive biological philosophy. Conferences weekly. First half-year. W at4. PROFESSORS RIDGELY, APPEL, AND BAYLIFF. �CATALOGUE OF ST. JOHN'S COLLEGE 90 CATALOGUE OF ST. JOHN'S COLLEGE *tBiology 63 2 hf. Theses for Honors. Individual problems involving laboratory work and reading. A short thesis will be required of each student, summarizing the results of his work. Pre-requisite: Three years of college biology. PROFESSORS RIDGELY, APPEL, AND BAYLIFF. Marine Biology. Advanced students, particularly biology majors, are urged to take at least one summer course at some marine biological laboratory. The season of the year and the diversification of animals available at such institutions combine to give the student opportunities for study which cannot be duplicated during the regular school year. With the approval of the department courses taken at a marine laboratory may be counted toward the fulfillment of the requirements for a biology major, or the requirements for the degree. To encourage and assist worthy biology and pre-medical students to attend such laboratories, the College offers annually a scholarship applicable either at the Biological Laboratory, Cold Spring Harbor, Long Island, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts. See "Awards and Aids." CHEMISTRY Chemistry 1. General Chemistry. (III) An introductory course in which phenomena of chemistry and the underlying principles are studied. Lectures are given with experiments on the elements and their compounds. This is a cultural course intended for students who will not take their major in the sciences. Two hours of lectures, one hour of recitation, and four hours of laboratory. An extra hour will be required of all students having difficulties with the course. Laboratory fee, $25.00 and breakage. Section A ; Recitation, M-W-F at IO. Laboratory, T-Th from IO to Section B; Recitation, M-W-F at IO. Laboratory, T-Th from 2 to 4. Make-up for both sections, M at 1. 2. 12. General Chemistry for Science Students. of all students majoring in Biology, Chemistry, and Physics. An extra hour will be required of all students having difficulties with the course. Students who at the beginning of their Sophomore year choose a Science as their major and have taken Chemistry 1 must take the one hour. lecture given in Chemistry ~ on Friday. Laboratory fee, $25.00 and breakage. Section A; Recitation, M-W-F at IO. Laboratory, T-Th from IO to 12. Section B ; Recitation, M-W -F at IO. Laboratory, T -Th from 2 to 4. Make-up for both sections,· M at 1. PROFESSORS BERNHARD, ALLEN, AND MCFARLIN. Chemistry 21 1 hf. Qualitative Analysis. (1) The aim of this course is to give to the student a thorough grounding in the principles involved in the detection of unknown substances. In the lectures and recitations special emphasis is given to the theoretical foundations of analytical chemistry. The laboratory work is devoted to the qualitative analysis of "unknowns " and to the separation and identification of the metals and acid radicals usually met with in Inorganic Chemistry. Two hours of lectures and recitations and six hours of laboratory. Pre-requisite: Chemistry 2 and Mathematics 11. Laboratory fee, $15.00 and breakage. Recitation, W-F at 8. Laboratory, W-F from I to 4. First half-year. PROFESSOR MCFARLIN. Chemistry 22 2 hf. Quantitative Analysis, Part I. (v) The theory of volumetric and gravimetric analysis. Exercises in acidimetry and alkalimetry, and gravimetric determination of simple compounds. One hour lecture and eight hours of laboratory. PROFESSORS ALLEN AND McFARLIN. Chemistry 91 (m) A more comprehensive course in General Chemistry; the same course as Chemistry I with the exception that a one hour lecture replaces the one hour of recitation on Friday. The lectures and laboratory work will inclµde topics which are in part introductory to Qualitative Analysis. Three hours of lectures and four hours of laboratory. Required Pre-requisite: Chemistry 21 1 hf. Laboratory fee, $15.00 and breakage. Recitation, M at I. Laboratory, M from 2 to 4. W-F from Second half-year. I to 4. PROFESSORS ALLEN AND McFARLIN. Chemistry 31 1 hf. Quantitative Analysis, Part II. (vrn) Continuation of Part I, including volumetric and gravimetric methods for the determination of salts, minerals, and alloys. One hour lecture and eight hours of laboratory. �92 CATALOGUE OF ST. JOHN'S COLLEGE Pre-requisite: Chemistry 22 2 hf. Laboratory fee, $15.00 and breakage. Recitation, Th at 8. Laboratory, M from 2 to 4; W-F from First half-year. CATALOGUE OF ST. JOHN'S COLLEGE Chemistry 43 1 hf. Physical Chemistry, Part II. I PROFESSORS ALLEN AND McFARLlN. Chemistry 32 2hf. Physical Chemistry, Part I. (1) Substances in the gaseous, liquid, and solid states ; the structure of , matter ; energy changes ; chemical equilibria ; and substances in dilute solution form the basis of study. The laboratory work includes determinations of molecular weights, measurements of physical properties. etc. Three hours of lectures and four hours of laboratory. 21. (1v) Pre-requisite: Chemistry I or 2. Laboratory fee, $25.00 and breakage. Recitation, M-W at 11. Laboratory, T-Th from I to 4. (vm) Selected topics of Organic Chemistry are discussed in greater detail. Readings in the original literature are assigned. The laboratory work in the first half-year includes Quantitative Organic Analysis and the preparation of organic compounds. During the second. half-year students majoring in chemistry are expected to concentrate on some small research problem. Two hours of lectures and six hours of laboratory. PROFESSOR BERNHARD. *Chemistry 52 1 hf. Readings in Chemistry. A reading and seminar course in the history of chemistry. Three hours. i"Chemistry 60. Thesis and Laboratory Work. i"Chemistry 61 hf. Thesis and Laboratory Work. Laboratory fee, $25.00 for the full course (eight hours) ; $15.00 for the half-course (four hours). PROFESSORS BERNHARD AND ALLEN. MATHEMATICS Mathematics PROFESSOR BERNHARD. Pre-requisite : Chemistry 33. Laboratory fee, $25.00 and breakage. Recitation, T-Th at 8. Laboratory, T-Th from 9 to 12. PROFESSOR ALLEN. PROFESSOiR BERNHARD. An introductory course in the chemistry of carbon compounds. The lectures and laboratory are designed to give a fundamental knowledge of the representative compounds and their reactions in the aliphatic and aromatic series. Two hours of lectures and recitation and six hours of laboratory. Chemistry 42. Advanced Organic Chemistry. Pre-requisite: Chemistry 32 2 hf; ability to read French and German. M-W-F at 11. First half-year. Pre-requisite: Chemistry 21 1 hf and 33. W-F at I, S at 8. First half-year. PROFESSOR ALLEN. Chemistry 33. Organic Chemistry. (1v) The topics treated include electrochemistry, theory of strong electrolytes, colloid chemistry, and photochemistry. Three hours of lectures and recitations with reports on assigned reading in the original literature. to 4. Pre-requisite: Chemistry 21 1 hf and Mathematics Laboratory fee, $15.00 and breakage. Recitation, M-W-F at 8. Laboratory, W I to 5. Second half-year. 93 I 1 hf. Algebra. (1) This course is required of students who have failed to present sufficient algebra for admission. The subject matter of secondary school algebra through the solution of quadratic equations is thoroughly reviewed. No credit toward the degree. M-W-F at 8. First half-year.. PROFESSOR V EDOVA. Mathematics 2 2 hf. Plane Geometry. (1) This course is required of all students who have not offered Plane Geometry for admission. No credit toward the degree. M-W-F at 8. Second half-year. PROFESSOR VEDOVA. �l I I 94 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Mathematics 11. Introduction to Mathematical Analysis. (xix) This course aims to give a survey of Trigonometry, College Algebra, Analytic Geometry, and an introduction to the fundamental concepts of the Calculus. The two-fold purpose of mathematical study is emphasized: to enable the student to use mathematical processes as a tool in his scientific studies, and to enable him to recognize the cultural value of rigorous thinking. Section A ; M-W-F at · 9. PROFESSOR V EDOVA. Section B; T-Th-S at 9. PROFESSOR BINGLEY. Section C; T -Th-S at 11. PROFESSOR BINGLEY. Mathematics 2r. Analytic Geometry and the Calculus. (m) Pre-requisite: Mathematics 11. M-W-F at IO. PROFESSOR BINGLEY. (Iv) Derivation and application of general formulas for the value of single sums of money, annuities certain, life annuities, and life insurance. M-W-F at 11. First half-year. PROFESSOR BINGLEY. Mathematics 26 2 hf. Statistical Methods. (Iv) A study of the classical and recent statistical methods. M-W-F at 11. Second half-year. PROFESSOR BINGLEY. Mathematics 3r. Mathematical Analysis, Part I. (Ix) An advanced course in the Calculus with an introduction to Differential Geometry. The applications oi mathematical analysis to the physical sciences are stressed. Pre-requisite: Mathematics 21. T-Th-S at 9. PROFESSOR V EDOVA. (xr) In this course such topics as matrices, linear transformations, forms, etc., are studied with a view to preparing the student for further work in pure mathematics. Pre-requisite: Mathematics 21. T-Th-S at 11. PROFESSOR V EDOVA. Mathematics 35. The Elements of Mechanics. Plane Analytic Geometry, the straight line, circle, parabola, ellipse, and hyperbola, with a short introduction to Analytic Geometry of three dimensions. Methods of differentiation, series, indeterminate forms, etc., with the simpler applications to mechanics and the higher plane curves. Formulas of integration, with applications to the determination of length, areas, volumes, centers of gravity, pressures, and moments of inertia. Mathematics 25 1 hf. The Mathematics of Finance. Mathematics 33. Higher Algebra. II 95 ( x) The principles of statics and dynamics, with applications to particles and rigid bodies. Pre-requisite: Mathematics 21. T -Th-S at ro. PROFESSOR BINGLEY. Mathematics 4r. Mathematical Analysis, Part II. (xI) A continuation of Mathematics 31 with an introduction to differential equations and functions of a complex variable. The partial differential equations of physics are studied. Pre-requisite: Mathematics 3I. T-Th-S at 11. PROFESSOR VEDOVA. Mathematics 43. Introduction to Modern Geometry. Pre-requisite: Mathematics 33. Hours to be arranged. PROFESSOR VEDOVA. Mathematics 45. Differential Equations. ( vm) Intended primarily for the student of physics or engineering, this course emph,asizes applications to geometry and physics and aims to equip the student with some of the means used for the ready solution of the commoner types of equations, rather than to impart to him any extensive knowledge of the underlying theory. T-Th-S at 8. PROFESSOR V EDOVA. *Mathematics 50. Reading Course. The subject or subjects will be determined in consultation with the instructor. Conference hours to be arranged. PROFESSOR VEDOVA. �96 CATALOGUE OF ST: JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE *Mathematics 53 2 hf. Selected Topics in the History of Science. A reading course in topics selected from the history of the natural sciences and mathematics of the Greek period, the Renaissance, and the seventeenth and eighteenth centuries in Europe. Conference hours to be arranged. PROFESSOR BINGLEY. tMathematics 63 2 hf. Theses for Honors. The subject of each thesis will be decided upon after consultation with the instructor, and will be based, if possible, upon the reading done in Mathematics 50. Conference hours to be arranged. PROFESSOR V EDOV A. (vm) Pre-requisite: Mathematics 11. Laboratory fee, $20.00 and breakage. Section A~ Recitation, T-Th-S at 8. Laboratory, T-Th from 2 to 4. Section B ; Recitation, T-Th-S at 8. Laboratory, W-F from 2 to 4. 2. An attempt is made to acquaint the student with the modern theory regarding the nature of heat and its practical application. The course will be carried on both by text-book readings and lectures. Much parallel reading will be assigned throughout the year and extensive laboratory work done. Pre-requisite: Physics 2r; Mathematics 31; Chemistry Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, W-F from 2 to 4. Omitted in 1932-33. 2. PROFESSOR EASON. (n) [Physics 43. Electricity.] PROFESSOR EASON. (r) Beginning with the fundamental ideas underlying Electrical Science, this course explains how such principles may be applied in industry, the arts, and to the problems of everyday life. Three hours of recitation and four hours of laboratory. Pre-requisite: Physics 2r and Mathematics 2r. Mathematics 21 may be taken concurrently. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, T-Th from 2 to 4. Pre-requisite: Physics 21 ; Mathematics 31 ; Chemistry Laboratory fee, $20.00 and breakage. Recitation, M-W.,.F at 9. Laboratory, T-Th from 2 to 4. [Physics 42. Theory of Heat.] This course covers the elements of Mechanics, Heat, Electricity, Magnetism, Sound, and Light. It is. designed to give the student an acquaintance with, and an explanation of, the natural phenomena which envelop his daily life. Three hours of recitation and four hours of laboratory. Physics 3r. Electricity and Magnetism. (n) This course deals with the subject of light very thoroughly, both from the physical and mathematical points of view and terminates with a short study of the Theory of Relativity. The student must realize that the subject of light is a broad one and requires thorough preparation in Mathematics and Chemistry. He will be ·expected to read much from the available literature and to do considerable laboratory work. PROFESSOR EASON. PHYSICS Physics 2r. Elements of Physics. Physical Optics. 97 This is an advanced course in Electricity. The treatment is larg~ly mathematical supplemented with appropriate laboratory experiments. The historical development of the subject is followed closely. Some account of positive ray analysis, isotopes, and the modern theory of the atom is included. The latter part of the course is devoted to the study of the theory and practice of wireless telegraphy and telephony. Three hours of recitation and four hours of laboratory. Pre-requisite: Physics 31; advised that Mathematics Laboratory fee, $20.00 and Recitation, M-W-F at 9. Laboratory, W-F from 2 to Omitted in 1932-33. Mathematics 21. It is strongly 31 be taken concurrently. breakage. 4. PROFESSOR EASON. PROFESSOR EASON. 4 �98 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 99 *Physics 50. Reading Course. Independent reading of books and current periodicals covering particular field of physics. Frequent conferences. T from 3-4. PROFESSOR EASON. *"t Physics 60. Theses for Honors. PROFESSOR EASON. Hygiene 1. General Principles of Hygiene. Lectures on the science of health. Biology; the supply of oxygen and the elimir..ttion of carbon dioxide ; food and the digestion of foods ; heat regulation of the body; removal of waste material from the body; physical exercise ; the nervous system ; mental hygiene ; diseases in general ; particular diseases. One lecture each week from October 5 to December 7. Required of all freshmen. M at4. DR. MURPHY. Physical Training 1. Three hours a week required of all freshmen. A thorough physical examination by the College Physician is required of all entering men. All men competing for freshman teams are excused from taking regular class work while reporting regularly for any varsity sports. Required physical training consists of outdoor competitive games in the fall ; apparatus w~rk, hand ball, indoor baseball, cage ball, basketball, and other competitive sports in the winter; with outdoor competitive sports again in the spring. ;; I' Section A; M-W-F at 3. Section B; M-W-F at 4. MR. NOVAK. I j·,I I Physical Training 2. Advanced course in Physical Training. Two years of Physical Training are required of all students. Students who fail to fulfill the requirements in Physical Training will not be allowed to graduate. Open only to those men who have passed satisfactorily in Physical Training 1. T-Th from 3 to 4.30. MR. NOVAK. MID-YEAR EXAMINATION SCHEDULE January 19 to 28, 1933 Thursday, January r 9 ........ ·{9 A M.-r 2 M .. ······GroupXX 2 P. M.- 5 P. M ..... Group IX Friday, January 20 ........... J 9 A. M.-r 2 M. · · · · · · · Group II l 2 P. M.- 5 P. M..... Group XVI Saturday, January 2r. ........ { 9 A. M.-12 M........ Groups VI, XV Monday, January 23 ......... _[9 A M.-r 2 M.. ······GroupIII l 2 P. M.- 5 P. M ..... Group XVII Tuesday, January 24 ......... ·{9 A M.-r 2 M.. ······GroupXI 2 P. M.- S P. M ..... Group I Wednesday, January ,25 .•.... J 9 A. M.-r 2 M .. ······GroupXIX 1_ 2 P. M.- 5 P. M ..... Group X Thursday, January 26 ........ ·{9 A. M.-I 2 M .. ······GroupIV 2 P. M.- 5 P. M ..... Group VIII , . Friday, January 27 . . . . . . . . . . . ·{9 A. M.-r 2 M .. ······GroupsXII, XVIII 2 P. M.- S P. M ..... Groups VII, XIII Saturday, January 28 ......... j 9 A. M.-12 M........ Group V �100 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 101 JUNIORS-CLASS OF 1934 STUDENTS ENROLLED IN ST. JOHN'S COLLEGE, 1932-33 * SENIORS-CLASS OF 1933 Allan Elliott Anderson William Tracey Armacost James Ronald Bennett Jam es Gamaliel Boss Edward Daniel Capell, Jr. William James Carter Nathaniel John Chew Roger Burnham Cobb George Robert Gallagher James Wesley Gray Hampton Daniel Horton Hancock Donald Bruce Hebb Ch.arles Gilbert Hill, Jr. John Sebald Hofmeister, Jr. George Dugan Johnson Jam es Herbert Fielding Jukes Edward Marion Kenly John Joseph Mason, Jr. Stanley Russell Mitchell James Henry Moore Leonard Joseph Murphy David Campbell Ninde Chris Peter Palivas James Barnett Parks William Algernon Percy, Jr. Philip Rumrill Piper William Christian Sandrock Kenneth Sheldon Everett Irving Smith John Boak Smith David Reisinger Steele Enrico Joseph Tarantino Urban Chester Ullman Daniel Junior Ward Joseph Wright White Edward George Williams Joseph Kennard Wright William Allen Ziegler 16 Pinkney Hall St. Louis, Missouri Home, 47 Maryland Avenue Annapolis 94 Market Street, Annapolis Rhodesdale Alpha Kappa Pi House Laurel Hasbrouck Heights, New Jersey Phi Sigma Kappa House ' Phi Sigma Kappa House 1 Baltimore 5 Pinkney Hall West River Delta Psi Omega House Salisbury Kappa Alpha House Baltimore Theta Psi House " Princess Anne Delta Psi Omega House , Stockton Theta Psi House Baltimore Home, R. F. D., No. r, Annapolis Annapolis 18 Pinkney Hall Baltimore Home, Severna Park Severna Park Delta Psi Omega House Quantico 35 Pinkney Hall Claiborne 16 Pinkney Hall Plainfield, New Jersey Phi Delta Sigma House Wallingford, Con'l!ecticut Kappa Alpha House Suffolk, Virginia 5 Pinkney Hall Oakland 2 3 Randall Hall Fort Wayne, Indiana Chicopee Falls, Massachusetts 44 West Street, Annapolia Theta Psi House Drexel Park, Pennsylvania Theta Psi House Vienna Phi Delta Sigma House Stamford, Connecticut Alpha Kappa Pi House ' Baltimoi·e r Randall Hall West Newton, Massachusetts Alpha Kappa Pi House Oradell, New Jersey 3 r Pinkney Hall Annapolis Theta Psi House Baltimore Annapolis Home, 144 Prince George Street Woodbridge, New Jersey 13 Pinkney Hall Paterson, New Jersey Phi Sigma Kappa House Chestertown Alpha Kappa Pi House Hasbrouck Heights, New Jersey Phi Sigma Kappa House Theta Psi House Baltimore Kappa Alpha House Baltimore *This list includes only those students who were enrolled during the first half-year. Jesse Baptista Thoburn James Bard Stanley John Bartis Eugene Paul Belcher George Ridgely Boyd John Stewart Carver Bernard Joseph Casassa David Mason Cheezum, Jr. Harold Way Conn Henry Merryman Cooper, Jr. Robert Clifford Crawford Edwin Pountney Davis John Dudley Digges Samuel Busey Dove, Jr. Paul Charles Dunleavy Harrison Golshan Dyar Charles Joseph Eastman John Dixon Edinger John Herman Engel, Jr. Herbert Joseph Florestano Joseph Michael Florestano Fiorino Peter Froio Jerome Daniel Goodman Edward Edgecomb Gray Lewis Herbert Griffith, Jr. Charles Edmund Jenkins, Jr. Karl Franklin Jund Milton Aaron Katz Lawrence Joseph Kelly John Harold Kilmore Henry Hall Kyle Francis Gibbs LaMotte, Jr. Howard Archibald Legg Jam es Frederick Leslie William Thetford LeViness Ernest Carl Lyon Carl Charles MacCartee Carl Edmund Maffeo William Bernard Matthews, Jr. Vincent Edward Mayer Anthony Frank Mileto Vernon Joseph Novicki Robert Leutze Orvis Tilghman Beverly Price William Selby Purnell Jesse Oliver Purvis, JrJohn Anthony Raudonis William Evans Reese Albert Ployart Rist Joseph Crandell Russell Lewis Emil Scheffenacker Gust Skordas Henry Clay Smith, Jr. Harry Wellington Stevens, Jr. Norman Veitch Stevens Ne"' Bedford, Massachusetts 30 Pinkney Hall Davidsonville Home, Davidsonville Nashua, New Hampshire 28 Pinkney Hall Eastport Home, Washington Street Barstow Theta Psi House Phi Sigma Kappa House Bel Air Washington, District of Co1"mbia Kappa Alpha House Preston 23 Pinkney Hall Philadelphia, Pennsylvania Infirmary. Baltimore Theta Psi House Baltimore Alpha Kappa Pi House Westfield, New Jersey Delta Psi Omega House LaPlata Theta Psi House Annapolis Home, 3 Acton Place Annapolis Home, 187 Prince George Street Washington, District of Columbia 7 Pinkney Hall Laurel Delta Psi Omega House Allenhurst, New Jersey 35 Pinkney Hall Baltimore Phi Delta Sigma House Annapolis Home, 102 Prince George Street Annapolis Home, r 34 Prince George Street Pittsfield, Massachusetts rr Randall Hall Annapolis Home, 19 Randall Street Annapolis Delta Psi Omega House Easton Theta Psi House Baltimore Alpha Kappa, Pi House Dayton, Ohio Alpha Kappa Pi House Westminster 44 Pinkney Hall Cedarhurst, Long Island, New York 36 Pinkney Hall Baltimore 20 Randall Hall Waterbury Home, Waterbury Baltimore Kappa Alpha House Stevensville 22 Pinkney Hall Towson Delta Psi Omega House Salisbury ro Pinkney Hall Indian Head Theta Psi House Washington, District of Columbia Kappa Alpha House Newark, New Jersey 40 Pinkney Hall Baltimore Kappa Alpha House Rockville Centre, New York Alpha Kappa Pi House Annapolis Home, 107 Main Street Baltimore Delta Psi Omega House Baldwinsville, New York Phi Sigma Kappa House Baltimore Delta Psi Omega House Berlin 4 Randall Hall Annapoli3 Home, 40 Franklin Street Hudson, New Hampshire 37 Pinkney Hall Baltimore Kappa Alpha House Washington, District of Columbia Kappa Alpha House Annapolis Home, 9 Munroe Court Baltimore Kappa Alpha House Annapolis Home, 5 Washington Street Catonsville Delta Psi Omega House Winchester, Massachusetts Infirmary Washington, District of Columl>ia Phi Delta Sigma House �102 CATALOGUE OF ST. JOHN'S COLLEGE Edward Maurice Sullivan Leroy Samuel Taylor Carl Strohm Thomas Albert Lewis Vigilante Paul Edward Watson, Jr. Walter Miller White Ben McLean Whiting Horace William Witman Allan Sheldon Woodle, III Hartford, Connecticut Chester Annapolis Ossining, New York Salisbury Salisbury Plympton, Massachusetts Rising Sun Ridley ParkJ Pennsylvania r l Randall Hau Home, Chester Home, 9 Franklin Street Phi Sigma Kappa House Theta Psi House 3 5 Pinkney Hall Alpha Kappa Pi House 22 Pinkney Hau Alpha Kappa Pi House SOPHOMORES-CLASS OF 1935 Charles Brooks Anderson Glenmont, New York 45 Pinkney Hall Clarence Kriss Anderson Manasquan, New Jersey Phi Delta Sigma House Carvil Reed Archer Bel Air Kappa Alpha House Roland James Bailey, Jr. Hebron 20 Pinkney Hall Melville Lewis Bisgyer Brooklyn, New York 6 Pinkney Hall Gordon Keith Boucher Grantsville Kappa Alpha House Richard John Bragg Lancaster, New Hampshire Delta Psi Omega House Julius Francis Budacz Baltimore Severna Park Lawrence Palmer Crawford Brown Peekskill, New York Alpha Kappa Pi House James Callard Baltimore Kappa Alpha House Charles Schoch Catherman, Jr. Cumberland Delta Psi Omega House Burton Chance, Jr. Radnor, Pennsylvania Phi Sigma Kappa House Charles Patton Clark, Jr. Summit, New Jersey Phi Sigma Kappa House Frank William Connor, Jr. Wayne, Pennsylvania Phi Sigma Kappa House Charles Edwin Dearing, II Newton Center, Massachusetts 23 Randall Hall Edward DeLisio Washington, District of Columbia Kappa Alpha House John Charles Donohue Baltimore Theta Psi House Robertson Drake Maplewood, New Jersey 45 Pinkney Hall William Robert Eaton Chester 42 Pinkney Hall Louis Eickwort, III Flushing, New York Phi Sigma Kappa House Thomas Bayard Evans, Jr. Hasbroucl' Heights, New Jersey Phi Sigma Kappa House Walther Frederick William Evers Baltimore Phi Sigma Kappa House Alphonse Emanual Farone Saratoga Springs, New Y01·k 3 Pinkney Hall Harry Ferguson West Hartford, Connecticut 8 Randall Hall Morton Norman Fine Baltimore 15 Pinkney Hall Lawrence Donald Fusco Syracuse, New York 24 Randall Hall Humphrey Woodhouse Garden Pittsburgh, Pennsylvania 14 Pinkney Hall George Morris Gelston Towson Kappa Alpha House William Gottschalk Gideon Baltimore 9 Randall Hall Ben Gold Brooklyn, New York 44 Pinkney Hall Bryan Hancock Indian Head 42 Pinkney Hall David Arthur Harkness Mutt£al l9 Pinkney Hall James Leslie Hays, III Baltimore Kappa Alpha House Arthur Sewell Hughes, Jr. Passaic, New Jersey 26 Pinkney Hall Francis Geoghegan Hurlock Cambridge Phi Delta Sigma House Lawrence Kantor East Orange, New Jersey 6 Pinkney Hall James Richard Kelly Thurmont Phi Delta Sigma House Gerald Independence Kurtz Paterson, New Jersey Phi Delta Sigma House Angus Lamond Washington; District of Columbia Kappa Alpha House Arthur Hungerford LaMotte Baltimore Kappa Alpha House Robert Henry Lampee New York, New York Delta Psi Omega House Elmer George Linhardt Eastport Home, 495 Chesapeake Avenue William Calvin Lotz Ellicott City Theta Psi House Charles Benson McClure, Jr. Lakewood, Ohio 6 Randall Hall CATALOGUE OF ST. JOHN'S COLLEGE Henry David McCool Edwin Kay McCrea Stephen Philip McCrea John Robinson Magruder Raymond Thomas Malley John Dndley Martin William Thomas Mason Elmer Lacy Meredith David Eugene Nopper Lawrence Joseph O'Connor, Jr. John Brophy O'Donnell Edmund John Pacosha Otto Ronald Peterson John Douglas Ramsay Sidney Rosenbaum, Jr. Roscoe Conkling Rowe, Jr. Philip Joseph Russillo Robert H. Sander, Jr. Benjamin Schiff Ephraim Roy Shawn, Jr. Robert Allison Sindall, Jr. Louis Ambrose Snyder Robert Noble Sosman Oscar Baker Steely William Locke Sterling Morris Ezra Stoner John Davis Taylor, III David King Usher Charles Whisler Walker Henry Reginald Weeks Edmund Parker Wells Noel Leroy Welsh Dalton Middlekauff Welty Milburn Judson White, Jr. Robert Hope Williams, Jr. Frank Kennedy Wilson, Jr. Charles Oliver Wingate, Jr. Austin William Winston John Gustav Woltereck Richard Sage Woodman Waitman Burgess Zinn 103 Philadelphia, Pennsylvania Delta Psi Omega House Rock Hall 32 Pinkney Hall Rack Hall 32 Pinkney Hal! Baltimore Kappa Alpha House T erryville, Connecticut 8 Randall Hall Eastport Home, Boucher's Point Washington, District of Columbia Kappa Alpha House Federalsburg 8 Pinkney Hall Baltimore Theta Psi House Annapolis Home, l 33 Duke of Gloucester Street Frostburg r 5 Randall Hall Gardner, Massachusetts Alpha Kappa Pi House Manasqitan, New Jersey Phi Delta Sigma House Baltimore Theta Psi House Northfield, New Jersey 44 Pinkney Hall Annapolis Home, 99 Charles Street Norwich, Connecticut 163 Prince George Street, Annapolis Rutherford, New Jersey Delta Psi Omega House Annapolis Home, 85 Main Street West Annapolis Home, West Annapolis Baltimore 33 Pinkney Hall Hagerstown 9 Pinkney Hall Westfield, New Jersey Delta Psi Omega House Pocatello, I daha Wardour White Plains, New York Kappa Alpha House Garriionville, Virginia 30 Pinkney Hall Balt·imore Phi Delta Sigma House Baltimore Phi Sigma Kappa House Sharon, PennsJilvania l 4 Pinkney Hall Little Neck, New York Alpha Kappa Pi House Larchmont, New York Phi Sigma Kappa House Baltimore 14 Randall Hall Funkstown Theta Psi ·House Mt. Carmel, Illinois 900 Chesapeake Avenue, Eastport Baltimore 2 r Randall Hall Baltimore l 38 Conduit Street, Annapolis Baltimore Theta Psi House Washington, Disti-ict of Columbia Kappa Alpha House Baltimore 34 Pinkney Hall Tenafly, New Jersey Alpha Kappa Pi House Baltimore Phi Sigma Kappa House FRESHMEN-CLASS OF 1936 Albert. Chester Blaisdell, Jr. John Reeves Blakistone William Nathaway Boyd, Jr. James Pierce Bradley James McCombs Brown Richard Johnson Bruce Edward James Butterworth Timothy Andrew Callahan, Jr. Thomas Warren Chandlee Edward Gardfoer Chaney Garnett Yelverton Clark Howard Vernell Cowan Gilbert Albert Crandall Washington, District of Colitmbia 2 Pinkney Hall 20 Pinkney Hall Bushwaod Westfield, New Jersey l 9 Randall Hall California 8 Pinkney Hall Baltimore 9 Randall Hall Cumberland 23 Pinkney Hall Paterson, New Jersey Phi Sigma Kappa House Bel Air l 7 Pinkney Hall Delta, Pennsyl1.1a.nia 2 l Randall Hall Annapolis Home, 26 Murray Avenue Annapolis Home, S School Street Schoolfield, Virginia 1 2 Pinkney Hall Annapolis 50 State Circle �----------,,1 104 CATALOGUE OF ST. JOHN'S COLLEGE Baltimore 25 Pinkney Hai!: Henry John Davis West Annapolis Home; West Annapolis Stuart Henry DePathy Hartford, Connecticut 29 Pinkney Hall Samuel Hayes Desch Baltimore 12 Pinkney Hal!. Paul Harris Drake, Jr. Newton, Massachusetts Phi Sigma Kappa House Herbert Henry Eccleston Hackensack, New Jersey 19 Randall l3:a11 Charles William Elgin Poolesville l 6 Randall Hail Benj amiu Stevens Elliott Eastport Home, Chesapeake Avenue George Gordon Gaeng Baltimore 14 Randall Hail Frank Richard Gessner, Jr. Annapolis Home, 49 Murray Avenue·! Ralph Joseph Giordano Newark, New Jersey 37 Pinkney Rall Max Glickman Annapolis Rome, 145 Main Street ' William Charles Gloth Bay Ridge Home, Bay Ridge· Charles George Goy Nashua, New Hampshire 28 Pinkney Hall Joseph Burnham Gray Annapolis Home, 141 Fifth Street Calvert Michel Haas Baltimore 5 Randall Rall John Donald Hampshire Baltimore 29 Pinkney Hall James Hancock Indian Head 41 Pinkney Hall Ernault Hawkins Williams Hanson Baltimore 20 Pinkney Hall Baltimore Charles Parish Hebb J Randall Hall William McDowell Herson Annapolis Home, 95 College Avenue Dennis O'Donnell Higgins Prescott, Ontario, Canada l 8 Randall Hall John Sebastian Hodges Baltimore S Randall Hall Samuel Milton I vrey Annapolis Home, ro1 Compromise Street Louis Elbert Kemp, Jr. Hanover 22 Randall Hall William Munsey Kennedy, Jr. Chevy Chase 4 Pinkney Hall Paul Joseph Kesmodel Baltimore 12 Pinkney Hall Charles Jacob Kibler Greensboro 27 Pinkney Hall Donald Dodge Kneessi Washington, District of Columl>ia 2 Pinkney Hall George Joseph LaPorte Waltham, Mwsachusetts 2 Randall Hall Robert Glyn Lewis Baltimore 17 Pinkney Hall Harold Olin McCallum Brooklyn, New York, Boucher's Point, Eastport John McC!intock Baltimore 4 l Pinkney Hall John Arvard McCullion Watertown, Massachusetts 2 Randall Hall Donald Edward Stuart McGarrow Baltimore Phi Sigma Kappa House Pasquale Emilio Maffeo Newark, New Jersey 40 Pinkney Hall John Thompson Mason, Jr. Hancock 7 Randall Hall Daniel Hutchinson Mathers White Springs, Florida 79 Shipwright Street, Annapolis Irvin Meginnis Baltimore l 3 Randall Hall Adair Miller Southport, Connecticut r 7 Randall Hall, William Robert Miller Baltimore 3 Randall Hall r r Pinkney Hall Baltimore Cyril Raymond Murphy, Jr. Richard Paul Newman Chicago, Illinois l 7 Randall Hall Home, 198 King George Street John Hugh Norman Annapolis 38 Pinkney Hall Joseph N ovey Baltimore William Burton Parsons Onley, Virginia Kappa Alpha House Charles Francis Peace, III Round Bay Home, Round Bay Robert Lee Peace Round Bay Home, Round Bay Bernard Francis Pelkey Watertown, MtJ.Ssachusetts r Randall Hall Langdon Dominique Pickering, Jr. H'ome, Ferry Farms Ferry Farms Baltimore 9 Pinkney Hall Arthur Baer Price, Jr. Ridgely ro Randall Hall William Nelson Rairigh Baltimore 7 Randall Hall Roy Lewis Rascovar Annapolis Home, 7 Randall Street Martin William Rausch r 2 Pinkney Hall Paterson, New l er:sey Vere Bowles Reed, Jr. New York, New York Kappa Alpha House William Gibbons ·Reed Lawrason Levering Crane CATALOGUE OF ST. JOHN'S COLLEGE Robert Wolfe Riley Robert Edward Robinson, Jr. Charles Francis Rose John Barker Rowe Thomas Ellier Rutley Ralph Murray Schley William John Seeley, Jr. Charles Griffith Sellman Richard Brooke Sellman Edward Francis Shaughness Benjamin Harrison Shipley Frank Stevens Smith William Ward Smith, Jr. Wilmer Theodore Stone, Jr. John Leslie Sullivan Joseph Albert Sutton, Jr. Richard Brimmer Taylor Milton Howard Traynor John Henry Von Dreele, III LeRoy Gardner Webster Charles Tylden Westcott Richard Talbot Williams James_ Cornelius Wilson, Jr. George Thomas Wingate Clayton Wright, Jr. John Mackall Young Konrad Dillon Young Charles Stewart Zurhorst, III 105 Winchester, Virginia 7 Pinkney Hall Clifton Forge, Virginia r 9 Pinkney Hall Washington, District of Columbia Kappa Alpha House Catonsville Kappa Alpha House Baltimore Home, The Alameda, Baltimore Baltimore 2 r Pinkney Hall Annapolis Home, 4 Murray Avenue Poolesville Theta Psi House Poolesville r 6 Randall Hall Catonsville Theta Psi House Ellicott City Theta Psi House Pasadena Home, Pasadena Annapolis Home, 30 Upshur Road Arnold Home, Arnold Annapolis Home, 23 Francis Street Baltimore r Pinkney Hall Lima, Oltio Wardour Rockville Centre, Long Island, New York Alpha Kappa Pi House Baltimore Phi Sigma Kappa House Deals Island 27 Pinkney Hall Baltimore 25 Pinkney Hall Waterbury Home, Waterbury Wethersfield, Connectirnt Alpha Kappa Pi House Baltimore 20 Randall Hall Centreville l 2 Randall Hall Elkton 39 Pinkney Hall Akron, Ohio r l Pinkney Hall Washington, District of C olitmbia 4 Pinkney Hall SPECIAL STUDENTS Pierre de Douville·Maillefeu Paris, France 33 Pinkney H;ill Washington, District of Columbia Graham A. Kent 34 Pinkney Hall New York, New York Robert Cran~ Leatherbee r 8 Randall Hall John Douglas McKinney Washington, District of Columbia 9 Pinkney Hall Oscar Miro-Quesada, Jr. Lima, Peru 2 r Pinkney Hall Joseph Novak Chicago, Illinois Infirmary James O'Donnell, Jr. Catonsville 2 2 Randall Hall William Thomas Daniel Pumphrey Glen Burnie Annapolis Roads Club Arthur Patrick Santos New Bedford, Massachusetts 3 Pinkney Hall New Haven, Connecticut 12 Randall Hall Alfred Wanner Satterthwaite Dennis Joel Thompson Annapolis Home, 480 West Street Washington, District of Columbia r Pinkney Hall George Cornelius vVohlfarth SUMMARY OF ENROLLMENT BY CLASSES* SENIORS • • • • • • • . • • • . • • • • • • • . . . . . • • . . . . . • • . . . . . • . • • • • • • • • • . • • • • • • • • • • . . • • • • • • JUNIORS •••••.•••••• ' •••••.•..•••...•••••••••..•.•.•• · • . . . • • •. •. • .•. •. . • • • • SOPHOMORES FRESHMEN ...••••.•••••••••••..••••••••.•..••••.••• • • · • • · • . • • . . . . . • . . . . • . •.••.•.•• • .••• • •• • • • • • • • •• • • • • • • • · • • • • • • · • • • • • • • • • • • • • • • · · • · • · · • • .•.••••.•••..••..•••.•...•••••••••••• ~ . • • • • • • • • • • • • • • • • • • • SPECIAL STUDENTS TOTAL ••••••••••••••••••••••••••••••••••••••• • • • • •••••••••••••••••• 38 64 85 97 12 296 * Including only students wbo enrolled during the first half-year, prior to the publication of the Catalogue. �T .I CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE SUMMARY: GEOGRAPHICAL DISTRIBUTION Magna Cum Laude et C14m Honore Robert Lemmon Burwell, Jr. (in Chemistry) ................... ·········· .Annapolis Willis Keyes Lynch ........................................... Alvan, West Virginia Tilghman McCabe ..................................................... Ocean City Sanford Arthur Menczer ...................................... Brooklyn, New York Henry George Miller .................................................... Baltimore Jam es Deal Morris ...................................................... Baltimore Walter Charles Mylander, Jr .......................................... Cockeysville Frederick Joel N assauer ................................................. Pikesville Isaac Allen Newton, Jr .................................... Drexel Hill, Pennsylvania Robert Maxwell Noblett. ................................... Hackensack, New Jersey George Griffin Rudolph .................................................. Baltimore George Durward Adams Selby ............................................ Baltimore Frederick William Skaling ................................ New London, Connecticut Cameron Courtney Stearns ........................' ......................... Bel Air Allison Crusnach Trader ............................................. Revell Station John Williams Trader ............................................... Revell Station William Lee Waller ..................................................... Annapolis Edward John Ward ...................................................... Salisbury Milton Edward Weaver, Jr. . ................................ Perkasie, Pennsylvania George Jones Weems ...................................................... Stoakley Robert Garner Woodman ....................................... Tenafly, New Jersey Fred Gerker Yerkes, Jr .......................... •.............. Jacksonville, Florida David Burns Zarr . ......................................... Nanticoke, Pennsylvania Magna Cum Laude Henry Soladay Shryock, Jr. ........................................... . Baltimore As of the Class of 1928 William Rodgers Hoyle ............................ Washington, District of Columbia Cum Laude Charles Howard Miles ........................................... · · . · . · .. Baltimore Richard Heber Pembroke, Jr .........•.......................... ······ Park Hall .. BACHELOR OF SCIENCE Cum Honore Hugh Frazier Parker, Jr. (in English) .................................... Baltimore As of the Class of 1922 John Sigmund Austerlitz ................................................. Baltimore 106 Maryland ........................ 178 New Jersey . . . . . . . . . . . . . . . . . . . . . . . 27 New York . . . . . . . . . . . . . . . . . . . . . . . . 19 District of Columbia............... 16 Massachusetts • . . . . . . . . . . . . . . . . . . . . 13 Connecticut . . . . . . . . . . . . . . . . . . . . . . . 10 Pennsylvania .................... . 9 Virginia ......................... . 6 New Hampshire ................. . 4 Ohio ..••......................... 4 Illinois .......................... . Florida ......................... . Idaho ................... · · ...... . Indiana ................. · ... · · .. . Missouri ........................ . Canada .......................... . France .......... · ... · · · · · · · · · · · .. Peru .................. · · · · · · · ·... Total ,I ................... · .... 296 DEGREES CONFERRED, JUNE 8, 1932 BACHELOR OF ARTS William Bernard Athey .............................. · · · · · · · · · · · · · · · · · · · ·Baltimore Edward Samuel Balles ........................................ Paterson, New Jersey Joseph Lyons Bean .............................•...... · · · · · · · · · · · · · · · · ·:Annapolis Richard Ferdinand Blau!. ........................... ·.··············· .Cumberland George Elmer Bliven ........................................ Schenectady, New York James Fromhardt Campbell ............................................. Lonaconing Lawrence Lloyd Carpenter ................................... Foxboro, Massachusetts Paul Edmund Casassa .............................. Washington, District of Columbia Douglas Arnett Cole ..................................................... Baltimore James Williams Crabbe, Jr ....................................... Linthicum Heights Vladimir Frantisek Ctibor .................................• Ridgewood, New Jersey William Francis Cullom, Jr ............................... Pelham Manor, New York Lyman Morse Darling ..................................... Providence, Rhode Island John Hannon Finn ......................................... Pittsfield, Massachusetts Samuel Joseph Fortunato ...................................... Newark, New Jersey Emslie Nicholson Gault ....................................... · · · · · · · · · · · · · Ruxton Lee Ackworth Gordy ...................................... • ........•..... Baltimore David Bernard Greengold ................................................ Annapolis Bernard Adolph Heller, Jr ..............•................................ Baltimore William Crowley Hoddinott. ............................................. Baltimore James-Knox Insley, Jr........ , ......... ; .•.....••.•.................... Baltimore Lawrence Gallatin Jefferds ....................•............ Edgewood, Rhode Island Norman Kleiman ............................•....•..................... Baltimore John Genso Laferty ..................................................... Baltimore Joseph Leon Lingo ............................................... Milton, Delaware Philip Lee Lotz ..........•...............................•........... Ellicott City HONORS AND PRIZES AWARDED, JUNE 8, 1932 Visitors and Governors' Prize HENRY SOLADAY SHRYOCK, JR. Theta Psi Fraternity Prize RICHARD HEBER PEMBROKE, JR. Phi Delta Sigma Fraternity Prize JOHN WILLIAMS TRADER Prize offered by the Reverend Martin Aigner, D. D. JOSEPH LYONS BEAN Phi Sigma Kappa Fraternity Prize SAMUEL JOSEPH FORTUNATO Philo Shernian Bennett Prize JEROME DANIEL GooDMAN 107 �l I 108 CATALOGUE OF ST. JOHN'S COLLEGE Algernon Sydney Sullivan Student Award FRED GERKER YERKES, JR. Algernon Sydney Sullivan Award WILLIAM HANSON M;ooRE, III Kappa Alpha Fraternity Award GEORGE DURWARD ADAMS SELBY MERIT SCHOLARSHIPS AND PRIZES AWARDED AT THE FORMAL OPENING OF COLLEGE, SEPTEMBER 21, 1932 Sophomore Merit Scholarship JEROME DANIEL GOODMAN Freshman Merit Scholarships LAWRENCE JOSEPH O'CONNOR, JR. DALTON MIDDLEKAUFF WELTY Prize for Improvement JAMES HENRY MOORE CATALOGUE OF ST. JOHN'S COLLEGE 109 INDEX Absences, from class ............ 51 before and after holidays ...... 51 Administration, officers of. . . . . . . IO regulations of . . . . . . . . . . . . . . . . 46 Admission . . . . . . . . . . . . . . . . . . . . . 29 advanced standing . . . . . . . . . . . . 32 applications for . . . . . . . . . . . . . . 29 by certificate ................ 29 by examination . . . . . . . . . . . . . . 30 from other colleges. . . . . . . . . . . 32 on trial . . . . . . . . . . . . . . . . . . . . . _30 routine of . . . . . . . . . . . . . . . . . . . 29 special students . . . . . . . . . . . . . . 30 subjects accepted . . . . . . . . . . . . . 31 units ........................ 31 Advanced standing . , . . . . . . . . . . . 32 Advisers . . . . . . . . . . . . . . . . . . . . . . 48 Aids to students.. .. .. .. .. .. .. .. 38 Alumni association . . . . . . . . . . . . . 28 Amount of work carried. . . . . . . . 50 permitted . . . . . . . . . . . . . . . . . . . 50 required for promotion. . . . . . . . 50 Applicatioro;, for admission ...... 29 for aid ...................... 38 for rooms . . . . . . . . . . . . . . . . . . . 46 Arrival at college. . . . . . . . . . . . . . 33 Art, courses in.. .. . .. .. .. .. .. .. 63 Assignments, rooms . . . . . . . . . . . . 46 Athletic Council ............... 27 schedules . . . . . . . . . . . . . . . . . . . . 27 Attendance, church . . . . . . . . . . . . . 26 classes ...................... 50 college functions . . . . . . . . . . . . . 50 official summons . . . . . . . . . . . . . 50 Awards, Commencement ........ 107 competitive .. .. . .. .. .. .. .. .. . 42 Biology, courses in. . . . . . . . . . . . . 86 major in ... , ................ 56 Board of Visitors and Governors. 7 Buildings, college . . . . . . . . . . . . . . 24 Business Administration . . . . . . . . 23 Calendar, days of the year. . . . . . 4 college events . . . . . . . . . . . . . . . 5 Campus ....................... 23 Catalyst . . . . . . . . . . . . . . . . . . . . . . . 27 Change of Program. . . . . . . . . . . . . 49 Change of registration .......... 49 Charges ....................... 35 Chemistry, courses in ........... 90 major in .................... 56 Churches, Annapolis . . . . . . . . . . . 26 Classics . . . . . . . . . . . . . . . . . . . . . . . 74 major in .................... 56 Clubs, college . . . . . . . . . . . . . . . . . . 28 College Entrance Examination Board .................... 30 College Green . . . . . . . . . . . . . . . . . 23 College Routine . . . . . . . . . . . . . . . 34 College rules . . . . . . . . . . . . . . . . . . 47 Collegian . . . . . . . . . . . . . . . . . . . . . . 27 Commencement ................ 106 Committees, of the Board. . . . . . . 9 of the Faculty. . . . . . . . . . . . . . . . 17 Concerts, student orchestra. . . . . . 26 visiting performers . . . . . . . . . . . 26 Course numbers ............... 63 Courses for distribution. . . . . . . . . 55 Courses of instruction. . . . . . . . . . . 63 Courses, repeated ........... : . . 53 required . . . . . . . . . . . . . . . . . . . . . 49 summer school . . . . . . . . . . . . . . . 54 Courses requiring consent of instructor . . . . . . . . . . . . . . . . . 63 Credit Units, see requirements for the degree. Credits, entrance ............... 31 summer school . . . . . . . . . . . . . . . 54 Curriculum, see courses of instruction, regulations, requirements, etc. Deans ........................ 48 Deans' list ............. : . . . . . . 52 Degree, requirements for the. . . . 54 Degrees, conferred ............. ro6 offered ...................... 21 with distinction . . . . . . . . . . . . . . 62 with honor . . . . . . . . . . . . . . . . . . 6r Delta Kappa Phi.. .. .. .. .. .. . .. 28 II l �110 CATALOGUE OF ST. JOHN'S COLLEGE Delta Omicron . . . . . . . . . . . . . . . . 2S Departments, Art . . . . . . . . . . . . . . 63 Biology ..................... S6 Chemistry . . . . . . . . . . . . . . . . . . . 90 Economics . . . . . . . . . . . . . . . . . . 76 English ..................... 64 French ...................... 6S German ..................... 70 Government . . . . . . . . . . . . . . . . . 77 Greek ....................... 72 History ..................... So Latin ....................... 73 Mathematics . . . . . . . . . . . . . . . . . 93 Philosophy . . . . . . . . . . . . . . . . . . Sr Physics ..................... 96 Psychology . . . . . . . . . . . . . . . . . . 84 Spanish ..................... 74 Description of the College. . . . . . . rS of the courses. . . . . . . . . . . . . . . . 63 Dining room . . . . . . . . . . . . . . . . . . 47 Distribution, courses for. . . . . . . . 55 of students, geographic ........ I06 Division of the Languages, Literature, and Art. . . . . . . . . . . . . . . 63 of the Social Sciences and Philosophy . . . . . . . . . . . . . . . . 76 of the Sciences and Mathematics .................... 86 Dramatics . . . . . . . . . . . . . . . . . . . . . 2S Economics, courses in. . . . . . . . . . . 76 major in .................... 56 Engineering, preparation for. . . . 22 scholarships at Hopkins. . . . . . . 42 English, courses in ............. 64 major in .................... 57 students sent back for work .in. S4 Entrance examinations . . . . . . . . . 30 Examination groups ............ 63 schedules . . . . . . . . . . . . . . . . . . . . 99 Excuse, for absence ............. 5r Exemption, from English r. . . . . . 49 from physical training. . . . . . . . . so Expenses . . . . . . . . . . . . . . . . . . . . . . 3S Faculty ....................... rr Fees, annual ................... 3S additional courses . . . . . . . . . . . . 36 graduation . . . . . . . . . . . . . . . . . . 37 laboratory .................. . matriculation . . . . . . . . . . . . . . . . 3S Fellowships ................... 38 , Filing of study cards . . . . . . . . . . . . 49 Fines, breakage . . . . . . . . . . . . . . . . 36 registration . . . . . . . . . . . . . . . . . . 49 Fraternities 28 French, courses in ............. . 68 major in .................... S7 Freshmen, list of ............... ro3 Geographic distribution, students. ro6 German, courses in ............. 70 major in .................... S7 Good standing ................. sr Government, courses in ......... 77 major in .................... S7 Grades ........................ sr Greek, courses in. . . . . . . . . . . . . . . 72 major in .................... s6 History, courses in. . . . . . . . . . . . . 80 major in .................... 58 of the College. . . . . . . . . . . . . . . . r8 Honor regulations . . . . . . . . . . . . . 46 societies . . . . . . . . . . . . . . . . . . . . . 28 system ...................... 46 Honors and prizes awarded ...... I07 Hygiene, course in .............. g8 Infirmary service . . . . . . . . . . . . . . 48 Information, general . . . . . . . . . . . r8 procedure for new students . . . . 33 Juniors, list of. ................ IO r King William Players . . . . . . . . . . 28 King William's School. ......... r8 Laboratory charges . . . . . . . . . . . . 36 Language requirements . . . . . . . . . SS Latin, courses in ............... 73 major in .................... s6 Law, preparation for. . . . . . . . . . . . 22 Lectures, public . . . . . . . . . . . . . . . . 26 Library teas . . . . . . . . . . . . . . . . . . . 26 List of students ................. roo Literature, courses in ........... 63 Location of the College. . . . . . . . . 23 Majors, requirements for ........ 56 Marine biology . . . . . . . . . . . . . . . . 42 Marks ........................ sr CATALOGUE OF ST. JOHN'S COLLEGE Mathematics, courses in . . . . . . . . 93 major in .................... 58 Matriculation . . . . . . . . . . . . . . . . . . 35 Medicine, preparation for. . . . . . . 22 Music, college band. . . . . . . . . . . . . 28 public concerts . . . . . . . . . . . . . . . 28 student orchestra . . . . . . . . . . . . 28 Numbering system, courses . . . . . . 63 Occupancy of rooms, dormitories. 46 Officers of administration. . . . . . . IO Philosophy, courses in .......... Sr major in .................... 59 Physical training, courses. . . . . . . 98 requirements . . . . . . . . . . . . . . . . so staff . . . . . . . . . . . . . . . . . . . . . . . . 16 Physics, courses in. . . . . . . . . . . . . . 96 major in .................... 59 Preparation for professional school .................... 21 Presidents, former . . . . . . . . . . . . . 21 Emeriti . . . . . . . . . . . . . . . . . . . . . 9 Prizes, awarded ................ I07 offered ...................... 42 Probation, disciplinary . . . . . . . . . 53 scholastic . . . . . . . . . . . . . . . . . . . 52 relief from . . . . . . . . . . . . . . . . . . 53 Professional preparation . . . . . . . . 21 Promotion, requirements for. . . . . 50 Psychology, courses in .......... S4 major in .................... 60 Purpose of the College. . . . . . . . . . 2r Rank list . . . . . . . . . . . . . . . . . . . . . . 52 Rat-Tat ....................... 27 Registration . . . . . . . . . . . . . . . . . . . 4S changes in . . . . . . . . . . . . . . . . . . . 49 Regulations, dining-room ....... 47 dormitories . . . . . . . . . . . . . . . . . . 47 honor ....................... 46 residence . . . . . . . . . . . . . . . . . . . . 46 scholastic . . . . . . . . . . . . . . . . . . . 4S Relief from probation ........... 53 Repeating courses .............. 53 Reports .............•......... 51 Requirements, admission . . . . . . . . 32 distribution ... , . . . . . . . . . . . . . . 55 for graduation . . . . . . . . . . . . . . . 54 111 for honors and distinction ..... 61 for promotion . . . . . . . . . . . . . . . . so hygiene ..................... 54 language .................... 55 major ....................... s6 physical training . . . . . . . . . . . . . 50 residence . . . . . . . . . . . . . . . . . . . . 46 specific courses . . . . . . . . . . . . . . 54 Rooms, assigned to new students. 33 assigned to old students. . . . . . . 46 furnishings . . . . . . . . . . . . . . . . . . 33 occupancy . . . . . . . . . . . . . . . . . . . 46 Routine of admission. . . . . . . . . . . 29 Rules for dormitories. . . . . . . . . . . 47 Schedules, examination ......... 99 course ...................... 63 Scholarships . . . . . . . . . . . . . . . . . . . 39 Sciences, courses in ............. 76 Senior Fellowships ............. 3S Seniors, list of ................. roo Social Sciences, courses in. . . . . . . 76 Sophomores, list of. ............. ro2 Spanish, courses in ............. 74 major in .................... 60 Speakers at the College. . . . . . . . . 26 Special students ............... ros Staff, administration ........... IO faculty ...................... I I physical training . . . . . . . . . . . . . 16 Standing, rank-list . . . . . . . . . . . . . 52 Student activities . . . . . . . . . . . . . . 27 aid ......................... 3S band ........................ 28 Council ..................... 27 loans ....................... 45 orchestra . . . . . . . . . . . . . . . . . . . 2S publications . . . . . . . . . . . . . . . . . 27 roll ......................... IOO Study cards . . . . . . . . . . . . . . . . . . . 49 Summer school courses, credits. . 54 Transfer of credits. . . . . . . . . . . . . . 54 Tuition ....................... 35 Work required. . . . . . . . . . . . . . . . . 50 permitted . . . . . . . . . . . . . . . . . . . . 50 Year book . . . . . . . . . . . . . . . . . . . . . 27 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis: Catalogue Number for 1932-1933 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 111 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 Bulletin of St. John's College in Annapolis, December 1932 Date A point or period of time associated with an event in the lifecycle of the resource 1932-12 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 St. John's College Source A related resource from which the described resource is derived Bulletin of St. John's College: Volume III, Number 1 Description An account of the resource Volume III, number 1 issue of the Bulletin of St. John's College in Annapolis. Published in December 1932. College catalog for the years 1932-1933 Bulletin Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/0c833bb48c07fc126271db888a5fd033.pdf fe805614d241495241b7c6b9b46843ae PDF Text Text No. 4 VOLUME II BULLETIN ST~ OF JOHN'S COLLEGE IN ANNAPOLIS INAUGURAL PROCEEDINGS ANNAPOLIS~ MARYLAND DECEMBER, 1950 Fou!llded as King William'§ School, 1696. Chartered as St. John's College, 1785 �THE INAUGURATION OF RICHARD DANIEL WEIGLE AS EIGHTEENTH PRESIDENT OF ST. JOHN'S COLLEGE THE INAUGURATION CEREMONY UNDER THE LIBERTY TREE, IN ANNAPOLIS, ON SATURDAY, OCTOBER THE TWENTY-EIGHTH NINETEEN HUNDRED AND FIFTY �THE INAUGURATION PROGRAM THE CHORUS "Nature's Praise of God" Elgar THE PROCESSIONAL "Pomp and Circumstance" . Beethoven The Heavens sing praises to God in His glory, And all earth echoes with His name; The universe tells the wonderful story And to the spheres His might proclaim! Annapolis High School Band THE ACADEMIC PROCESSION Who Who That Then The Marshal The Delegates from Universities and Colleges The Delegates from Learned Societies The Former Presidents of St. John's College Edward Julius Clarke, Class of 1881 Robert Otis Jones, Class of 1916 ' set the numberless stars in their places? from its tent does draw the sun? like a hero smiles brightly upon us, goeth forth his race to run. Then, Mortal, praise thou the Lord in His glory, All Nature doth proclaim His might. It tells of wisdom, of law and of order, And of His mercy infinite! The stars that glitter afar in the heavens 0 Mortal, canst thou count them all? To Him be glory who thee hath created; Now on thy knees before Him fall! President of St. John's College Alumni Association The Members of the Faculty The Members of the Board of Visitors and Governors David Spergin Jenkins, Class of 1930 German Text hy Christian F. Gellert Superintendent of Schools of Anne Arundel County Roscoe Conkling Rowe THE ADDRESS Mayor of Annapolis Jobn Whitefield Owens Editor Emeritus of the Baltimore Sunpapers William Francis Stromeyer, Class of 1916 State Senator from Anne Arundel County Thomas G. Pullen, Jr. THE NATIONAL ANTHEM State Superintendent of Schools Lansdale G. Sasscer Oh say l can you see, by the dawn's early light, What so proudly we hailed at the twilight's last gleaming? United States Representative Herbert Romulus O"Conor Whose broad stripes and bright stars, through the perilous fight O'er the ramparts we watched were so gallantly streaming! United States Senator The Right Reverend Noble Cilley Powell And the rocket's red glare, the bombs bursting in air Gave proof through the night that our :Bag was still there. Bishop of Maryland The Right Reverend Monsignor Frederick G. Hochwalt Secretary General, Natiomil Catholic Educational Association Oh say, does that Star-Spangled Banner yet wave O'er the land of the free and the home of the brave? Richard Daniel Weigle President of the College Fr1tn~i.J John White.field Owens Scott Key, Clim of 1796 Editor Emeritus of the Baltimore Sunpapers Richard Folsom Oeveland THE BENEDICTION Chairman 0£ the Board of Visitors and Governoxs William Preston Lane, The Right Reverend Monsignor Frederick G. Hochwalt Secretary General, National Catholic Educational Association Jr. Governor of Maryland THE RECESSIONAL "Soldiers' Chorus"' THE INVOCATION The Right Reverend Noble Cilley Powell Gounod Annapolis High School Band Bishop of Maryland INTRODUCTION OF THE CHAIRMAN OF THE BOARD OF VISITORS AND GOVERNORS William Preston Lane, Jr. Governor of Maryland THE ADMINISTRATION OF THE OATH OF OFFICE Richard Folsom Cleveland Chairman of the Board THE INAUGURAL ADDRESS . Richard Daniel Weigle President of the College $ * * * �INAUGURAL ADDRESS RICHARD D. WEIGLE PRESIDENT OF ST. JOHN'S COLLEGE It is with a sense of deep humility that I accept the charge you have placed upon me today-that of guiding the destinies of St. John's College in the years ahead. No man could ask for a more challenging an~ inspiring task at a time when education is so vital for the very existence of our Republic. No man could desire a finer heritage than that of this respected Maryland institution which boasts its historical b~ginni~gs under the Crown in 1696. No man could hope for a more st1mulatmg and important idea than that which undergirds the whole educational program of this College. I am glad that this is happening to me today under this venerable Liberty Tree, rather than on the platform or in the stadium of some other college or university. To the entire College community-students, faculty, Visitors and Governors, and alumni-and to the many devoted friends of the College both within and outside of this great State of Maryland both Mrs. Weigle and I pledge our energies and our talents that St. John's College may prosper and that it may continue to exert a salutary influence upon the education of this nation. Sensitive as I am to the honor you all have paid me, I would urge that a college and not a man receive recognition today. Few institutions have endured more crises and vicissitudes than St. John's College throughout the 254 years of its history. Twice during the first half of this very century the basic character of the institution was changed-once at the time of the abandonment of the military course in Major Garey's regime, and again with the advent of Stringfellow Barr and Scott Buchanan when the present curriculum was adopted. Such transitions are not easy. Even since 193 7 the College has been beset with obstadesthe gradual evaporation of a student body during World War II, the bout with our neighbor across the wall over the question of real estate, and then the departure of the two men who had conceived and brought mto bemg the new program. Suffice it to say that the College did survive, and that very fact is a tribute to the efficacy of the idea and the soundness of the program. It now appears to be a clearly established fact that the College is greater than any individual or even any group on its faculty. Thirteen years have elapsed since books and balances began their appointed tasks on this campus. In that period of time ten classes have graduated two hundred men. Some two hundred others have matriculated but fallen victims to military service, financial necessity, unaccustomed freedom or the gods of practicality and vocation" Perhaps it is not too of the for the success of any to educate. men it has should be dialectic in the best St. success. Are men to be judged by financial or their inclusion in Who's Vv ho? Is the criterion to~ Is the to be the number or cars one drives Of the dubs one are there answer to be found in man's service to his fellow man? other criteria? as to I am going to suggest that a college has attained its objectives if its graduates meet three conditions: first, that they have developed their intellectual faculties to the point where they can reason well, make free decisions, and speak clearly and persuasively; second, that they understand and appreciate the great cultural heritage in the forward movement of which they stand; and, third, that they have thought out for themselves a philosophy of life which is personally satisfying, which shows true appreciation of religious and moral values and which stimulates participation with their fellows in meeting the common responsibilities of the Republic that is ours. It is my contention that this College in some real degree has achieved just this over the last thirteen years" A questionnaire was recently mailed by an alumni committee to all men who matriculated since September of 1937. Replies from approximately one-third of the graduates and one-quarter of the non-graduates have already been received and permit interesting, if tentative, conclusions. One criticism always aimed at St John's by its detractors is that the student is trained for no particular job. Less than half of the graduates believed that their St John's education had helped them to choose a vocation, but several claimed it enabled them to derive satisfaction from whatever they did. Queried as to what part of their education they now found most important to them, the young alumni replied: "Training in analytical thinking," a "philosophy of living," "intellectual self-confidence," the to make independent judgments," "perspective," "a critical active to problems," and the "habit of careful evaluation." It was the general consensus that the meaning of a St John's education outweighed the utilitarian, one man expressed it, the program "develops the whole person," Or in the words of another, "I consider the values of the human spirit which I began to realize at St. John's the highest in my own life." More than three-quarters of the group stated that it had brought an ability to fulfill better the responsibilities of a citizen, although a minority claimed a tendency to neglect "the practical life in favor of the pursuit of speculative truth." On the other hand, another wrote that St. John's gave him a "keener sense of political responsibility" than he had had before. �As to the program itself, there was overwhelming approval of the non-elective aspect of the curriculum. Only a handful found the course too serious, although half of those answering felt that academic discipline had not been sufficient. Of all phases of the program, the laboratory received most criticism, a situation which we have tried to alleviate, I trust with some success. Other constructive criticisms had to do with strengthening the faculty and with stimulating contacts with other colleges to prevent too much insularity. All of these suggestions and many others will receive the careful scrutiny of the Instruction Committee of the Faculty as it continues the process of solidifying, improving and, when necessary, modifying the curriculum. With respect to graduate work, the questionnaires indicated that threefifths of those answering had gone on to graduate and professional schools. Most found difficulty in a lack of basic subject matter and of an historical sense during the first year. They adjusted themselves only gradually to the strange pedagogy of incessant lectures. After the first year or so, however, the broad view of things and the ability to think critically more than compensated for the initial disadvantages. Almost without exception the entire group reported that the benefits outweighed the difficulties arising from a St. John's education, Probably the best gauge of the program was the response to the question as to whether the individual would again choose St. John's if he were commencing his college course anew. Only three of the sixty graduates qualified their affirmative answer in the slightest degree. Of the fifty non-graduates, three-quarters answered "yes," and only five replied in the negative. This then is the verdict of the alumni of the present curriculum at St. John's-lawyers, doctors; business men, government officials, teachers, farmers, social workers, artists, ministers. Few have achieved distinction as yet in their chosen fields of endeavor, yet almost all may be said to be masters of themselves and their talents, free men with free minds. To this extent the College has succeeded and the curriculum proven itself sound. But no remarks on this occasion would be complete without some expression from the new President of his educational philosophy and his plans for the future. It must be apparent to all that I stand firmly committed to the St. John's program. I can think of no better vehicle to fulfill the purpose stated in the Charter of the College, that is, "the liberal education of youth ... in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious." That does not preclude changes and modifications as experience shows them to be necessary. I am particularly concerned that the very quality of uniqueness in the St. John's program not result in its being looked upon as some sort of sacred shibboleth. There must be no cult, no unreasoning adherence to any set of principles simply for the sake of preserving non-conformity. On the other hand, there will be no compromise of the fundamental principles upon which the program is based. The introduction of the required music tutorial in the Freshman year seems a promising innovation. The College has been reproached for failing to provide historical perspective. On the contrary, it is our contention that a better illumination of the past is gained through the St. John's curriculum. We have perhaps reached the point, however, where certain lectures may be devoted to the great periods and movements of history. We plan too to introduce in limited degree lectures on the culture and traditions of the East, so that the student will acquire some conception of the background and hopes of the peoples of Asia, who will impinge upon us in the years ahead to an ever increasing degree. A strong and inspiring faculty will remain our chief concern. Even though the books continue to be the great teachers, the St. John's program will never be stronger than the men who lead the seminars and instruct in the tutorials and laboratories. The new College Polity already adopted indicates our intention to grant early tenure to those tutors who have demonstrated their abilities to work within the program. The College must also have constant infusions of new talent, as men of broad scholarship and intellectual vigor are attracted to Annapolis. Of no less importance is the student body itself. The present ratio of geographical distribution commends itself with roughly half of the men coming from Maryland and the other half from the other states of the Union. The immediate need is to stimulate the imaginations of an everwidening circle of able and well prepared young men so that the College may best fulfill its function as a community of learning. The road ahead is not easy. St. John's College persists as one of the strongest challenges to conventional higher education in this country. It is a source of satisfaction to read that other institutions are now trying to remedy the same situation that St John's College has been concerned with for over a decade. As President Douglas McGregor of Antioch College has said: "The inertia of past ways of thinking and acting, the inevitable suspicion attending any break with habitual patterns, the unforeseen practical obstacles which must be overcome-these are the constant nightmares of a college with the courage to undertake real pioneering in our tradition-bound educational system." I am convinced in my own mind that our times are sorely in need of the liberal arts education which this College provides and I would gladly share �the patents and copyrights with any dozen other colleges in this country tomorrow. The parlous state of education in this country is well described by Bernard Iddings Bell in LIFE'S recent special issue on U S. Schools. He argues well for a "Know Why" in what we are doing while accusing our schools of suffering from "complacent orthodoxy, from deadening devotion to a theory of man and a theory of knowledge that can only lead to disaster tomorrow.". As so fully discussed in the Harvard Report on General Educatzon m a Free Society, which incidentally appeared some years after the St. John's program was established, the phenomenal growth of kn~wledge and society has produced a veritable eruption of our whole educational system, and vocational specialism has tended "to take from the college what theoretical unity it had." There must be some unifying force, some purpose and direction to education that will. prevent men from moving farther and farther apart as they fly off on the tangents of their specialized tasks. These are truly times to try men's souls. Democracy is being tested in the crucible of ideological conflict and even of open warfare. Fundamental concepts and beliefs are being challenged. It is no longer enough to assume rather naively that democracy is the best of all possible worlds. The onus is on us in these United States to prove our contention. As never before we must demonstrate that democracy can and does work. As never before education must contribute to this end. First and foremost our colleges must provide men who can think. There is too much doing in this country without enough thinking. The ~hole tempo of American life contributes to this end. Perhaps it results m part fron: our competitiveness as a people. Perhaps it is sheer intellectual lazmess. Too many men are afflicted with "in and out boxitis" they are happy as long as they are passing papers from their in-boxes to their out-boxes. The avalanche of paper successfully forestalls the need for thinking through basic problems. Even more tragic, there is ultimately a numbing of the intellect which precludes constructive thought should the flow of paper miraculously stop. Unfortunately most college graduates have never learned to think. They have been too busy taking notes and boning for examinations. They have lost themselves in veritable haystacks of facts. A true liberal arts education must free the mind. It must teach how to approach a problem, how to define the alternatives, how to make decisions, and how to communicate to others the logic and reasonableness of the decision or idea. Democracy must have such men to survive-both as the philosopher guardians of the Republic and as the citizens vigilant who elect them to office. Moreover, the colleges must inculcate a consciousness of heritage. No man can hope to understand the present intelligently without some genuine awareness of the currents of thought which flow down to us from the Greeks, _the Jews, and the Romans, through the great minds of Western ovil1zation. The educate~ man must know the struggles of his predecessor~ to .resolve the dichotomy of faith and reason, of authority and p:agmatJsm If he IS to reach an intelligent and satisfying conclusion for himself. How can he appreciate freedom else he read and discuss it in the writings. of Mill, Locke,. Rousseau, and the founding fathers. Only then can he mterpret that hentage and make it meaningful and compelling on the ideological battlefront. The great da?ger that we face is the loss of that heritage of freedomnot to commumsm ~ut to those who in misguided zeal against the enemy would sacrifice certam of the very bas!c principles of freedom which they fi~ht to defend. .As President Momll of the University of Minnesota said at Chapel Hill this month, "The last citadel of all freedom is intellectual freedo~." Teachers oaths are dangerous and stultifying things. They are a defimte step along the road to regimentation and statism which we must at all costs avoid. The man who knows his heritage appreciates the a~e-long struggle to achieve this freedom we would now so blindly curtail. I for one believe that the answer to the threat of communism is not in oaths and suppressive laws but rather in the fullest revelation of communisms' shortcomings and false promises. I have enough faith in democracy to believe that communism must always come out second best in the market place of ideas. . ~inally, to meet the present crisis the college must impart that which 1s nght. As the Harvard r.eport so correctly stated, "Never in the history of_ the world have vulganty and debilitation beat so insistently on the mmd as they now do from screen, radio, and newsstand." Wars and their aftermath are destroying the moral fibre of our people, and callous and mesp_ons1ble_ defamation of character is sapping our political life and effectively d1scouragmg able men from seeking public office. Our concern that ~t~te and. church ren:ain separate has now brought a Supreme Court declSlon which would m effect completely proscribe religion in our schools. Men's regard for their mutual religious sensibilities has had the effect of promoting thoughtless secularism. It is the duty_ of the college to provide the means whereby each student may arnve at his own understanding of how he shall live his life. Many a supposedly educated. college graduate. has. refused to face the simple questions of what he is and where he 1s gomg. When confronted with them his answer is a superior or indifferent shrug of the shoulder or a bewildered c~nfession of his intellectual impotency. How can a man discover the mner resources to carry him through a rich and satisfying life else he have struggled to some solution of the great questions of �God and man and nature. How can he make right and happy judgments else he have arrived at some appreciation of what is right and good. I believe that there must be an acceptance of the dignity of the individual man, a concept so basic to democracy, Christianity and our whole Western tradition. I should hope also that there would come the discovery of a motivating and inspiring Power higher than man and beyond his comprehension. Then man can attain to the deep reservoirs of inner strength and the dynamic impulses to recognize his duty to his fellows. Then man will not be content to live unto himself but he will be impelled into the market place. He will return to Plato's Cave and thus his destiny as an educated man will have been fulfilled. To this end we af St. John's College will continue to devote our energies. ADDRESS JOHN W. OWENS EDITOR EMERITUS OF THE BALTIMORE SuNPAPERS At the outset, I shall make the way easier for myself by confessing that I speak in platitude. As some of you may know, most of my life has been spent in an environment in which platitude is an ever-present help in time of trouble. But today I use the platitude not because of indolence; rather, I hope that it may be of some value" After all, a platitude is supposed to be a truism. There are times when the air is filled with a babel of voices and a man's integrity of thought may be served by holding fast to some long-tested truism and saying within himself: "This I believe .I" In this particular setting, I venture to recall a truism of thought and of conduct which is some 2,000 years old. It is recorded in one of the great books-Matthew xxii chapter, xxi verse: "Render therefore unto Caesar the things which are Caesar's; and unto God the things that are God's." President Weigle has given you a sensitive review and appraisal of the idea which rules St. John's College. That idea stands, of course, against the background of our times. Taken together, the idea and the times make the truism laid down in Matthew centuries ago a primary rule in our society. As all of you know, we live in an age of autpority-an age of expanding authority in government. Wherever you turn your eyes in social organization you see expansion of authority. In the East of Europe and farther East, you see nation after nation which has passed under iron authority. This authority professes a philosophy which resembles the tender teaching of Christ. But its rule is iron. In the West of Europe, you see efforts under the democratic process to expand authority without the use of iron. In Britain, which taught us much of what we know about constitutional rights of the individual, one of the most fascinating of all experiments in social authority is pressed without ceasing. It is pressed by men who remain at heart libertarians. In differing measures, the movement runs throughout the old civilizations in the West of Europe. Here in the United States you have seen in less than 20 years a social revolution which has profoundly altered much of our economy and much of our thought. Again under the democratic process, the authority of government has been exprnded as never before in our history. Almost nowhere is there sign of substantial retrogression in this movement to expand the authority of government. In Britain, where debate probably has been better than anywhere else, the issue is not on whether to travel backward, but on whether to slow down. In large parts of the British economy, the choice is between Socialists who say, "We �will," and Tories who say, "We must." In our vast land, the movement toward authority is not so far advanced as in Britain, but again the debate is, in actuality, not on whether to travel backward, but on whether to slow down. I have not the time or the competence to trace the threads which have led from cause to effect in this movement toward authority. All of you read daily some section of the debate on cause and effect. All of you have read a thousand times discussion of the influence of modern industrialism on the social order. All of you have heard a thousand times discussion of the effects on the social order of the two deadliest of wars. All of you have heard theories on the interplay of industrialism and wars in forcing social change. letting such discussion take its course, we find ourselves living before the towering fact that expansion of authority in government proceeds stubbornly throughout the world-almost as though it were ordained evolution. Arising under the general phenomena and spreading its effects throughout the world is another towering fact. That is the division between East and West which affects the terms of government in all lands. In few nations are the effects more pronounced than in this country. Division compels us to prodigious measures of defense on a scale that may be called global. These measures of defense ratify and confirm the movement toward expansion of authority in government. Over and over again, additional authority must be delegated to the Chief Executive who also is the Commander-in-Chief. Often the new authority which is delegated must be exercised in a degree of secrecy which is without precedent and gives further concentration to authority. No other course is feasible or possible. All of this sums up into a condition which may be stated simply. In this gathering there is not one young man who can imagine, for himself, the freedom from regulation by government which older men, in their youth, took for granted as they took for granted the air they breathed. Regulation in this country is usually self-critical. For the most part, it is in the hands of men whose inner attitudes were formed in a day of freer individualism. Moreover, they are aware of public opinion and of the ballot. We retain the right to turn out one party and put in another. Nevertheless-with one party in power or anotherspreading regulation by government is the rule. Authority to decide whether young men shall be free to build civilian careers or shall be dedicated to the military arts is a more imminent power than this nation ever has known save in actual war. Many thousands of young men-and many thousands of those who can see the first hints of middle age-cannot be sure how much of their lives and careers shall be at the order of government. But this is only the more intimate phase. As you know, regulation by government reaches into civilian life-into industry, into finance, into agriculture, into labor. Unless the fates favor us, regula- tion will reach deeper and deeper into civilian life-sometimes indirectly sometimes directly. ' There is no occasion for me to speak of the dangers which inhere in expansion and centralization of authority in government. You hear warnings each day and none is needed from me. But I should like to says a few words about protection against these known dangers. I believe that the foundation of protection will be found in the work of such schools of liberal education as St. John's College. For, in asking protection, we can no longer comfortably assume that our fathers did for us all that is necessary when they surrounded authority with signs which read: "Thou. shah not!" We _cannot rely upon negations which long ago were wntten mto constitutions and statutes. We have seen limitation afrer limitation give way under necessity or appearance of necessity. In this age of authority, protection must once again be found in the affirmative will of the peQple themselves to preserve the essence of libe:ty-.not alw~ys the old forms of liberty, but the essence. Our generation, m the orcumstances of our generation, must themselves preserve liberty as our. fathers in their generation found a way to do. We may find strength m our day by remembering that the will of our fathers to pr_eserve _liberty taught ~hem in their day the way to forge instruments with which to serve thelt ends. Their will made the difference between success and_ failure. Their will caused them to plant the Bill of Rights m the wntten statement of our constitutional principles. But, had ~hey not d~ne. so, their . will would have planted the Bill of Rights m our constituttonal practices. . I? thi~ country, the protection which must be sought is against failures m mtelhgence, rather than failures in character. As I have said, we retain the power to ~rn out one party and put in another. But, apart from the ballot, we live m no danger that authority will produce the man on horseback. Ours is not the climate in which Napoleons are produced. The muscular humor of the bleachers pervades our politics. The first of the actual dangers against which we need protection is the danger that we_ s?all not find and_ gather the i.ntelligence which will be required m admm1stratlon of the gigantic machme of authority. We may blunder into acts of oppression. Broadly speaking, administration of the gigantic machine of government which has been erected calls for two types of men. One is the technician who can keep the particulars in movement. The supply is fairly abundant. The other is-for want of a better word -the statesman who can keep the particulars in proportion and build them into a firm and yet flexible unit. That supply is not abundant. The next of the great dangers against which we must find protection is failure of the people to think. Already, the machine of governmental authority is so gig<1ntic that there is no hope that the people can know more than �fragments ot the particulars with which technicians deal. The machine is so gigantic that many of the people also lose sight of the general movements with which those we have called statesmen must deal. The bur~en of understanding is so heavy that the people could drift into habits of complacent obedience to authority, relieved only by more or less aimless outbursts of temper at the polls. The broad base of protection against these twin dangers of failure in i?telligence-failure in the vast authority and failure in the people who live. uncle~ authority--can be stated in simple terms. The base of protect10n will be in enrichment of the quality of citizenship. The base of protection will be in spotting the life of our country with men who are bigger than their daily tasks. The base of protection will be in spotting the life of our country with good lawyers who are more than good lawyers; with good engineers who are more than good engineers; with good doctors who are more than good doctors; with good financiers who are more than good fin2nciers; with good farmers who are more than good farmers. The base of protection against the dangers of this age of authority will be in spotting our country with lawyers and engineers and doctors and financiers and farmers who are citizens of the world of thought which lives above and beyond tasks of the day. Out of such material we may breed the quality of men who will be big enough to administer the gigantic machine of authority and out of such material we may . breed the quality of men who will lead the people in perception and m reason as they exercise their sovereign authority over the authority of government. You may say that already we have spotted the life of our country with men of the quality that is required. The point can be argued. Certainly, we have spotted the life of our country with good men in the professions and in all the lines of material production. But a case can be made that we have compressed their minds. Nearly two centuries have passed since Adam Smith dropped into the melting pot of ideas his elucidation of the principle of division of labor. In our country, we have divided with a vengeance. Professions have been divided into subprofessions. We take the most promising material that comes out of the law schools and in a little while this material is divided into tax lawyers, insurance lawyers, admiralty lawyers, labor lawyers~all of them experts in narrow fields. The course is followed in other professions. One can hear a throat doctor tell a patient that he does not touch heart cases. For anything that I know to the contrary, there may be bankers who are equivalents of throat men and heart men. We have made this division and subdivision of labor pay material dividends of which Adam Smith could not dream. But in our American way of doing things, we have brought into society able, brilliant, distinguished specialists who often know practically all there is to know in their own specialized fields and are dull mediocrity itself beyond their fields. So far as social and political institutions are concerned, there are distinguished specialists in the professions who seem to know no more than could be learned in a highschool course in civics. Some have had little time to learn more. And that is not all. In this greatest of democratic experiments, brilliant minds which are set apart for specialization are often taught that their priestly robes must not be contaminated by contact with the practicalities of government or politics-save in special circumstances which will set them apart from pollution. Few things deserve more of satire than the condescension toward government and politics of fortunate men who themselves do little more than the casting of an angry ballot or the sending of an angry check to the tax-collector. Now, nothing could be more foolish than to deal lightly wi~h. ~he abundant fruits of division and subdivision of labor even when division is carried into the refinemrnts of specialization which we know. The special training which makes a great throat doctor or a great heart doctor is one of the blessings of the human race. But, equally, we cannot be so foolish as to take much of our best brains and set it apart from the central issues of society-from vital things in the COf!lmon life. ~ e cannot afford to take much of our best brains in this age of expandmg authority in government and so narrow the life .and w~r~ of . those brains that they yield but scant material either for wise admm1strat10n of vast authority in government or for wise criticism which will keep authority in its place. Our task is to keep the goo_d mmds and the brilliant minds as good and brilliant as ever in their own fields and yet to enlarge them for full performance of the duties of democrat_ic citizenship in a period in which these duties call for all that we have m intelligence. If you will allow me to speak somewhat dogmatically in a fi~ld in which I should speak with extreme hmid_ity, I will say that product10n of big citizenship in this democracy is today one of the first thmgs that must be rendered unto God. After all has been rendered unto Caesar that must be rendered in this age of authority, there remains to be rendered unto God the production and development of those qualities in men which keep them erect on their feet as men and as i:nembers of a free society. Nowhere can that work be done so well as m the sch~ols of liberal education. You do not, of course, have a monopoly. Sooety always has hidden assets. In some unknown hamlet, an unknown Lincoln may in this hour save coins with which to buy one or two great books, to be read after the day's toil and to be treasured as pearls of great price. He may appear. And he may voice. the .dreams of men m words so pregnant and so poetic that they will smg m the ears of pos- �But we cannot afford to wait for genius. A democracy must use its good material.. And nowhere is there such opportunity as in the schools to take the good material that lies all around and to treat and develop and fashion it into fine materiaL Nowhere else is there such to men who are destined to be competent or dis.fields and to make them into active members of which must be the foundation of democratic Nowhere is there such opportunity to teach the final lesson that the search for wider communion of thought stops at no milestone and marches with man to the grave. When I speak in these terms before a gathering at St. John's College, I realize that I do no more than reaffirm as best I can the doctrine by which you live and in which you have reared an exalted example. Perhaps, I should excuse myself for trying to say things which you have shown so well. that you are able to say for yourselves and to do for yourselves. If an excuse is necessary, it is to be found in my conviction that St. John's College-in training men to think and to think of many things, in training them to be bigger within their own minds than the daily tasks which await them-is meeting the first requirement of our democracy in this day. And, since our American democracy does not exist solely for its own glory, St. John's is doing the work of which mankind is most in need. You are about to move into a new stage 0f your work. You are about to do so in a time when history races at top speed. And you will go into this stage under new leadership. I shall not occupy your time with conventional recital of the record in other places which shaped Richard Weigle for leadership of St. John's. You know the record. Instead, I shall embarrass President Weigle. Some of you have learned to read the stories which are written on the faces of men by their inner thoughts. You will know that President Weigle is, inside of himself, the scholar whose life is dedicated to pursuit of truth. No more need be said of his coming to St But I should like to say one word to the young scholars of St Were 1 of your age, facing the world that lies ahead of us, I that I would be wise enough to offer humble thanks been given me, here in these quiet and gracious that a little time halls, to follow Richard Weigle in meditation with the great minds and the great souls who lighted lanterns in the darkness of the past. Delegates From Universities And Colleges HARVARD UNNERSITY (1636) Captain S. E. Dickinson, U. S. Navy, Retired, A.B. COLLEGE OF WILLIAM AND MARY (1693) John Tyler, A.B., A.M. YALE UNNERSITY (1701) Robert Lowry Calhoun, B.A., B.D., M.A., Ph.D. PRlNCETON UNNERSIIT (1746) Thomas Guthrie Speers, A.B., D.D. BROWN UNIVERSIIY (1764) John C. Reed, A.B., B.Litt. DARTMOUTH COLLEGE (1769) Alden R. Hefler, A.B., M.A., Ph.D. UNNERSITY OF VIRGINIA (1819) Captain J. Beverly Pollard, U. S. Navy, Medical Corps, Retired, M.D. INDIANA UNNERSITY (1820) John Royston Smithson, M.S. AMHERST COLLEGE (1821) Warren Randolph Church, A.B., A.M., Ph.D. THE GEORGE WASHINGTON UNIVERSITY (1821) Vivian Simpson, A.B., LL.B. TRINITY COLLEGE (1823) Amos Francis Hutchins, Jr., B.S. LAFAYETTE COLLEGE (1826) Captain James T. Reside, U. S. Navy, C.E., Doctor of Science DICKINSON COLLEGE (1773) J. Luther Neff, A.B., S.T.B., D.D. RANDOLPH-MACON COLLEGE (1830) HAMPDEN·SYDNEY COLLEGE (1776) George A. Lyle, B.S., M.S. UNNERSITY OF RICHMOND (1830) J. Earl Moreland, A.B., M.A., LL.D., L.H.D. George M. Modlin, Ph.D., LL.D. WASHINGTON AND }EFFERSON COLLEGE (1780) David W. Weaver, Th.B. WASHINGTON COLLEGE (1782) Charles B. Oark, A.B., M.A., Ph.D. FRANKLIN AND MARSHALL COLLEGE (1787) Melvin F. Reynolds, B.S., M.S., Ph.D. UNIVERSITY OF NORTH CAROLINA (1789) James B. Scarborough, A.B., M.A. WILLIAMS COLLEGE (1793) Wendell M. Coates BOWDOIN COLLEGE ( 1 794) Winston Bryant Stephens, A.B., A.M. UNIVERSITY OF TENNESSEE (1794) Charles Lee Lewis, A.B., B.S., A.M. UNION COLLEGE (1795) Charles V. 0. Terwilliger, B.E., M.S. in E.E., Dr. Eng. UNIVERSITY OF DELAWARE (1833) Francis H. Squire, A.B., Ph.D. HAVERFORD COLLEGE (1833) Felix Morley, Ph.D. LL.D., D.Litt. KALAMAZOO COLLEGE (1833) Louis Graff, A.B. OBERLIN COLLEGE (1833) Donald C. Gilley, B.Mus., M.Mus. TULANE UNNERSITY (1834) Frederick C. Oechsner, A.B., LL.B. WHEATON COLLEGE (1834) Mrs. Sam B. Warner ALBION COLLEGE (1835) Ebon E. Betz, A.B., A.M., Ph.D. EMORY UNNERSITY (1836) Dillard B. Lasseter, A.B., M.A. MIDDLEBURY COLLEGE (1800) Daniel Marsh Shewbrooks, A.B., M.D. EMORY AND HENRY COLLEGE (1836) MOUNT ST. MARY S COLLEGE (1808) John L. Sheridan, A.M., LL.D. UNION THEOLOGICAL SEMINARY (1836) HAMILTON COLLEGE (1812) KNOX COLLEGE (1837) Sam Thomas Galovich, A.B. 0 Robert M. Langdon, M.A. Mrs. Edgar G. Pruet Burrett E. McBee, B.A., B.D. COLBY COLLEGE (1813) Albert Hills Haynes, A.B., A.M. MOUNT HOLYOKE COLLEGE (1837) ALLEGHENY COLLEGE (1815) DUKE UNNERSITY (1838) Floyd M. Riddick, A.B., M.A., Ph.D. Joseph S. Baldwin, B.S. UNNERSITY OF MlCHIGAN (1817) Theodore Maxwell Collier, A.B., A.M., LL.B. COLGATE UNNERSIIY (1819) Herman Arno Brautigam, LLB., B.D., Ph.D. Mts. Harold D. Krafft, A.B. BOSTON UNNERSITY (1839) Charles Henry lley, A.B., A.M., S.T.B. UNIVERSITY OF Mlssouru (1839) Paola E. Coletta, B.S. in Ed., A.M., Ph.D. �CORNELL COLLEGE (1853) Elwyn A. Mauck, A.B., A.M., Ph.D. WELLS COLLEGE (1868) Mrs. W. C. Ferris, B.A. THE CATHOLIC UNIVERSITY OF AMERICA (1887) FORDHAM UNNERSITY (1841) Captain Alphonse R. Miele, U. S. Air Force, B.A. WASHINGTON UNIVERSITY (1853) R. S. Glasgow, Ph.D. PENNSYLVANIA COLLEGE FOR WOMEN (1869) OCCIDENTAL COLLEGE (1887) MAfly BALDWIN COLLEGE (1841) Mrs. G. Douglas Wise, B.S., B.A. HAMLINE UNIVERSITY (1854) Robert H. Kells WILSON COLLEGE (1869) Irene Bullen lechthaler, A.B. THE OTADEL (1842) Thomas D. Sherer, B.S., M.A. BEREA COLLEGE (1855) Francis S. Hutchins, LLD. HUNTER COLLEGE OF THE HOLLINS COLLEGE (1842) Mrs. Ernest I. Cornbrooks, Jr., B.A. PENNSYLVANIA STATE COLLEGE (1855) OHIO STATE UNNERSITY VNNERSITY OF NOTRE DAME (1842) THE UNIVERSITY OF THE SOUTH (1857) H. H. Lumpkin, B.A., M.A. VIRGINIA MILITARY INSTITUTE (1839) E. T. Morris, Jr., B.S., M.S. Howard Kenna, M.S. Omo WESLEYAN UNNERSITY (1842) William F. Quillian, Jr., B.A., B.D., Ph.D. Robert McCain Johnston, B.S., M.S. BARD COLLEGE (1860) Edward Slater Dunlap, B.A., M.A. Paul R. Anderson, B.A., Ph.D., LL.D. (1870) William W. Hammerschmidt, B.A., M.A., Ph.D. UNIVERSITY OF CHICAGO (1891) John A. Morrison, S.B., S.M., Ph.D. DREXEL INSTITUTE OF TECHNOLOGY (1891) WELLESLEY COLLEGE (1870) WEST VIRGINIA WESLEYAN COLLEGE (1891) Mrs. Cecil I. Cullom, B.A. Hoon COLLEGE (1893) Andrew G. Truxal, Ph.D., LL.D. BOSTON COLLEGE (1863) William L. Keleher, M.S., S.T.L. UNIVERSITY OF COLORADO (1876) Orval H. Polk, B.S., M.S. UNITED STATES NAVAL ACADEMY (1845) Captain Robert H. Rice, U. S. Navy BATES COLLEGE (1864) John R. Fredland, A.B. THE JOHNS HOPKINS UNIVERSITY (1876) Thomas B. Turner, B.S., M.D. WITTENBERG COLLEGE (1845) Paul J. Kiefer, A.B., B.S. in M.E., M.E. SwAETHMORE CoLLEGE (1864) T. Rowe Price, Jr., B.A. THE CREIGHTON UNIVERSITY BELOIT COLLEGE (1846) Carroll S. Alden, B.A., M.A., Ph.D. CORNELL UNIVERSITY (1865) Duane W. Oark, B.S. BUCKNELL UNIVERSITY (1846) Alvin S. Wagner, A.B. STATE TEACHERS COLLEGE, TOWSON (1865) Earle T. Hawkins, A.B., M.A., Ph.D., LL.D. UNNERSITY OF BUFFALO (1846) Harold Lyons, B.A. CARLETON COLLEGE (1866) John P. C. McCarthy, A.B., A.M. ' COLLEGE OF WOOSTER (1866) Benjamin H. Willier, Ph.D., Sc.D. ROCKFORD COLLEGE (1847) Mrs. J. W. Hamburg, B.A. DREW UNIVERSITY (1867) J. Turnbull Spicknall, A.B., B.D., D.D. STATE UNNERSITY OF IOWA (1847) Captain Fred K. Elder, U. S. Navy, Retired, B.S., M.A., Ph.D. HOWARD UNIVERSITY (1867) Edward S. Hope, B.S., M.S., Ed.D. MUHLENBERG COLLEGE (1848) P. S. Baringer, D.D. UNIVERSITY OF ILLINOIS (1867) Commander Walter M. Enger, (C.E.C.), U. S. Navy, B.S. DEFIANCE COLLEGE (1850) Alfred Hurst, M.A., D.B., D.D. MOREHOUSE COLLEGE (1867) Edward S. Hope, B.S., M.S., Ed.D. HIRAM COLLEGE (1850) Harold E. Davis, B.A., M.A., Ph.D. MORGAN STATE COLLEGE (1867) George C. Grant, A.B., M.A. UNNERSITY OF ROCHESTER (1850) VIRGINIA UNION UNIVERSITY (1867) John M. Ellison, A.M., Ph.D. LL.D. Jacques Redway Hammond, A.B., A.M. CoE COLLEGE (1851) John B. Logan, B.A., M.A. WEST VIRGINIA UNIVERSITY (1867) NORTHWESTERN UNNERSITY (1851) WESTERN MARYLAND COLLEGE (1867) Lowell S. Ensor, A.B., B.D., D.D., L.H.D. Ernest F. Burchard, B.S., M.S., Sc.D. Nancy Baxter Bond, A.B. Thomas W. Haught, A.B., M.A. WHITTIER COLLEGE (1891) Homer Halvorson, A.B., A.M., Ph.D. COLORADO COLLEGE (1876) W. W. Cort, A.B., A.M., Ph.D. GRINNELL COLLEGE (1846) Rodney R. Gleysteen Ernest J. Hall, M.A., Ph.D. SMITH COLLEGE (1871) Mrs. Thomas A. Rymer, B.A., M.A. VASSAE COLLEGE (1861) Mrs. S. J. Zeigler, A.B., A.M. James Mitchell Magruder, B.S., D.D. Paul F. Douglass, Ph.D. SYRACUSE UNIVERSITY (1870) Louis H. Bolander, A.B. COLLEGE OF THE HOLY CROSS (1843) UNNERSITY OF MISSISSIPPI (1844) Edward A. Daehler, Ph.D. THE AMERICAN UNIVERSITY (1891) :MASSACHUSETTS INSTITUTE OF TECHNOLOGY (1861) Joseph F. Thorning, Ph.D., S.T.D., Litt.D. Charles W. Seekins, B.A., Ph.D. MOUNT SA1NT AGNES COLLEGE ( 1890) CITY OF NEW YORK (1870) Mrs'. Charles R. Speaker, B.A., M.A. ROANOKE COLLEGE (1842) George P. Grove, LLB. Emerson K. Patten, S.B., S.M. Maurice S. Sheehy, Ph.D. RANDOLPH-MACON WOMAN'S COLLEGE (1893) Mrs. Earl W. Thomson UPSALA COLLEGE (1893) Lloyd Holt COLLEGE OF NOTRE DAME OF MARYLAND (1895) (1878) Brig. Gen. Wallace H. Graham, (M.C.), U. S. Ai.r Force Reserve, A.B., B.S., M.D. Virginia Fardwell Otto, Ph.D. NORTHEASTERN UNIVERSITY (1898) Herman Christian Stotz, B.C.E., A.M. DRAKE UNIVERSITY (1881) Roger M. Herriott, A.B., A.M., Ph.D. YALE-IN-CHINA (1906) Edward H. Hume, B.A., M.A., M.D. YANKTON COLLEGE (1881) Joseph Ward, 2nd, B.A., M.A., B.D., B.Mus. MAD!SON COLLEGE (1908) Walter John Gifford, A.B., A.M., Ph.D. JAMESTOWN COLLEGE (1883) James Curtis Fahl, A.B., B.D. UNITED STATES NAVAL POSTGRADUATE SCHOOL (1909) SETON HILL COLLEGE (1883) lvirs. E. T. Hankamer, Ph.D., Habil.D. UNNERSITY OF REDLANDS (1909) GOUCHER COLLEGE (1885) Otto F. Kraushaar, Ph.D., LL.D. REED INSTITUTE (1911) James Donald Watson, B.A., M.B.A., C.L.U., Ph.D. MACALESTER COLLEGE (1885) HIGH POINT COLLEGE (1924) Mrs. Dorothea Andrews Jordan, A.B. Eugenio M. Fonbuena, A.B., M.A., Ph.D., LL.B. Rear Adm. Ernest E. Herrmann, U. S. NaV"/, B.S. Robert 0. Bonnell ROLLINS COLLEGE (1885) Robert Anton Spurr, A.B., B.S., Ph.D. SAEAH LAWRENCE COLLEGE (1926) Mrs. Robert T. Bower, B.A. COLLEGE OF Sr. THOMAS (1885) John Courtney, LL.B. SCRIPPS COLLEGE (1926) Rene Sanford, A.B., M.A. �Delegates From Learned Societies AMERICAN HISTORICAL AssocIATION (1884) Charles S. Campbell, NATIONAL Jr., B.A., M.A., Ph.D. CATHOLIC EDUCATIONAL AssOCIATION (1904) Frederick G. Hochwalt, M.A., Ph.D., -LLD. AMERICAN AssoclATJON OF UNIVERSITY PROFESSORS (1915) Leo Maynard Bellerose, A.B., M.A., Ph.D: ASSOCIATION OF AMERICAN COLLEGES (1915) Paul F. Douglass, Ph.D. AMERICAN COUNCIL ON EDUCATION (1918) Roy Tasco Davis, A.B., Ph.D. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 24 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/. Identifier An unambiguous reference to the resource within a given context Bulletin December 1950-Vol II #4a-Inaugural Procedings Title A name given to the resource Bulletin of St. John's College in Annapolis, December 1950 Description An account of the resource Volume II, No. 4 of the Bulletin of St. John's College in Annapolis, Inaugural Proceedings. Published in December 1950. Date A point or period of time associated with an event in the lifecycle of the resource 1950-12 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Subject The topic of the resource Weigle, Richard Daniel, 1912- Inauguration Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8bd5e05bf22b51985c0a665f58fc0bef.pdf 18c22b6a38af6a1f4f0dd8f01a6acda9 PDF Text Text No. 4 BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS CHARTER OF THE COLLEGE ANNAPOLIS, MARYLAND DECEMBER, 1951 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �History St. John's College was founded in 1696 as King William's School in accordance with a Petitionary Act for free-schools of the General Assembly of the Colony of Maryland. Following the Revolutionary War, the General Assembly of the new State of Maryland granted a Charter to St. John's College pursuant to and as a part of Chapter 37 of the Laws of Maryland of 1784. This Charter was subsequently amended by the General Assembly through Resolution No. 41 of 1832. The Visitors and Governors of St. John's College deemed it desirable in 1950 to eliminate from the Charter certain extraneous and obsolete matter and to make certain other amendments consistent with present requirements and conditions. It was the opinion of the Attorney General of Maryland that the original Charter of the College was subject to the general Corporation Laws of Maryland and might accordingly be amended by the Visitors and Governors, pursuant to these Laws, without legislative action by the General Assembly. The Chairman of the. Board of Visitors and Governors therefore appointed a Charter Committee on September 16, 1950, and instructed them to pr·epare the necessary amendments, while retaining as much of the original Charter as was practicable. This Committee reported at the regular quarterly meeting of the Board of Visitors and Governors on December 9, 1950, submitting copies of the proposed amendments to the Charter. The specific changes recommended were: Volume III DECEMBER, 1951 Number 4 Entered as Secondi=lass matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. 1. To increase the limitation of the membership on the Board from 24 to 30, including the Governor of the State of Maryland, President of the Senate of the State of Maryland and the Speaker of the House of Delegates of the State of Maryland as ex-officio members during the respective terms in office of each. 2. To remove the geographical restriction as to residence of members of the Board. �3. To eliminate the requirement that the Board examine the candidates for degrees. 4. To provide for shortening the corporate name of the College from the Visitors and Governors of St. John's College in the State of Maryland, to St. John's College. 5. To eliminate the requirement that the Judges of the Court of Appeals should be members of the Board. 6. To eliminate obsolete and irrelevant provisions of the old Charter. In compliance with the Laws of the State of Maryland and the opinion of the Attorney General of Maryland, the Board then passed a Resolution declaring it advisable to amend the Charter of St. John's College by adopting the document recommended by the Charter Committee, and setting February 17, 1951, as the date for a meeting of the members of the Board of Visitors and Governors of St. John's College to take final action in the matter. The list of amendments, duly verified, was then filed with the State Tax Commission of Maryland, thus completing the necessary preliminaries. On February 17, 1951, the regular quarterly meeting of the Board of Visitors and Governors was adjourned and a meeting of the members called. The members thereupon unanimously approved the amendments to the Charter which had been recommended by the Board of Visitors and Governors. The amended Charter, which retains the original numbering of paragraphs, follows. Charter of St. ] ohn' s College WHEREAS, the Charter of St. John's College was duly granted pursuant to and as a part of Chapter 37 of the Laws of Maryland of 1784 by the General Assembly of Maryland, and was amended by the said General Assembly by Resolution No. 41 of 1832; and WHEREAS, said Charter as so amended contains certain extraneous and obsolete provisions; and WHEREAS, the Visitors and Governors of St. John's College have been advised by the Attorney General of Maryland that the said Charter is subject to the general Corporation Laws of Maryland and accordingly may be amended by the Visitors and Governors pursuant to said Laws; and WHEREAS, the Visitors and Governors of St. John's College deem it desirable to eliminate from said Charter so amended the extraneous and obsolete matter contained therein, and to make certain other amendments thereto consistent with present requirements and conditions, while retaining so much of the Original Charter as is practicable: Now, THEREFORE, Be It Resolved: That the Charter of St. John's College be amended to read as follows: WHEREAS, institutions for the liberal education of youth in the principles of virtue, knowledge and useful literatme are of the highest benefit to society,' in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States; And whereas, it appears to this General Assembly that many public spirited individuals, from an earnest desire to promote the founding a college or seminary of learning on the Western Shore of this �State have subscribed and procured subscriptions to a considerable amount, and there is reason to believe that very large additions will be obtained to the same throughout the different counties of the said Shore if they were made capable in law to receive and apply the same towards founding and carrying on a college or general seminary of learning with such salutary plan and with such legislative assistance and direction as the General Assembly might think fit, and this General Assembly, highly approving those generous exertions of individuals, are desirous to em brace the present favorable occasion of peace and prosperity for making lasting provision for the encouragement and advancement of all useful knowledge and literature through every part of this State; BE IT ENACTED: II. That a college or general seminary of learning by the name of "St. John's College" be established on the said Western Shore upon the following fundamental and inviolable principles; namely, first, the said college shall be founded and maintained forever upon a most liberal plan for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education and to all the literary honors of the college, according to their merit without requiring or enforcing any religious or civil test, or urging their attendance upon any particular religious worship or service other than what they have been educated in or have the consent and approbation of their parents or guardians to attend; nor shall any preference be given in the choice of a Principal, Vice-Principal or other Professor, Master or Tutor in said college on account of his particular religious profession, having regard solely to his moral character and literary abilities and other necessary qualifications to fill the place for which he shall be chosen. IV. That the governing body or board of said College shall consist of not more than thirty nor less than thirteen Visitors and Governors, to be chosen and to hold office in such manner as the said Visitors and Governors may determine and prescribe by their fundamental ordinances; provided, however, that the Governor of the State of Maryland, the President of the Senate of Maryland, and the Speaker of the House of Delegates of Maryland, shall act ex officio as three of the total number of Visitors and Governors of said College during their respective terms in said offices; and that the said Visitors and Governors and their successors duly chosen shall be and are hereby declared to be one community, corporation and body politic to have continuance forever by the name of ST. JOHN'S COLLEGE and by the same name they shall have perpetual succession. VII. That if the City of Annapolis should be fixed upon as a proper place for establishing the said intended college, this General Assembly give and grant, and upon that condition do hereby give and grant to the Visitors and Governors of the said College by the name of "The Visitors and Governors of Saint John's College in the State of Maryland," and their successors all that four acres within the City of Annapolis purchased for the use of the public and conveyed on the 2nd day of October, 1744, by Stephen Bordley, Esq., to Thos. Bladen, Esq., then Governor, to have and to hold the said four acres of land with the appurtenances to the sa~d Visitors and Governors and their successors for the only use, benefit and behoof of the said college and seminary of universal learning forever. VIII. That the said Visitors and Governors and their successors by the same name shall be able and capable in law to purchase, have and enjoy to them and their successors in fee, or for any other less estate or estates, any lands, tenements, rents, annuities, pensions or other hereditaments by the gift, grant, bargain, sale, alienation, enfeoffment, release, confirmation, or devise of any person or persons, bodies politic or corporate capable to make the same, and such lands, tenements, rents, annuities, pensions or other hereditaments or any less estates, rights or interests of or in the same at their pleasure to grant, alien, sell and transfer in such manner and form as they shall think meet and convenient for the furtherance of the said college; And also that they may take and receive any sum or sums of money, and any kind, manner or portion of goods and chattels that shall be given, sold or bequeathed to them by any person or persons, bodies politic or corporate capable to make a gift, sale or bequest thereof and employ the same towards erecting, setting up and maintaining the said college in such manner as they shall judge most necessary and convenient for the instruction, improvement and education of youth in the vernacular and learned languages, and generally in any kind of literature, arts and sciences, which they shall think proper to be taught for training up good, �useful and accomplished men for the service of their country, in church and state. IX. That the said Visitors and Governors and their successors by the name aforesaid shall be able in law to sue and be sued plead and be impleadable in any court or courts, before any judge' judges, or justices within this State and elsewhere in all and all manner of suits, complaints, pleas, causes, matters and demands of whatsoever kind, nature or form they be and all and every other matter and thing therein to do in as full and effectual a manner as any other person or persons, bodies politic or corporate within this State or any of the United States of America in like cases may or can do. X. That the said Visitors and Governors and their successors shall have full power and authority to have, make and use one common and public seal and likewise one privy seal with such devices and inscriptions as they shall think proper, and to ascertain, fix and regulate the uses of both seals, by their own laws and the same seals or either of them to change, break, alter and renew at their pleasure. XI. That the said Visitors and Governors and their successors from time to time and at all times hereafter, forever, shall have full power and authority to constitute and appoint in such manner as they shall think best and most convenient, a principal, a viceprincipal of the said college and professors with proper tutors and assistants for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modern tongues and languages; and the said principal, vice-principal and professors so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty by the name of "The Principal, Vice-Principal and Professors of St. John's College in the State of Maryland"; and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction, discipline and government of the said seminary and of all the students, scholars, ministers and servants belonging to the same. XIV. That a majority of the said Visitors and Governors for the time being and duly assembled at any meeting upon due notice given to the whole body of Visitors and Governors shall have full power and authority to make fundamental ordinances for the government of the said college and the instruction of youth as aforesaid, and by these ordinances to appoint such a number of their own body not less than seven, as they may think proper for transacting all general and necessary business of the said seminary and makjng temporary rules for the government of the same; and also by the said fundamental ordinances to delegate to the principal, viceprincipal and professors such powers and authorities as they may think best for the standing government of the said seminary and of the execution of the ordinances and rules of the same; provided always that they be not repugnant to the form of government or any law of this State. XV. And for animating and encouraging the students of said college to a laudable diligence, industry and progress in useful literature and science, be it enacted that the said Visitors and Governors and their successors shall by a written mandate, under their privy seal and the hand of someone of the Visitors and Governors to be chosen annually as their President, according to the ordinance to be made for that purpose, have full power and authority to direct the principal, vice-principal and professors to hold public commencements either on stated annual days, or occasionally as the future ordinances of the said seminary may direct and at such commencements to admit any of the students in the said college or any other persons meriting the same (whose names shall be severally inserted in the same mandate) to any degree or degr·ees in any of the faculties, arts and sciences and liberal professions to which persons are usually admitted in other colleges or universities in America or Europe; And it is hereby enacted that the principal, or in the case of his death or absence, the vice-principal, and in case of the death or absence of both, the senior professor who may be present, shall make out and sign with his name diplomas or certificates of the admission to such degree or degrees, which shall be sealed with the public or greater seal of the said corporation or college and delivered to the graduates as honorable and perpetual testimonials of such admission; which diplomas, if thought necessary for doing greater honor to such graduates, shall also be signed with the names of the different professors or as many of them as can conveniently sign the same; provided always that no student or students �I within the said college shall ever be admitted to any such degree or degrees, or have their name inserted in any mandate for a degree until such student or students have been first duly examined, and thought worthy of the same. XVI. That the ordinances which shall be from tjme to time made by the Visitors and Governors of the said college and their successors with an account of their other proceedings and of the management of the estate and moneys committed to their trust, shall when required be laid before the General Assembly for their inspection and examination, but in case at any time hereafter through oversight, or otherwise through misapprehension and mistaken constructions of the powers, liberties and franchises in this Charter or Act of Incorporation granted, or intended to be granted, any ordinance should be made by the said corporation of Visitors and Governors or any matters done and transacted by the corporation contrary to the tenor hereof, it is enacted that although such ordinances, acts and doings shall in themselves be null and void, yet they shall not, however, in any courts of law, or by the General Assembly, be deemed, taken, interpreted or adjudged into an avoidance or forfeiture of this Charter and Act of Incorporation, but the same shall be and remain unhurt, inviolate and entire unto the said corporation of Visitors and Governors in perpetual succession; and all their acts conformable to the powers, true intent and meaning hereof shall be and remain in full force and validity, the nullity and avoidance of such illegal acts to the contrary in any wise notwithstanding. i II 11 I f XVII. That this Charter and Act of Incorporation and every part thereof shall be good and available in all things in the law according to the true intent and meaning thereof, and shall be construed, reputed and adjudged in all cases most favorably on the behalf and for the best benefit and behoof of the said Visitors and Governors and their successors, so as most effectually to answer the valuable end of this Act of Incorporation towards the general advancement and promotion of useful knowledge, science and virtue. XVIII. That no person shall act as Visitor and Governor, or as principal or vice-principal or as professor in the said college before he shall take the oath of fidelity and support to this State required by the Constitution and by laws of this State. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 12 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/. Identifier An unambiguous reference to the resource within a given context Bulletin December 1951-Vol III No 4-Charter of the College Title A name given to the resource Bulletin of St. John's College in Annapolis, December 1951 Description An account of the resource Volume III, No. 4 of the Bulletin of St. John's College in Annapolis, Charter of the College. Published in December 1951. Date A point or period of time associated with an event in the lifecycle of the resource 1951-12 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Charter and Polity https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/786842d416f96f05d91e9a28fa6b1f8e.pdf 059bd95ce6f3ed52d6af2adf60a8590a PDF Text Text No. 4 VOLIJMJ! IV BULLETIN OF 'S COLLEGE IN ANNAPOLIS STATEMENTS OF EDUCATIONAL POLICY AND PROGRAM, 1950-1952 ANNAPOLIS, MARYLAND DECEMBER, 1952 CoUege, 178:) �STATEMENT OF EDUCATIONAL POLICY AND PROGRAM OF ST. JOHN'S COLLEGE In accordance with the Polity of St. John's College, the Dean prepares annually a statement of educational policy and program. The purpose of this document is to reconsider and restate the aims and program of the College, and to serve as a stimulus to Faculty thinking about the common effort of the educational community that is St. John's. Initially the Instruction Committee of the Faculty discusses the statement. After concurrence is obtained, the Dean submits the document to the Faculty at its first fall meeting. Divergence of opinion in Faculty discussion may well cause the statement to be revised by the Dean and Instruction Committee. When finally adopted by the Faculty, the statement of educational policy and program is presented by the President as a report to the Visitors and Governors. The first three statements of educational policy and program covering the years 1950, 1951 and 1952 follow. RICHARD President 1 D. WEIGLE �STATEMENT OF EDUCATIONAL POLICY AND PROGRAM OF ST. JOHN'S COLLEGE 1950 This is the first time that, according to the provisions of the Polity, the Dean, with the advice and concurrence of the Instruction Committee, has to present to the Faculty a statement of educational policy and program. The text of the catalogue, of course, is meant to be such a statement, and that not only for the public at large, but also for this Faculty and our students. The statement, called for by the Polity, must, therefore, presuppose and imply the relevant passages in the catalogue and, going a step further, emphasize crucial points in our actual teaching in terms of our past experience and our present necessities. We are dedicated to a task which can be stated in rather simple terms. This task consists in helping our students to develop and to put to right use their intellectual and imaginative faculties. We are trying to teach them to listen to reason-an immeasurably difficult task. The means that the College has so far devised to accomplish this end are the Seminar discussions, supported by the Language and Mathematics Tutorials, the Laboratory and the Formal Lecture, to which the Freshman Music Tutorial has been added recently. The first concern of this educational program is the subordination of all its various divisions to the one end we have in sight. That means in the first place that neither the Tutorials nor the Laboratory nor the Formal Lecture and the discussion period following it, and not even the Seminar, can be understood as autonomous and self-sufficient entities. The teaching and learning in each of the branches of the program (even if we consider the Seminar as the trunk of the tree) are regulated by three decisive factors : ( 1) The community of the learning effort; (2) the continuity of the learning process; ( 3) the spontaneity of the learning itself. ( 1) The community of the learning effort manifests itself or should manifest itself in three patterns: (a) The classroom is a place in which knowledge is not imparted by the teacher unless the minds of the students and of the teacher meet on a common ground and unless the teacher is aware that the understanding of the students can go deeper than his own. The teaching attitude is not one of pouring, but rather of a pondering attention 3 �that can transform itself into a decisive thrust. It may or may not take the form of questioning. It may or may not be characterized as dialectic. But it can never be a unilateral loving preoccupation with the teacher's own ideas on any given subject. (b) The events in a classroom are n?t isolated from ev~nts in other classrooms that deal with the same sub3ect: the conversat10ns between students belonging to different tutorials should be exploited in each tutorial to the full. ( c) The cooperation among the tutors on all levels and within all branches of the program should go on all the ti.me. Th~ exchange of views between the tutors on the same level of mstruct10n as well as the mutual auditing of classes serve this purpose :well. One of th~ primary concerns of the Dean will b~ the c?nvokmg of groups of tutors to discuss concrete problems of mstruct10ns. The faculty meetings should always offer the opportunity to do this on a larger scale. All this means that our work never begins and never ends in the classroom. (2) The continuity of the learning p_rocess. confronts student and teacher alike with three fundamental difficulties : (a) Some of the lines along which the prog_ram develop~ provide by themselves the organizing principles rq~ulatmg the learmng pro~­ ess: the great epic poems, the great tragedies, some of th~ great philosophies, the great story unfolded by Ptolemy-Copermcus-Kepler-N ewton, the grammatical structure of languages, the meth~ds of measurement in the Laboratory,-all of these are comprehensive units within which a continuous expansion of the student's understanding takes place. This kind of unity and continuity, howev:er,_ is a property of the subject matter. The real problem of contmmty affecting the learning process ari~es wh~ne_ve~ the stt:dent has to cope with subject matters that are either dissu?ilar or mvolve mutua~ly exclusive approaches. The great example is, <;?f course, the conflict between the classical tradition as presented to the freshmen and the sophomores and the methods of inquiry. they meet !n th~ Labor'.1-tory. This problem cannot be solved by a simple. classificat10n or JUxt~­ position of the _stude!1t's _activiti~s. Nor can 1t be solved by what is called "Interrrat10n " 1f this term is understood to refer to some alleged or arbitrar/'unity to be found i!1 t~1ose diverg~nt si.:bject n:atters. The integration or rather the contmmty of learmng, is provided by the all-importa~t fact that every tutor faces this divergence together with the students, that he can share their perplexities in terms of their common experience. This continuity is. achieved _through the intellectual effort brought about by the necessity of closmg the gaps of understanding. 4 (b) The material presented to the student in each branch of the program is immensely weighty and occasionally immensely difficult. Before anything else can happen the students and the teachers have to delve into the contents of the books they read, the languages they learn, the mathematical propositions they have to demonstrate, the scientific experiments and observations they have to perform. The very difficulty of this task can provoke, and should provoke, an absorbing preoccupation with the content in question, a necessary ~m­ mersion in the details, a scholarly responsibility towards the sub3ect under investigation. And yet, the continuity of learning requires a certain detachment from the material, requires a watching of the intellectual processes involved in the mastery of the subject. If the instruction can produce within the learners this fertile tension between the exploration of the material and the understanding of the intellectual operations involved in this activity,-then, and only then, do we teach the Liberal Arts. ( c) To achieve this continuity of learning, based not on the material but on the operations of the intellect, the College has tried, in the past, to find a universal pattern, the application of which could solve the problem of tying together dissimilar or conflicting disciplines as well as the problem of providing the necessary detachment from the material under investigation. This pattern was the matrix of the seven liberal arts. Its merits are unquestionable: it provides a network of references that seems to safeguard the continuity and unity of the learning process, without undue rigor and compulsion. Its defects are obvious : the vagueness and a certain artificiality in this kind of understanding of the liberal arts tend towards a sort of empty schematism and distract the attention of the students far too much from the content of their learning. It is our task to find a more adequate description of the liberal dimension of our learning. This much is certain: what is demanded is a never-ending examination of one's own assumptions; a rejection of the matter-of-course attitude towards the terms and categories in which the material is presented; the awakening of an awareness of the fundamental difficulties in every discipline. ( 3) The spontaneity of the learning itself is the nerve of our program, and of any educational program for that matter. The means to foster this spontaneity are for the most part intangible. Certain conditions, however, under which this spontaneity could flourish and grow can be formulated in terms of three exercises in equilibrium: (a) There must be an equilibrium between the daily and steady routine work in class as well as outside of class, that has to be watched and checked constantly, and the possibility of a questioning and wondering attitude on the part of the student arising from this routine and transcending it. 5 �(b) There must be an equilibrium between the necessary work to be done by the student and his leisure. It will be the constant duty of the Dean to watch the work load imposed upon the students and the teachers. No single problem seems as important as this one. ( c) In a broader sense, there must be an equilibrium between the rigors of discipline to which the student has to submit and a sense of freedom as the prerequisite of all intellectual growth. The image of equilibrium in all three cases .is perhaps a specious one. It is perhaps better to say that at the pomt where routine and wondering, work and leisure, discipline and freedom merge, spontaneous learning takes place. Spontaneous learning is the very essence of the '.'.Jeminar and of the discussion period after the Formal Lecture. Tut?r.1als _an~ ~abor3:-­ tory exercises, although organized around a more ngid di~c1plme, f~il unless spontaneous learning take~ place. In the Ma~h~1!1atlcs Tutorial the rigor of thinking ought to bnn~ about the J?Oss1bih~y ?f what we might term a spontaneous construct10n of the mmd, while m the Language Tutorial the business of translation ought to be understood as a spontaneous reconstruction of intellectual patterns. In the Laboratory the entanglement with the Un-yielding ou_ght to_ lead to the spontaneous discovery of the means to overcome its resistance. The spontaneity of learning is ultimately a function of the student's intelligence. Intelligence cannot be taught. We know, hovyever, that intelligence can be misguided. The problem that we ~ace is:_ how to equip the intelligence given to a s~ud_ent ~o make him avmd gross errors of judgment, how to free his mtelhgence from ~he obstacles that make him deviate from what the ancients 4 called Right Reason. We go on the assumption that men can learn to use their reason rightly. JACOB KLEIN Dean (Adopted by the Faculty, November 18, 1950) 1951 STATEMENT The annual statement of educational policy and program, required by the Polity, cannot greatly vary from year to year. Such a variation would indicate a continuous shifting of the educational aims of the College and defeat the very purpose the statement means to serve. It is possible, and useful, however, to formulate anew, as often can be done, the means to achieve those educational aims. The recent decisions of the Instruction Committee provide an outline of what the College considers as necessary devices to strengthen our teaching at the present moment. They can be summarized briefly as follows: (1) A greater emphasis on the means to articulate, to expound and to co-ordinate thoughts, i.e., a greater emphasis on the development of syntactical and rhetorical skills, best shown in writing. This, in turn, demands a greater concentration on Grammar, especially in the Freshman year. (2) A better organization of the material to be absorbed: accordingly, a suitable re-arrangement, condensation and shortening of the reading assignments for the Seminar and a re-distribution of the material for the first and second year Mathematics Tutorial. (3) A much more careful supervision of the Laboratory work. Beyond that, an attempt will be made to reach, through periodically recurring mutual exchanges and common discussions of all relevant problems, a better understanding of the Laboratory program and its unifying principles. The primary task of these weekly Laboratory Seminars will be to free the work in the Laboratory from its technical and conventional features and to discover the threads that bind it to the work in all the other branches of the Program. While, in the beginning, these meetings should be attended by the Laboratory tutors only, they should be open, in the future, to all members of the faculty. ( 4) An extension of the obligatory part of the Music program, designed to put into practice musical understanding and also to relate it directly to the Seminar work. (S) A stricter and more methodical attention to the problem of absences. Almost all of these measures have a common source in a problem familiar to, and pressing on, all tutors at St. John's College. This is the disparity in the native abilities, and-to a lesser extent-in the preparation of our students. It has always been the policy of the 6 7 �this problem. The guiding question should perhaps be: What fundamental arts and skills follow from our elementary acts of distinguishing and combining? The answer to this question would have to take into account not only the nature of our logical powers but also that of our imaginative powers. The daily activities in our seminars, tutorials, and laboratory provide ample material for the continuing discussion of this problem. College to allow for a very great latitude of aptitude and intelligence among its students. It has always been a tenet of the College doctrine that one of the best educational devices to be used within a learning community is the help extended by the more gifted students to the less gifted, so that actual teaching can take place among the students themselves. On the other hand, there has always been an undercurrent of opinion in. the faculty which tends to consider the less gifted students a grave handicap to efficient teaching and learning. Certain experiences seem to confirm the College's official position; other experiences seem to refute it. The College has had enough examples of sudden awakenings and radical changes in its students. It has also had enough examples of persistent sleep. It is true that the College has contributed markedly to the intellectual ·development of some of its students who were not enabled after their third year but whose subsequent career vindicated our having carried them for three years. On the other hand, it is hard to deny that some seminars and tutorials suffer heavily from the activity, or rather inactivity, of vegetative or at best appetitive souls. It is with regard to these souls that most of the disciplinary difficulties arise. JACOB KLEIN I ' Dean (Adopted by the Faculty, October 6, 1951) To determine the minimum of docility required of a student is a problem that cannot be solved by any general formula. The College should be able, however, to set the general conditions under which the solution of this problem appears possible in any individual case. The measures recently adopted by the Instruction Committee are a step in this direction. They are meant to benefit the less gifted student without impeding the progress of the more gifted one. They are meant to remove external difficulties obstructing the student's work and to help his teachers to evaluate his real progress or his real failure. They are not meant to curtail the student's opportunity to learn freely and spontaneously. In line with these measures are also the projected revision and condensation of the texts used in the Mathematics Tutorials. It is highly desirable that this work should be begun as early as possible. I I Finally, there is a long range task of a very different and much more difficult nature. Last year's Statement of Educational Policy and Program called for a more adequate description of the liberal dimension of our learning and teaching. This is equivalent to an attempt to re-define the Liberal Arts and their function within the educational process. However complex this task might appear, a program devoted to the study of the Liberal Arts cannot avoid posing 8 9 �1952 STATEMENT I The College is currently engaged in a great effort to make its material existence more secure. Its precarious financial condition and the shrinkage in enrollment compel the College to take resolute steps in both directions: new ways in fund-raising and new methods of attracting students had to be devised. These ways and methods stem from the general task the College has set for itself and, to some extent at least, are bound to impinge upon its educational activities. It seems necessary, therefore, to relate the annual statement of educational policy and program to this situation. It should not be forgotten that the external difficulties in which the College finds itself are, in small part only, of an accidental nature. For the most part, they can be traced back to the nature of the College's educational program. It may be doubted whether the College will be able to overcome these difficulties. Not for a moment, however, can the College afford to lose sight of its own purpose and the ways to achieve it. To do that would jeopardize the integrity of our teaching and the very source of our existence. II The educational program of the College is a program of Formal Education. Vv e know that rnen become what they are mostly outside of schools. Family, contemporary society, the innumerable pressures and influences bearing on us, contribute to our education. We are bound by tradition and traditions. The task of any formal education seems, thus, to be twofold : ( 1) It has to deal with these traditions, go to their roots, clarify their meaning, criticize their distortion; (2) It has to emphasize aspects of our lives which are not traditionbound, separate habits of thoughtlessness and unfounded opinions from attitudes founded in deliberation and insight, provide channels of clear thinking, and counterbalance the traditions in which we live with the tradition of an examined life. In both respects the task of a formal education is to help to find common ground, common assumptions, and comn1on knowledge. Its task is a "formal" one because it seeks the common and not the individual, the general and not the particular, the universal and not the case. It ought to help the student to formulate the intelligible and not to "express himself." It ought to help the student to organize his future life according to intelligible patterns and not according to his whims. This common discipline lays the ground for individual in11 �ventiveness and spontaneous discovery, imaginative work and deliberate action. To become mature means to reach the stage of individual responsibility based on what is common in human experience. III In the laboratory, the tutorials, and, above all, the seminars, the twofold task of formal education seems to find a firm grip. The proper nourishment given to the mind of our students is taken directly from the whole intellectual tradition of the Western World. The first phase of their learning consists in their becoming explicitly cognizant of facts, relationships, specific problems and issues of which they are either already confusedly aware or not aware at all, although these facts and issues are likely to belong to the tissue of our contemporary life. This is the way in which the elucidation of their own traditional background begins to take place or in which the intellectual vacuum that surrounds some of them begins to be filled. This is their first practice in the liberal arts. situation, and particularly at St. John's, is precisely this : one has to look for results, and yet true results can be achieved only w~en. they are not sought and no attempt is made to measure them o?Jectively. To forget this is to condemn an educational system to stenhty. Inviting the world, in the face of our difficu~ti~s, to look at i:s a:id to appraise us-as the College has to do at this JUnctur~-e:itails inevitably a preoccupation with demonstrable resi:lts. I th~nk i~ appropriate that we remind ourselves of the danger~ mherent m this situation and face it with open eyes and an open mmd. JACOB KLEIN Dean (Adopted by the Faculty, November 1, 1952) The second, and more important, phase of their learning consists in the recognition of the universality of these problems and issues. This is the stage at which the liberal arts are not only being practiced but begin to be understood in themselves as means of grasping the world in which we live, the principles that govern our actions, andourselves. Grave contradictions might arise on this level, a maze of difficulties might frustrate the patient or impatient efforts of the learner. The third phase of their learning-which may not always be attained-consists in their attempt to reach some final conclusion and thus to find a way out of that maze of difficulties. To help a student attain this end is possibly the highest function of a teacher. IV There is one thing, however, that might get in the way of the common effort of learners and teachers alike: the desire to "get results." In any educational enterprise, it is impossible not to be concerned about results. The necessities of orderly procedure, the legitimate demands of the student (and of the student's parents) to become prepared for future work, the exigencies of life,-all tend to put the emphasis on results. It is dangerous, moreover, to insist upon continuous exploration and never-ending dialectical pursuit. Yet, it is fatal to set arbitrary limits to this pursuit. The expanding capacities of a student, his growing and maturing, require the shadow of doubt and lingering meditation as well as the light of decisive and final insight. Periods of sluggishness or stagnation may well be fruitful. That is why the emphasis on results and objective achievements may prove as disastrous as it seems inescapable. The paradox of any educational 12 13 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 13 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/. Identifier An unambiguous reference to the resource within a given context Bulletin Vol IV No 4b-December 1952-Statements of Educational Policy and Program Title A name given to the resource Bulletin of St. John's College in Annapolis, December 1952 Description An account of the resource Volume IV, No. 4 of the Bulletin of St. John's College in Annapolis, Statement of Educational Policy and Program, 1950-1952. Published in December 1952. Date A point or period of time associated with an event in the lifecycle of the resource 1952-12 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/55e3ee34f7fc1915704306cf2f096490.pdf 9df3b76ae58c1d8a9dc2c8339fb17a6d PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS 1696-1933 �St. JOHN'S COLLEGE IN ANNAPOLIS 1696 ~ 1933 BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS VOLUME Ill NUMBER 2 FEBRUARY, 1933 Published four times a year by St. John's College, Annapolis, Maryland. Entered as second-class matter January 31, 1931, at the post office at Annapolis, Maryland, under the Act of August 24, 1912. �ST. JOHN'S COLLEGE IN .. ANNAPOLIS FOUNDED AS KING WILLIAM'S SCHOOL, 169 6 CHARTERED AS ST. JOHN'S COLLEGE, 1784 ANNAPOLIS, MARYLAND t A College of the Liberal Arts to be maintained forever for the benefit of youth of every religious denomination �Historical Background 0 "'. ..... \0 00 \0 00 >. e .... .. .. V5 < ~ ., ... ·a "O .. :J '5 >- .0 ] ·a "' ..c: 0 >.... < ~ ·a .. >< .. of the three American institutions of higher learning founded in the seventeenth century, St. John's College has a continuous history from 1696, when the Colonial Legislature of Maryland authorized the establishment of a school " for the education of youth in good letters and manners. " The school, known as King William' s School, which was founded in accordance with the Act, flourished until the Revolution and gave instruction to many whose names are connected with the founding of the Republic. In 1784 the State Legislature created St. John' s College, with which in the follo wing year by legislative action the funds, books and masters of King \Villiam' s School were consolidated. The name of King William's School disappeared, but the school itself survived in a preparatory department which continued to exist until recent years. NE "O ....l ....l :r: Ill z z p: :<: .. ., :g .. The Legislature at the same time granted to the college its present campus, with its main building now known as McDowell H all, ~ .<;:: .. l.t"I l.t"I 00 .5 "O ~ u ., .... ~ ~ ...,. ..c:; ., u i::: ., ~ ., .... ., = e "O .. ., '5 .... 0 ., i::: 0 THE BRICE HOUSE Built about 1 7 50 b y Thomas Jennin gs, cousin of Sarah Jennings, fi rst Duchess of Marlborough, as a wedding gift to his daughter, Juliana, upon her marriage to Col. James Brice. It was a center of Colonial entertainment and was frequen tly visited by George Washington . It is now used as the residence of the president of the College. �which had been begun in 17 44 by Thomas Bladen, Royal Governor from 1742 to 1747, as a governor's palace, but which had remained unfinished and had been known as "Bladen's Folly," since the Colonial Legislature forty years before had refused to vote funds to finish the building. The name "St. John's" is thought to have been given to the college by those among its founders who had been students at St. John's College, Oxford. The founders wrote into the charter the principles of religious freedom, which had from the beginning characterized the political background of Maryland and which have at all times been maintained at the college. The charter says " .... the said college shall be founded and maintained forever upon a most liberal plan, for the benefit of youth of every religious denomination . ... nor shall any preference be given in the choice of a principal, or other professor, master, or tutor in said college, on account of his particular religious profession.'' In accordance with the policy declared by the charter, the first Board included, among other distinguished members, Dr. Thomas John Clagett, the first Protestant Episcopal Bishop to be ordained in the United States, and Archbishop John Carroll, the first Amer-ican Roman Catholic Archbishop. Three signers of the Declaration of Independence, Charles Carroll of Carrollton, Samuel Chase and Thomas Stone, served on the Board in the early days of the college, as did also Colonel John Eager Howard, the Revolutionary officer, later Governor of Maryland, who was one of the American friends of General Lafayette. Maryland's fourth signer of the Declaration, William Paca, was one of those who petitioned the Legislature for the college charter. Francis Scott Key was graduated from St. John's College in 1796, and · Reverdy Johnson, Attorney General of the United States and Ambassador to Great Britain, in 1812. In continuance of this tradition the college has trained many prominent in State and National affairs. The St. John's College of today, unchanged in fundamentals, continues with modern methods the purposes which induced George Washington to select the college for his namesake and ward, George Washington Parke Custis, and his two nephews, Lawrence and Fairfax Washington. It is creating for the twentieth century, as it did for the eighteenth century, a body of able and useful citizens. A VIEW OF THE COLLEGE GREEN Taken from a point under the "Liberty Poplar," looking west in front of the college buildings. �The Curriculum • A T ST. JOHN'S, the course of study is arranged with a view to providing the individual student with the courses necessary for a well rounded education in the Liberal Arts. The courses are offered by the Faculty through three divisions: the Division of Languages, Literature, and Art; the Division of the Social Sciences; and the Division of Sciences and Mathematics. In the Social Sciences, courses are offered in History, Government, Economics, Philosophy, and Psychology; in Sciences, courses are offered in Chemistry, Biology, and Physics. Seventeen full courses, distributed through the four years, are required for the degree. The normal freshman year includes from four to five courses. English Composition, which is required of all freshmen (unless they merit relief from this prescription by virtue of an examination in English Composition), is the only prescribed course. The other sixteen courses, however, are chosen by the student according to a plan of "guided electives," so-called because the stud_ is guided in his choice by the necessity of taking six of these ent courses in one subject at the prescription of his major department, which he chooses at the end of his freshman year. He must elect at least one elementary course in each of the divisions other than the one in which his major falls, and he must take one advanced course, depending on the elementary courses so chosen. This accounts for a roral of ten co1fri es. The other seven may be elected as the student s sees fit. He is, however, further guided by the counsel of a member of the Faculty, who acts as his adviser. �I RANDALL HALL The college dining hall, with a partial view of the playing fields bounded by College Creek, an arm of the Severn River, and by King George Street, part of the highway to Baltimore. The closeness of the playing fields to the college buildings facilitates the college's policy of physical training for all of its students. THE DINING HALL All students, whether living in fraternity houses or in dormitories, dine together. Special banquets are served to honor college teams and the winners of non-athletic student awards. �WOODWARD HALL, THE LIBRARY, UPPER READING ROOM The English Literature room. Access to the book shelves is free to all students as a part of the College's emphasis upon reading. W the college library, erected in 1899, houses more than twenty-five thousand volumes, the nucleus of a rapidly growing collection that already contains many valuable books. Of great historical interest are four hundred books surviving from the gift made during the reign of William the Third and under his auspices in 1696 to the Maryland clergy. They were early placed in the care of King \Villiarn' s School and were a part of the school's property transferred to St. John's in 1785. OODWARD HALL, The rapid growth of the Library has been greatly aided by gifts from the Carnegie Corpora ti on. WOODWARD HALL, THE LIBRARY In addition to its collection of books and its reading rooms, Woodward Hall contains; the offices of the members of the faculty, where students freely confer with their instructors. �., HAMMOND-H ARWOOD HOUSE The Hammond-Harwood House, begun in 1770, is one of the very finest examples of colonial architecture in America. Thomas Jefferson made a sketch of the building when visiting in Annapolis. The plans of his home, Monticello, and of other buildings designed by him show its influence. It is at present used as a museum of American antiquities and. in addition to being of general educational value, is of special value to students in History and in Art. C HEMISTRY L ABORATORIES, HUMPHREYS H ALL HUMPHREYS HALL In addition to con taining chemistry and p h ysics labo ratories, installed in 1 9 29 , Humphreys Hall contains an auditorium equipped as a Little Theatre. 1--3-4 Laboratories for both elementary and d d . 2-The private a vance classes balance room apart from t h e laboratory and office of the h ead of th e d epartme.nt . 5-The m chemistry. laboratones. ' �THE EAST SIDE OF THE COLLEGE GREEN THE WEST SIDE OF THE COLLEGE GREEN Seen from the Center Walk leading to McDowell Hall. Seen from the Center Walk leading to McDowell Hall. ,) I~ ~ ,,... _·- ' .. r > ;I . • I /----.., ,·-' .. . ' .. ··· . ' ( 1 . . ,. ":' < - .--.:.:.. , r>-.. 1-l .. • ' ; ' - , ' ~j~,.,' • ··v, ' · ·-: \ PINKNEY HOUSE The home of the Delta Psi Omega Fraternity, on St . John's Street, facing the Green. ALPHA KAPPA PI FRATERNITY HOUSE THE KAPPA ALPHA FRATERNITY HOUSE On St. John's Street, facing the Green. Formerly faculty residences. HUMPHREYS HALL RANDALL HALL Which contains the Chemistry and Physics laboratories, and recitation rooms, and an auditorium with a Little Theatre. The dining hall of the College, the upper floors of which are used as a dormitory. Between the two views shown is McDowell Hall, the central building of the College, a view of which is shown as the frontispiece of this booklet. Across from the buildings on the College Green is the Biology Building, on the corner of King George Street and College Avenue, which contains the Biology laboratories and recitation rooms. THE GYMNASIUM PINKNEY HALL PHI SIGMA KAPPA WOODWARD HALL In the distance. A dormitory. FRATERNITY HOUSE The College library Formerly the Presi- and faculty offices. dent's and Vice-President 's houses. On College Avenue at the corner of Prince George Street is the Phi Delta Sigma Fraternity house; and on the opposite corner is the College Infirmary; adjoining this is the Theta Psi Fraternity house, facing on Prince George Street. The Bordley-Randall House is in the secluded Randall Court directly opposite the Green. �Extra Curricular Activities ! Practically all student rooms in the various halls of residence are intended for two students. Upper classmen choose their own roommates; freshmen roommates are assigned with great care to insure congeniality. Ro.o ms in the f.raternity houses and in the halls of residence are furnished alike with the necessary articles of furmture: cot-beds, chiffonier, table, chairs. Window hangings, beddings, and rugs are furnished by the student. Student A Student Council, elected by the students and having Council weekly meetings open to all students, represents the student body in all matters affecting the interests of the students which are not especially delegated to other organizations. Honorary In addition to the six fraternities organized for Fraternities purely social purposes, the honorary fraternities exist for the purpose of recognizing scholastic attainments and outstanding achievement in non-athletic activities. Publications of the college consist of a weekly paper, Publications The Collegian, published by the students without faculty supervision, and The Rat Tat, annually published bv the Junior Class. Appointments rn the staffs of both publications are made as the result of competitions, for which any student may be eligible. Musical The musical organizations of the college are the Organizations College Orchestra and the College Band, for which the college provides a capable instructor and leader. The Band furnishes music at the various athletic contests and at other public functions throughout the year. The Orchestra gives three formal concerts during the course of the year. Departmental Departmental Clubs are organized by groups of Clubs students especially interested in some :field of work. These clubs have regular meetings, often addressed by distinguished speakers, at which matters of common interest are discussed. The Erlenmeyer Chemical Society, the German Club and the Osler PreMedical Club by their names indicate the activities in which their members are particularly interested. Dramatics The Dramatics Club presents each year, in addition to a series of one-act plays, three longer plays at intervals throughout the year. Lectures Lectures and concerts held for the benefit of the and Concerts students take place frequently throughout the year. During the year 1931-32, the lecturers have included Dr. Stewart Paton, Mr. Jason Westerfield, Dr. Lewellys F. Barker, Dr. Harry Elmer Barnes, Professor von der Leyen, and Mr. Isaac Lobe Straus. In addition, informal talks are given periodically in the Library by members of the St. John's College Faculty. �0' u ., .s """' 0 "8 "' 0 p:::: ., ..c: r "' ,.ci "' 0 -;;; v :.a ., :::s ,;, . .... "O (/) "11 [::: p. c:: .... i:i:::: - "' "' ., > o~ "' "" [::: u < °'0 f5 u [::: .Nf- u "11 ..-l "' ·..C: ::c I-< ,.ci~ 0 THE Ql,JIET ROOM H ere quiet is mainta ined at all times. The reproduction Windsor chairs, the t able, and the leather covered chairs here shown are typical of the furn ishings of the entire Student U nion . Adequate prep aration is made fo r the recreation and rest h ours of the student . -~~ ~"' < 0 z "' z "11 > [::: 00:: I-< z "11 (/) "11 »:: p_, l.Il 0:: >- s~ "'"' .... "" Cl~ °'0 ~u o~ v~ "' ..c: c::~ "' en ·eo .,_ .... "' >"' p:; E -~ ~ c:: "" ~ ., .s >- .n c:: .g .5 ~ 0. < THE LOUNGE N ewspapers and magaz ines of the students' choice are provided in the lounge. All o f the rooms of the Student Union are open daily from eight in the mornin g until eleven at n ight. The lounge adjoins the Quiet Room. �THE OFFICE OF THE COLLEGE PHYSICIAN The College Physician is available for consultation at the Infirmary each morning beginning at seven-thirty o 'clock. There is no charge for his services except the regular Medical Fee. Two student assistants reside at the Infirmary, one of whom is at all times on duty. A WARD IN THE INFIRMARY In addition to the two wards , the Infirmary includes two private rooms, one of which is detached and is used when necessary for isolation cases. The charges for use of the wards and private rooms are included in the Medical Fee. �ware, Johns Hopkins, Maryland, Virg1ma, V. M. I., and Washington and Lee, as well as many others. In the past five years St. John' s has won well over half of its football games, approximately three-fourths of its basketball games, and for the past three years has been undefeated in lacrosse, winning three consecutive National Championships. Last June St. John' s was selected to represent the United States in the International Lally Cup Lacrosse series with Canada. The Canadians were decisively defeated by the Orange and Black representatives, and the International Championship came to the United States for the first time. Interest in Boxing and Cross Country has been increasing rapidly; the teams in each sport have performed creditably since the sports were started. Athletic Activities Physical Training Physical training is required of all freshmen a~d Athletics in St. John's College. There is also an optional course for those who have completed their requirement and wish to continue participation in athletics. A thorough physical examination is given, however, by the College Physician, as a preliminary to this athletic activity, and dictates the type and the extent of the exercise undertaken by the student. One year of additional physical training is required after the freshman year. Varsity St. John's maintains five varsity teams; three major sport T earns teams, and two minor sport ones. Football, Basketball and Lacrosse are designated by the Athletic Council as major sports, while Boxing and Cross Country are designated as minor sports. In the past few years St. John's has h ad major sport victories over such opponents as Yale, Harvard, Princeton, Pennsylvania, Army, Dartmouth, New York University, Swarthmore, Haverford, Dela- Freshman Freshman teams are maintained in football, basketball Teams and lacrosse on a major sport basis, and in boxing and cross country on a m inor sport basis. Games are scheduled with freshman teams of other colleges and universities and with some of the leading high schools of Maryland and the District of Columbia, as well as with some of the leading preparatory schools. · St. John' s freshman teams have been winning the majority of their games in all branches of sport for the last few years. Intramural During the 1931-3 2 intramural athletic season all Athletics previous records were broken in the v arious sports. Pinkney Hall won the singles and Delta Psi Omega won the doubles in the fall tennis tournament, while Kappa Alpha was winning the fall playground ball tournament. Later the same organizations named above defeated a team composed of members of the faculty. Kappa Alpha succeeded in winning the volley ball honors, while Theta Psi succeeded in winning the foul shooting contest. When Soccer came to a close Theta Psi, Kappa Alpha, Delta Psi Omega and Pinkney were tied for first place. Kappa Alpha then won the basketball tournament, D elta Psi Omega w on the annual cross country meet and Randall Hall took high honors in the annual track meet. During the spring the handball tournaments are completed, playground ball gets under way, and tennis and horseshoe competition begins. The annual sw imming meet takes place in May. �193 2 VARSITY FOOTBALL T EAM In the past five years an average of approximately one-third of the entire student body of St. John's College has taken part in either freshman or varsity football each year. This shows the popularity of football as a sport at St. John's. Included on the football schedules of the past years have been teams representing such institutions as Yale, Rutgers, Lafayette, University of Maryland, Washington and Lee, University of Virginia, Virginia Military Institute, and many others. Johns Hopkins, the traditional rival of St. John's for a period of over forty years, has been met and defrated in three of the last four years. St. John's has also had numerous football victories over teams of the same standing from all sections of the country. ACTION PICTURES OF HOME FOOTBALL GAMES �----- -· 1931 VARSITY LACROSSE TEAM- WORLD'S CHAMPIONS. Lacrosse, the fastest game known, has a very popular act1v1ty among the students in St. John's College. More than one-third of the total number of students in the College have been regularly enrolled in the various squads of this spring sport. While it has not · been the principal aim of the sport to compile a winning record, still it is significant of the interest in the game, that within the past four years the team representing St. John's has won forty games and lost one, defeating the best representative teams of the United States, Great Britain and Canada. For three of these years the team has been recognized as National Champion by the United States Intercollegiate Lacrosse Association, and in 1931 captured the World's Championship by defeating a team composed of the picked stars of all of Canada. ACTION PICTURES OF HOME LACROSSE GAMES -- ------·"" �Cf3oard of qjisitors and Qovemors of St. John's College President ex-Officio His Excellency, Albert C. Ritchie, Annapolis Governor of Maryland Chairman Herbert Noble, New York Attorney-at-Law Vice-Chairman Walter H. Buck, -Baltimore Lemmon & Buck, Lawyers Acting Secretary Edwin Warfield, Jr., Baltimore Editor FRESHMAN FOOTBALL TEAM Treasurer James A. Walton, Annapolis President, Annapolis Banking & Trust Company William Woodward, New York Sylvester W. Labrot, Annapolis Chairman of the Board of the Central Hanover Bank and Trust Company Labrot & Company, Bankers Elmer G. Parsly, Philadelphia Judge Walter I. Dawkins, Baltimore Parsly Bros. & Company, Bankers Judge, Supreme Bench of Baltimore City Dr. James Bordley, Jr., Baltimore T. West Claggett, Baltimore Physician Manager, Philadelphia and Reading Coal and Iron Company Dr. Raymond Pearl, Baltimore Ridgely P. Melvin, Annapolis Director, Institute for Biological Research, Johns Hopkins University Attorney-at-Law Frank R. Kent, Baltimore Vice-President, A. S. Abell Publishing Company: member of staff, the Baltimore Sun. Charles B. Gillet, Baltimore Gillet & Company, Bankers R. T. H. Halsey, Annapolis Trustee, Metropolitan Museum of Art, New York City J. Vincent Jamison, Jr., Hagerstown President, Jamison Cold Storage Door Co. Richard F. Cleveland, Baltimore Lawyer Dr. Charles C. Marbury, Washington Physician Dr. Amos F. Hutchins, Baltimore Surgeon Douglas H. Gordon President, St. John's College William H. Stayton, Washington Captain U. S. N. (Retired) Lewis W. Baldwin, St. Louis Charles S. Cummins, Baltimore President, Missouri Pacific Railroad Vice-President, Consolidated Engineering Co. �Entrance Requirements S accepts students who present for admission credits equivalent to fifteen units of college entrance requirements. T. JOHN'S Character references and school recommendations are required. Applicants who are not graduates of accredited schools may be admitted by examination in courses in which they lack credit. Applicants may be admitted on trial with opportunity to show that they are able to accomplish satisfactory college work. Complete information concerning requirements for admission and method of application is contained in the college catalogue. The Cost The charge for tuition is three hundred dollars per year. Laboratory courses involve additional small fees. All students not residing at home are required to live in the college dormitories and take meals in the college dining hall. Charges for meals and lodging are fixed at four hundred and fifty dollars per year. The athletic fee, other student activities fee, and medical fee are ten dollars each per year. All fees and charges are payable in quarterly instalments. Further Information The College will be pleased to send its catalogue and application blanks. An inquiry card is inclosed for convenient use. Addres'S all communications to THE SECRETARY, ST. JOHN'S COLLEGE, Annapolis, Maryland. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 31 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/. Identifier An unambiguous reference to the resource within a given context St. John's College in Annapolis (Vol. III No. 2) Feb. 1933 Title A name given to the resource Bulletin of St. John's College in Annapolis, February 1933 Description An account of the resource Volume III, Number 2 of the Bulletin of St. John's College in Annapolis. Published in February 1933. Date A point or period of time associated with an event in the lifecycle of the resource 1933-02 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English