23 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f6bcc9fd649eacb341dd9a69d240f1c2.pdf a6b96723e4a6447e322590519bb9eae5 PDF Text Text BULLETIN OF , ST. JOHN'S COLLEGE IN ANNAPOLIS CATALOGUE NUMBER FOR 1933-1934 ANNAPOLIS, M'.A.RYLAND JANUARY, 1934 �l ! VOLUME IV JANUARY, 1934 NUMBER 1 BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS CATALOGUE NUMBER FOR 1933-1934 Founded as King William's School, 1696 Chartered as St.] ohn' s College, 1784 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 ' PAGE 11 I: l'i College Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 BOARD OF VISITORS AND GOVERNORS. . . . . . . . . . . . . . . . . . . . • • 6 OFFICERS OF ADMINISTRATION. . . . . . . . . . . . . . . . . . . . . . . . . 9 FACULTY IO A SHORT HISTORY OF ST. JoHN's COLLEGE............... 17 THE CoLLEGE ToDAY Loca~ion .,....................................... The College Green................................. The College Buildings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Bachelor of Arts Course. . . . . . . . . . . . . . . . . . . . . . . . Professional Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . Church Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lectures and Concerts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Activities ..................... ·. . . . . . . . . . . . Student Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Publications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fraternities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Honorary Societies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Clubs ........ , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dramatics ·. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Musical Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alumni Association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 21 22 23 24 25 26 26 27 27 27 27 27 28 28 28 28 ADMISSION 29 PROCEDURE FOR NEW STUDENTS. . . . . . . . . . . . . . . . . . . . . . . . 33 FEES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Aw ARDS AND Arns' . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 GENERAL REGULATIONS .................... " . . . . . . • . . . 46 COURSES OF INSTRUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 STUDENTS ENROLLED, I93.J-34; DEGREES CONFERRED AND PRIZES AWARDED, 1932-33 . . . . . . . . . . . . . . . . . . . . . . . . . • . . IOI Index ................................... ; ........... 109 �COLLEGE CALENDAR JULY 1935 1934 1933 JANUARY JULY JANUARY slMJTIWITIFls sJMJT/wjTjFJs sJMJTJwlTJFJs sJMJTlwJTIFls . . . . . . . . . . . . 1 .. 1 2 3 4 5 6 1 2 3 4 5 6 7 2 3 4 5 6 7 8 7 8 9 10 11 12 13 8 9 10 1112 13 14 9 10 11 12 13 14 15 14 15 16 17 18 19 20 15 16 17 18 19 20 21 16 17 18 19 20 21 22 21 22 23 24 25 26 27 22 23 24 25 26 27 213 23 24.o 25 26 27 28 29 28 29 30 31 ...... 29 30 31 . . . . . . . . 30 31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AUGUST FEBRUARY .... 1 2 3 4 5 . . . . . . . . 1 2 3 6 7 8 9 10 11 12 4 5 6 7 8 9 10 13141516H1819111213141516H 20 21 22 23 24 25 26 18 19 20 21 22 23 24 27 28 29 30 31 . . . . 25 26 27 28 . . . . . . .... 6 7 13 14 20 21 27 28 12345 8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29 30 31 ... . __!_!.----'.--L-L..:J..:.: AUGUST ...... 1234 . 5 6 7 8 9 10 11 3 4 5 6 7 8 9 1213141516171810111213141516 19 20 21 22 23 24 25 17 18 19 20 21 22 23 26 27 28 29 30 31 .. 24 25 26 27 28 ..•• ........................................................ SEPTEMBER SEPTEMBER MARCH . . . . . . . . . . 12 . . . . . . . . 1 2 3 3 4 5 6 7 8 9 4 5 6 7 8 9 10 10 11 12 13 14 15 16 1112 13 14 15 16 17 17 18 19 20 21 22. 23 18 19 20 21 22 23 24 24 25 26 27 28 29 30 25 26 27 28 29 30 31 ............................ OCTOBER 1 8 15 22 29 2 3 4 5 9 10 1112 16 17 18 19 23 24 25 26 30 31 .. APRIL MARCH ............ 1 2 3 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 29 30 . . . . . . . . . . . . 3 4 5 6 7 8 9 10 11 12 13 14 1516 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 . . . . . . . . . . . . APRIL OCTOBER 6 7 1 2 3 4 5 6 7 .. 1 2 3 4 5 6 131 4 8 9 10 1112 13 14 7 8 9 10 11 12 13 20 2 11516171819 20 2114151617181920 27 2 8 22 23 24 25 26 27 28 21 22 23 24 25 26 27 . . 29 30 . . . . . . . . . . 28 29 30 31 ...•.. .. 7 14 21 28 12 3 4 5 6 8 9 10 11 12 13 1516171819 20 22 23 24 25 26 27 29 30 . . . . . . . . ··- .. .... .. .. .. .. .. . . .. . . .. .. .. . . .. . . .. .. .. . . .. ---'--'-----'-----'---'--'NOVEMBER ...... 5 6 7 121314 19 20 21 26 27 28 1234 8 9 10 11 15161718 22 23 24 25 29 30 .. '. MAY NOVEMBER 12345 6 7 8 9 10 11 12 13141516 171819 20 21 22 23 24 25 26 27 28 29 30 31 .... MAY ........ 123"""'12 4 5 6 7 8 9 10 5 6 7 8 9 10 11 1112 1314151617 12.13 14 15 161718 18 19 20 21 22 23 24 19 20 21 22 23 24 25 25 26 27 28 29 30 .. 26 27 28 29 30 31 .. ............................ . . . . . . . . . . . . .. . . . . .. .. .. .. .. DECEMBER . . . . . . . . . . 12 3 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 29 30 31 . • . . . . . . . . . . JUNE .......... 3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 .. .. .. .. .. DECEMBER 12 8 9 15 16 22 23 29 30 .. .. 1933 1934 ember IS . . . . . . . . . . . Examinations for admission .... .September 2I and 22 onday Friday and Saturday ember I9 ........... Registration of all students ........... September 24 uesday · Monday tember 20 . . . . . . Formal opening: first half-year begins ...... September 25 ednesday (II a.m.)· Tuesday (II a.m.) ember 2I • . . . . . . . . . . . . . . . . Classes begin ................. September 26 hursday Wednesday ember I I ••..•••. November hour examinations end. . . . . . . . November IO turday Saturday ·ember 29 ........... Thanksgiving recess begins. . . . . . . . . . . November 28 ednesday (I2 m.) Wednesday (I2 m.) ember 3 .............. Thanksgiving recess ends .......... ,.... December 2 unday (6 p.m.) · Sunday (6 p.m.) ember 2I . . . . • . . . . . . . . . Christmas recess begins .............. December 22 hitrsday (I2 m.) Saturday (I2 m.) ............ 1 2 3 4 5 6 7 8 9 10 1112 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 . . . . . . . . . . JUNE .......... 2 3 4 5 6 9 10 11 12 13 16 17 18 19 20 23 24 25 26 27 30 . . . . . . . . .. 7 14 21 28 .. 8 15 22 29 .. 1935 1934 ary 2 • • • . . . • . . . . . . . . . . Christmas recess ends. . . . . . . . . . . . . . . . . January 2 uesday (6 p.m.) Wednesday (6 p.m.) y I8 ..........•.. Mid-year examinations begin ............ January I7 ~~ ~~ ary 27 . . . . . . . . . . . . . . Mid-year examinations end. . . . . . . . . . . . . January 26 aturday Saturday ............... ,Second half-year begins ............... January 28 onday Monday ruary 22 . . . . . . . . . Washington's Birthday: a holiday ......... Februa:ry 22 hursday Friday ch I7 . . . . . . . . . . . . . • March hour examinations end. . . . . . . . . . . . . March I6 aturday . Saturday ' ·z II . . . . • . . . . . .•••....• Easter recess begins ................... April IO ednesday (I2 m.) Wednesday (I2 m.) ' 'l I 8 ........ ; ........... Easter recess ends. . . . . . . . . . . . . . . . .... April I 7 Wednesday (6 p.m.) ednesday (6 p.m.) 24 ............... .... Final examinations begin ................. May 23 hursday · Thursday 2 .••••••••••...•.... Final examinations end. . . . . . . . . . . . . .. . . . . . June I aturday · Saturday 'e 6 ................... Commencement Day ................... June 5 ednesday Wednesday Summer Vacation, 1934, June 7 to September 20, inclusive �6 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 7 RIDGELY P. MELVIN ................••...•..•• Annapolis, Md. BOARD OF VISITORS AND GOVERNORS* His Excellency, ALBERT C. RITCHIE ............ Annapolis, Md. Governor of Maryland. President Ez Officio. HERBERT NOBLE .............. u5 Broadway, New York, N. Y. Lawyer. Chairman. Lemmon and Buck, Lawyers. Vice-Chairman. Vice-President, A. S. Abell Publishing Company; member of staff, the Baltimore Sun. J. VINCENT JAMISON, JR ... I02 Prospect Street, Hagerstown, Md. President, Jamison Cold Storage Door Co. c. MARBURY rn15 16th St., N. W., Washington, D. C. Physician. LEWIS W. BALDWIN .. 2200 Missouri Pacific Bldg., St. Louis, Mo. EDWIN WARFIELD, JR .... 15 East Saratoga Street, Baltimore, Md. Editor. Secretary. President, Missouri Pacific Railroad. SYLVESTER W. LABROT ...................... Annapolis, Md. Labrot & Company, Bankers. A. WALTON .......................... Annapolis, Md. President, Annapolis Banking and Trust Co. Treasurer. DR. AMOS F. HUTCHINS .. IOIO N. Charles Street, Baltimore, Md. Surgeon. WILLIAM WooDWARD .......... I Wall Street, New York, N. Y. Chairman of the Board of the Central Hanover Bank and Trust Company. JUDGE WALTER I. DAWKINS ... Fidelity Building, Baltimore, Md. Associate Judge, Supreme Bench of Baltimore City. ELMER G. PARSLY ......... I500 Walnut Street, Philadelphia, Pa. Parsly Bros. & Company, Bankers. DR. JAMES BORDLEY, JR..... 330 N. Charles Street, Baltimore, Md. Physician. DR. RAYMOND PEARL .. I9QI East Madison Street, Baltimore, Md. Director, Institute for Biological Research, Johns Hopkins University. * The President of the Senate and the Speaker of the House of Delegates of the Maryland Genera~ Assembly and the Judges of the Maryland Court of Appeals are ez officio members of the Board. WALTER J. MITCHELL, President of the Senate . ............... La Plata, Md. T. BARTON HARRINGTON, Speaker of the House of Delegates ... . Baltimore, Md. CHARLES B. GILLET ...... Baltimore Trust Bldg., Baltimore, Md. The Baltimore-Gillet Company, Investment Bankers. RICHARD F. CLEVELAND ... Baltimore Trust Bldg., Baltimore, Md. Lawyer. DouGLAS H. GORDON .............. Brice House, Annapolis, Md. President of the College. Judges of the Court of Appeals CARROLL T. BoND, Chief Judge ........................... . Baltimore, JOHN R. PATTISON, Associate Judge ..................... . Cambridge, HAMMOND URNER, Associate Judge ........................ . Frederick, WILLIAM H. ADKINS, Associate Judge ...................•... . Easton, T. SCOTT OFFUTT, Associate Judge ........................... Towson, W. MITCHELL DIGGES, Associate Judge ...................... . LaPlata, FRANCIS NEAL PARKE, Associate Judge ........... ...... Westminster, D. LINDLEY SLOAN, Associate Judge ..................... . Cumberland, FRANK R. KENT .................•... The Sun, Baltimore, Md. DR. CHARLES WALTER H. BucK .... 809 Union Trust Building, Baltimore, Md. ]AMES Attorney-at-Law. Md. Md. Md. Md. Md. Md. Md. Md. WILLIAM H. STAYTON National Press Building, Washington, D. C. Captain, U.S. N. (Retired). CHARLES A. CuMMINS .. 20 East Franklin Street, Baltimore, Md. Vice-President, Consolidated Engineering Company, Baltimore. �8 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE COMMITTEES OF THE BOARD OF VISITORS AND GOVERNORS OFFICERS OF ADMINISTRATION Executive Committee MR. CUMMINS, Chairman MR. BucK PRESIDENT GORDON MR. LABROT MR. MELVIN Buildings and Grounds MR. LABROT, Chairman DR. BORDLEY DR. HUTCHINS MR. w OODWARD Elections to the Board JUDGE DAWKINS, Chairman MR. JAMISON MR. MELVIN MR. wARFIELD Finance MR. LABROT, Chairman MR. GILLET MR. WALTON MR. WooDWARD PRESIDENTS EMERITI THOMAS FELL ............... Grafton Hotel, Washington, D. C. President Emeritus Graduate, King's College, London, 1876; University of London, 1879; Ph.D., St. John's College, 1889; LL. D., Hampden-Sidney College, 1889, University of Pittsburgh, 1912, William a~d Mary College, 1921; D. C. L., University of the South, 1907; Litt. D., University of Maryland, 1923. President of St. John's College, 1886-1923. ENOCH BARTON GAREY .. The Garey School, Aberde~n, Maryland. President Emeritus B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, rw3-. 9 DouG::..As HUNTLY GoRDoN, A. B., LL. B., LL. D. 12 McDowell Hall President, and Dean of the Junior and Senior Classes NATHAN COMFORT STARR, A. B., A. M., Ph.D. II McDowell Hall Assistant to the President PAUL ALLEN, JR., A. B., A. M., Ph.D...... II McDowell Hall Dean of the Freshman Class GEORGE ALTHOFF BINGLEY, B. A., M.A .... 11 McDowell Hall Dean of the Sophomore Class MIRIAM STRANGE, A. B ..................... 11 McDowell Hall Registrar ELSA LOUISA BERKE ...................... II McDowell Hall Secretary LULU VroLA EBAUGH ........................ Woodward Hall Librarian ARTHUR CHEW MEADE, C. P.A ............. 13 McDowell Hall Auditor HAZEL VIRGINiA SEARS .................... I3 McDowell Hall Bookkeeper EVERETT WELCOME SMITH ..............•. I3 McDowell Hall Superintendent JAMES JOSEPH MURPHY, M. D ...............•...... Infirmary College Physician MAURICE TALBOTT RIGGS, B. S .................... Gymnasium Dire.ctar of Athletics I ! ! �~ -------------::""., . . . ' 1f 10 CATALOGUE OF ST. JOHN'S COLLEGE if 1: l FACULTY DouGLAS HUNTLY GORDON ...................... Brice House 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-. JACOB BERN ARD SEGALL .............. 206 Prince George Street Professor of French B. L. and B.Sc., Lycee of Jassy, Roumania, 1884; Ph.D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modern Languages, McGill University, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-. CLARENCE WILSON STRYKER ......... Bembe's Beach, Maryland Professor Emeritus of History B. A., Union College, 1885; A. M., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32. REGINALD HEBER RIDGELY Revell Street, West Annapolis, Maryland Professor of Biology B. S., 1895, A. M., 1902, St. John's College; D. Sc., University of Maryland, 1920. Professor of Biology, St. John's College, 1912-. JAMES J osEPH MURPHY ............... I 39 King George Street Lecturer in Hygiene M. D., University of Maryland, 1896. College Physician, St. John's College, l91g-; Lecturer in Hygiene. St. John's College, 1929-. CATALOGUE OF ST. JOHN'S COLLEGE 11 MARION ALONZO EASON ................ Severnside, Maryland Assistant Professor of Physics E. E., University of Virginia, 1909. General Electric Company, 1909-II; Instructor in Mathematics and Physics, Fitchburg (Massachusetts) High School, 19u-13; Electrical Maintenance Department, Du Pont Powder Company, 1914-15; Instructor in Electrical Shop Practice, Department of Manual Arts, Boston, Mass., 1915-16; Instructor in Mathematics, United States Naval Academy, 1916-20, Assistant Professor, 1920-25; Instructor, Mathematics and Physics, Naval Academy Preparatory School, 1925-27; Assistant Professor of Physics, St. John's College, 1927-. GEORGE ALTHOFF BINGLEY ...................... Brice House Professor of M athema.tics B. A., l9IO, M.A.,, 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in 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. Nl., University of Illinois, 1921; Certificado, Centro de Estudios Hist6ricos, Madrid, 1929· Instructor in Ancient and Modern Languages, Pensacola Classical School, 1913-14; Burlington (Iowa) High School, 191418; Terrill School (Dallas), 1918-20; Assistant in Romance Languages, University of Illinois, 1920-21; Assistant Professor of Spanish, University of Kansas, 1921-23; Instructor in Romance Languages, University of Illinois, 1923-27; Assistant Professor of Romance Languages, St. John's College, 1927-29; Assistant Professor of Spanish, St. John's College, 192g.----. HER.MANN BERNHARD ............... 176 Prince George Street Professor of Chemistry Student, Universities of Petrograd, Wuerzburg, and Leipzig; Ph.D., University of Berlin, 1913. Assistant in Chemistry, Institute of Agriculture, Berlin, 1913-14; Chemical Research, 1914-23; Instructor in Chemistry, Swarthmore College, 1923-25 ~ Assistant Professor of1 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-. �I'" I'' I ~i ' 12 CATALOGUE OF ST. JOHN'S COLLEGE 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 University, 1925-27; Instructor in Mathematics, Columbia University, 1927-28; Instructor in Mathematics, St. John's College, 1928-29; Assistant Professor of Mathematics, St. John's College, 1929-. MYRON McLAREN .............. The Pines, Arnold, Maryland A;sistant Professor of Psychology ' A. B., University of Michigan, 1914; LL. B., University of Michigan, 1916. 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; University of Chicago, Departments of Philosophy and Psychology, Jan., 1927-Aug., 1929; Assistant Professor of Psychology, St. John's College, 1929-· CATALOGUE OF ST. JOHN'S COLLEGE 13 NATHAN COMFORT STARR ............ 243 King George Street Associate Professor of English A. B., Harvard College, 1917; A. B., Oxford University, 1922; A. M. Harvord University, 1924; A. M., Oxford University, 1925; Ph.D., Harvard University, 1928. Assistant in English, Harvard College, 1921-24; Assistant in English, Radcliffe College, 1923-24; Instructor in English and Tutor in the Division of Modern Languages, Harvard College, 1924-28; Tutor in English, Radcliffe College, 1926-28; Associate Professor of English, Colgate University, 1929-30; Associate Professor of English, St. John's College, 1930-. PAUL ALLEN, JR .......................... 24 Murray Avenue Assistant Professor of Chemistry A. B., Harvard College, 1919; A. M., 1922, Ph.D., 1924, Harvard University. Instructor in Chemistry, New York University, 1923-24; Research Chemist, 1924-29; Assistant Professor of Chemistry, St. John's College, 1929---· JOSEPH BusH KINGSBURY ........... 239 Prince George Street Associate Professor of Government RICHARD SCOFIELD ........................ 49 College Avenue Associate Professor of Art and English 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, 1919-21; 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, 1929-. B. A., 1919, M.A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University qf California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-. JULIAN SMITH DUNCAN .......... ,. ........ 49 College Avenue 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. University of Berlin, 1922-23; University of Paris, 1923-24. Sterling Fellowship, Assistantship in Ethics, 1924-25, University Fellowship, 1925-26, Yale University; Instructor in German, Rutgers University, 1926-27; Assistant Professor of Philosophy, St. John's College, 1927-. FoRD KEELER BROWN .................... S Maryland Avenue Professor of English A. B., University of Washington, 1920; D. Phil., Oxford University, 1926. Assistant in English, 1919-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's College, 1925-29; Prqfessor of English, St. John's College, 1929---· 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 Technology, 1923-28; Assistant Professor of History, Smith College, 1929-30; Assistant Professor of History, St. John's College, 1930-. VERTREES JuDSON 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-. �14 RICHARD l 'I ,'~ CATALOGUE OF ST. JOHN'S COLLEGE KuEHNEMUND~ .....•.................. Brice House Associate Professor of German 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 Modern Languages, St. John's College, 1926-29; Associate Professor of German, St. John's College, 192!}-. CATALOGUE OF ST. JOHN'S COLLEGE 15 GEORGE HAROLD MoFARLIN ................. Arnold, Maryland, Assistant Professor of Chemistry A. B., 1925, A. M., 1926, Indiana University. Instructor in Chemistry, Southeast Missouri State Teachers College, 1926-27; University of Chicago, 1927-29; Instructor in Chemistry, St. John's College, 1929-31; Assistant Professor of Chemistry, St. John's College, 1931~. Borns PENROSE, 2D ............................. Brice House Assistant Professor of History JOHN THOMAS RoDGERS ......................... Brice House Instructor in English and History A. B., Harvard College, 1925. Assistant Curator of Prints, The Pennsylvania Museum. Assistant Professor of History, St. John's College, 1932-. B. A., 1922, M. A., 1923, Princeton University. Instructor in English and History, St. John's College, 1931-. JoHN SPANGLER KIEFFER ............ 204 Prince George Street Instructor in Classical Languages PAUL EUGENE GROPP, .. Phillips Exeter Academy, Exeter, N. H. 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; University of Kiel (Germany), and Columbia University, 1930-31; Assistant Professor of German, St. John's College, 1931-. On leave of absence r933-34. FREDERICK WHIPPLE APPEL ............. 9f Southgate Avenue Associate Professor of Biology Ph. B., 1924, Ph.D., 1927, University of Chicago. National Research Fellow, University of Chicago, 1927-28; Assistant Professor of Biology, St. John's College, 1928-29; Associate Professor of Biology, St. John's College, 192!}-. 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. John's College, 1930---. ROBERT WALLACE ELLIOTT, JR ................... Brice House Assistant Professor of French Litt., B., Rutgers University, 1924; Dipl6me de fram;ais, degr:e superieur, Universite de Dijon, 1925; M.A., Princeton University, 1928. Master, Newark (New Jersey) Academy, 1924-25; Instructor in French, Princeton University, 1925-27 and 1928-32; Fellow in Modern Languages, Princeton University, 1927-28; Assistant Professor of French, St.John's College, 1932-. 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, 192!}-. REGINALD CLYDE SMITH ...................... 40 East Street Assistant in Economics and Government A. B., Johns Hopkins University, 1926. Assistant in Econoinics and Government, St. John's College, 1933-. How ARD PALMER JOHNSON) ..................... Brice House , Assistant iri History A. B., Yale University, 1931. Larned-Abernethy Fellowship in History, Yale University, 1932-33; Assistant in History, St. John's College, 1933-. PHYSICAL TRAINING STAFF MAURICE TALBOTT RIGGS .......•.......•••.. 450 West Street Director of Athletics; Head Coach of Football B. S., University of Maryland, 1920. VALENTINE LENTZ .............. The Pines, Arnold, Maryland Coach of Basketball; Assistant Coach of Football B. S., St. John's College, 1918. WILLIAM HANSON MooRE, III .... 107 Midhurst Road, Baltimore Head Coach of Lacrosse B. A., Johns Hopkins University, 1923· JosEPH NOVAK ...................... 250 Prince George Street Instructor in Physical Training; Director of Intramural Athletics; Coach of Cross Country and Track; Coach of Boxing. B. S., University of Illinois, 1929. �16 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 17 COMMITTEES OF THE FACULTY A SHORT HISTORY OF ST. JOHN'S COLLEGE Advisory Council PRE~IDENT GORDON., Chairman MR. ALLEN MR. BINGLEY MR. APPEL MR. STARR Committee on Admission and Advanced Standing MR. ALLES, Chairman MR. FITZGERALD The story of St. John's College begins in I696 with the establishment at Annapolis of King William's School. In that year an act was passed of which the following is an extract : MR. RIDGELY Committee on Curriculum PRESIDENT GoRDON, Chairman MR. ALLEN MR. KINGSBURY MR. APPEL MR. McLAREN MR. BROWN MR. SCOFIELD MR. WYCKOFF Committee on Scholarships and Prizes MR. VEDOvA, Chairman MR. BAYLIFF MR. KIEFFER Committee on the Library MR. BROWN, Chairman MR. BERNHARD MR. HUNTER MR. STARR Committee on Lectures and Concerts MR. BINGLEY, Cha4rman MR. APPEL MR. RODGERS Committee to Confer with the Executive Committee of the Board of Visitors and Governors MR. APPEL MR. BROWN CHAP. XVII A Petitionary act for free-schools. Lib. LL. No. 2. fol. us. 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 Latin, 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 lord-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 ap- . pointed by your sacred majesty. Laws of !Jfaryland, Session of July I-9, 1696. MR. WYCKOFF 2 �18 CATALOGUE OF ST. JOHN'S COLLEGE King William's School, established in accor~ance with :~s A~, flourished until the Revolution, .when, accordmg to tradition, its building became a gunshop. In 1784 the Legislature granted the charter for St. John's College; in the following year an act was passed which transferred the masters, students, and funds of King William's School to St. John's. The College has, therefore, a tradition 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 : II. 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 guardia~s 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, CATALOGUE OF ST. JOHN'S COLLEGE 19 President Washington visited the College in 1791. After his visit he addressed this letter to the Faculty of the College: To the Faculty of St. John's 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. GEORGE WASHINGTON. April 17, 1791. 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 Britian, 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. The advantageous location of St. John's College became increasingly apparent. As early as 1841, David Ridgely, in his "Annals of Annapolis," writes, " The peculiar advantages to youth in being �20 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 21 ! educated at this seminary are numerous and evident ; with respect to health, as far as a high and dry soil, with pure air, will contribute to its preservation, or restore it when impaired, few places can be put in competition with it, and none can excel it. The sessions of the general assembly and the meetings of the courts of appeals, ,, chancery, and county, are so obviously beneficial to those young men who may be called to the public service, or enter: into the profession of the law, that no parent, especially a citizen of our State should hesitate a moment to send his son, whom he desires t~ become eminent in any of the professions, to a place where he is the most likely to acquire those qualifications which will render him useful and distinguished as a statesman, or afford him the greatest chance of professional improvement." D~ring the Civil War, St. John's was used as a Union Army hospital. At the close of the war Dr. Henry Barnard, later United , 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 suc;cessful 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, 18o7-1820; 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, 1870-188o; John McDowell Leavitt, 1880-1884; William Hersey Hopkins, 1884-1886; Thomas Fell, 1886-1923; and Enoch Barton Garey, 1923-1929. THE COLLEGE TODAY 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 buildings have much to interest students of American 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 great 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 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 191 l to perpetuate the memory of the French soldiers and sailors who were buried on the campus. * This tree, which is marked by an appropriate tablet, has been preserved through the generosity of James T. Woodward, Esquire. ii �11 22 CATALOGUE OF ST. JOHN'S COLLEGE College Buildings. McDowell Hall, the central building on the College Green, was . egun m 1744 by Thomas Bladen as the Governor's Palace. Taken ?ver ~y the College in 1784, it now 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 Lafayett~. 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, pri~ts, photog~ap~s, and textiles, given to the college by the_ Carnegie Foundation m 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. l~unge, in whi_ch the daily papers and selected magazines are pro~ vided ; the qmet 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 th~ second and third floors are the Chemistry laboratories ; and on the fourth floor a large lec~ure room equipped with chemistry lecture table, and ~t 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. The Biology Building, on the corner of College Avenue and King George Street, houses the laboratories and lecture rooms of the Biology Department. This building, which was acquired by the College in 1929, 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-seven 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 library selected by Bishop Bray and given in 1696 to b CATALOGUE OF ST.JOHN'S COLLEGE 23 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 the Marcus H. Benjamin, the Samuel Garner, Jr., and other gifts. The Library was helped materially in previous years by 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. The Infirmary, in which there are three hospital wards, two private rooms, and an isolation ward, is housed in a separate building just across from the College Green on College A venue. Here the College Physician holds daily office hours. The Infirmary attendants, at least one of whom is always on duty, live in the building. The 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 five fraternity houses of the College. Randall Hall contains the College dining hall. The Bachelor of Arts Course. 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 �24 CATALOGUE OF S~. JOHN'S COLLEGE arts and sciences leading to the degree of Bachelor of Arts. This degree covers the work formerly covered by the degree of Bacheloi· of Science, and is accepted by institutions of advanced learning wherever that degree used to be required. Professional Preparation. 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. The Faculty will be glad to entertain further inquiries, and to furnish information concerning preparation for any profession. For those who are interested, the foI!owing 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, the essentials of which may be completed in two years, includes the work designated by the Council on Medical Education of the American Medical Association as the basic 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. They recommend especially a thorough training in the use .of the English language for the clear and accurate expression of ideas. The best medical 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. CATALOGUE OF ST. JOHN'S COLLEGE 25 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 possible 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. It has been said by a prominent educator, that no law student can afford to ignore economics, government, psychology, the methods of the natural sciences, or English and American history. Courses in history and government are recommended as especiaI!y helpful in their professional study, and a thorough training in the expression of ideas in the English language is considered to be indispensable. 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 students by their Advisers. Business Administration. Students preparing to enter business, with or without training at graduate schools of business administration, 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. 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; St. Martin's Evangelical Lutheran, the Rev. Samuel G. Schick; St. Mary's Roman Catholic (Redemptorist Fathers), the Very Rev. Charles E. Crowe, C.SS.R. ; Kenesth Israel Synagogue, the Rev. Mordechai Cohen. �Z6 CATALOGUE OF ST. JOHN'S COLLEGE Lectures and Concerts. ;! A series of lectures and concerts, arranged to come at intervals throughout the year, is given, usually, in McDowell Hall. Although they are intended primarily for students, these occasional affairs are open to the friends of the College. The program of lectures for 1932-33 included Dr. F. A. Moss on "The Treatment of Mental Diseases"; Dr. Giovanni Macerata, "The Origin and Development of Venetian Architecture"; Dr. Henry E. Sigerist, "Medicine in the Renaissance." Musical recitals and concerts were given by Elizabeth Oppenheim, pianist; Austin Conradi, pianist; the Duchesse de Richelieu, soprano; and the Musical Art Quartet. Professor Richard Kuehnemund, aided by Mr. Benjamin Y. Morrison, gave an evening of interpretation of Franz Schubert's compositions. Guest artists appeared also with the St. John's Symphony Orchestra, which gave three concerts during the year. Lectures on topics of current interest, by prominent authorities, are also given throughout the year, on Friday evenings, at the United States Naval Academy. Library Lectures. Important in the life of the College are the informal meetings in the reading room of the Library, arranged by the Librarian and her Assistants. Short talks are given on topics especially chosen to encourage interest in books. During 1932-33, the series was sponsored by the Faculty Woman's Oub, which has continued to act as sponsor in 1933-34. The Library program for 1932-33 included General Pelham D. Glassford, speaking informally on the Bonus Army; Dr. Felix Morley, " This Changing World " ; E. P. Goldschmidt, " Manuscripts " ; Miss Belle Da Costa Greene, " The J. Pierpont Morgan Library"; and Dr. N. Bryllion Fagin, "The Russian Theater." Three members of the St. John's Faculty spoke: Dr. Ford K. Brown on" Sport in the Eighteenth Century," Dr. V. J. Wyckoff on "Technocracy," and Professor Richard Scofield on "Marcel Proust." Student Activities. The College encourages students to take part in activities outside the curriculum. New student organizations must receive the approval of the Student Council and the approval of the Advisory Council. CATALOGUE OF ST. JOHN'S COLLEGE Student C<:>uncil. 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 1933-34 are: Francis Gibbs LaMotte, Jr., '34, President; Allan Sheldon Woodle, III, '34, Secretary. Athletics. Varsity schedules are played in football, basketball, and lacrosse; informal games, in baseball and tennis. The students afso 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 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 anpearance in November, 1932. The student publications are free from faculty control. Fraternities. Three national fraternities, Phi Sigma Kappa, Kappa Alpha (Southern), and Alpha Kappa Pi, and two local fraternities, Theta Psi, and Delta Psi Omega, are provided with houses by the College. From one-third to one-half of the students are fraternity men. Honorary Societies. Delta Kappa Phi, an honorary scholastic society, recognizes high scholarship by electing to membership those Juniors who have been in the first group of the Rank List at the end of their Freshman and Sophomore years, and at mid-year of their Junior year; �28 CATALOGUE OF ST. JOHN'S COLLEGE and those Seniors who have been in the first or second groups of the Rank List at the end of their 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. Delta Omicron, another honorary organization, recognizes the , student's participation in extra-curricular activities. A point system 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 Fr.ench Club provide interesting programs for their members. Dramatics. A dramatic club, managed by students, offers opportunity for acquiring experience in dramatics. The King William Players presented the following plays in 1932-33 : J onesy,, by Anne Morrison and John Peter Toohey, and Old English by John Galsworthy. Musical Organizations. Under 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. Luther S. Tall, '21, President; Mr. Roland Miller Wegner, '24, Secretary; Mr. Claxton Joseph O'Connor, '3 r, Assistant Secretary; and Mr. William Frank Stromeyer, '16, Treasurer. The headquarters of the Association are at St. John's College. Local associations are organized throughout the country. CATALOGUE OF ST. JOHN'S COLLEGE 29 ADMISSION Routine of Admission. Application for admission should be filed by every candidate as early as possible in the yea,,,. 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 to 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 (I) the recommendation of the school principal or head master, and ( 2) fifteen units of acceptable work of secondaryschool level. A unit of entrance credit in any subject except English represents four or five school periods of work a week for approximately thirty-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. �CATALOGUE OF ST. JOHN'S COLLEGE 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 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 431 West 117th Street, New York City. The Registrar of the College will be glad to help any student to arrange for either kind of examination. 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. 30 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 student 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 31 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 accepted, 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 = roo-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, and is entered as such on the student's record. 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. �32 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 drawing and one year of work (one-half unit) in mechanical drawing may be accepted. I I·. · 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. CATALOGUE OF ST. JOHN'S COLLEGE 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 hoi:ised 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. Students 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 reservation held until the candidate for admission has paid to the College his matriculation fee of fifteen dollars. Room 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. Towels; bed linen, and blankets are to be supplied by the student, as are also such decorations as window draperies, dresser scarfs, 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 �'I 'i 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 announced by occasional notices. College Routine. The section of the Catalogue dealing with "General Regulations " 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 $15. 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, laundry, and incidentals : Per year Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $300 Room rent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300 Medical fee ..................... , . . . . . . . . . ro IO Athletic fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student-activities fee. . . . . . . . . . . . . . . . . . . . . . . IO , Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $780 State appropriations and endowment funds enable the College to maintain 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: * Sept. 26 Nov. 30 Feb. 15 April 30 Tuition ................ . $go Room rent . . . . . . . . . . . . . . 45 Board . . . . . . . . . . . . . . . . . . 90 Medical f~e . . . . . . . . . . . . . 5 Athletic fee . . . . . . . . . . . . . 5 Student-activities fee . . . . . 5 $go Totals . . . . . . . . . . . . . . $z40 $z25 45 go $60 30 60 $60 30 60 5 5 5 $150 * 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. I' I �l 36 CATALOGUE OF ST. JOHN'S COLLEGE Bills are issued in advance of the dates when they become due, except the first quarterly bill, which becomes payable when a student registers.* Additional Course Fees. 't 'l 'I Additional course fees must be paid for all courses taken in addition to the seventeen required for the degree. These include: ( 1) 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 failed; and (3) courses taken in excess of the normal program. Such courses will be charged to the student at the rate of $6o.oo 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 due 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 I, whether actually taken or anticipated by examination, counts as a course carried. In the Sophomore year students who carried five courses, including English 1, 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 of biology, chemistry, and physics, special fees are charged to cover expenditures for materials and specimens. These fees, amounting to either $rn.oo 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. * In case any bill is not paid on or before the date when it is due,. a fine of $5.00 will be added. CATALOGUE OF ST. JOHN'S COLLEGE 37 Laboratory fees will be payable hereafter as follows: Nov. 30 For full courses ............................. half For half courses taken: · (I) 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. Graduation Fees. A diploma fee of $rn.oo and a fee of $z.50 for t~e rental of an academic cap and gown will be charged to all graduatmg 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. i �l 38 CATALOGUE OF ST. JOHN'S COLLEGE AW ARDS AND AIDS f! ~j b il \l :I ,. ·!, 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 which 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 in some cases to the student's county or city Board of Education, in other cases to the Registrar of the College. 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: ( l) 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 IS. 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: 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. 3. That election to the Senior FellowshiPt shall be made by the Board of Visitors and Governors of the College, upon the nomination and recommen- CATALOGUE OF ST. JOHN'S COLLEGE 39 dation 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, and 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 College 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 immediately 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 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. 1933-34. Robert Clifford Crawford, '34. Jerome Daniel Goodman, '34. Henry Oay Smith, Jr., '34. MARYLAND STATE SCHOLARSHIPS Senatorial Scholarships. To one student from each county of Maryland and from each of the legislative districts of Baltimore City, a "senatorial scholarship " providing free tuition, board, and room rent. Candidates for these scholarships, residing in Baltimore City or in Dorchester, Kent, and Queen Anne Counties, should apply to the Registrar of the College for information regarding the com- �40 .r .,. '.I' JI CATALOGUE OF ST. JOHN'S COLLEGE petltlve examination ; candidates residing in the other counties should apply to their respective county Boards of Education for this information. These scholarships do not provide for the matriculation fee, extra-course fees, laboratory fees, or the medical, athletic, and student-activities fees. 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. Candidates for these scholarships, residing in Baltimore City or in Dorchester, Kent, and Queen Anne Counties, should apply to the Registrar of the College for information regarding the competitive examination ; candidates residing in the other counties should apply to their respective county Boards of Education for this information. These scholarships do not provide for any fees other than regular tuition. SCHOLARSHIPS AW ARD ED BY PATRIOTIC SOCIETIES The Matthew Fontaine Maury S.cholarship. 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. CATALOGUE OF ST. JOHN'S COLLEGE 41 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. SCHOLARSHIPS AW ARD ED BY THE COLLEGE 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. 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. 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 van Schwerdtner, in memory of his son, Ernest. 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 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 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 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. 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. 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. 42 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, Massachusetts, 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 must be submitted to the Chairman of the proper Division of the Callege on or before May IS, unless he announces a later date as a final limit. 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. *For purposes. of determining averages the mid-point of each grade-range in the following scale is used : A roo-90, B 89-80, C = 79-70, D 69-60. = = = 43 Merit Prizes.* I. To the member of the Senior Class who attains the highest average in his four years' academic work, $10.00 in currency, 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, $5.00 in currency, offered by the Theta Psi Fraternity. 3. To the member of the Senior Class who, in the opinion of the Faculty, has shown the greatest general excellence during his college course, $20.00 in currency, offered by the Reverend Martin Aigner, D. D. 4. To the student who, in the opinion of the Faculty, has contributed most to the College during the year, $5.00 in currency, offered by the Phi Sigma Kappa Fraternity. 5. 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 characteristics of Algernon Sydney Sullivan, a medallion and certificate of award, offered annually by the New York Southern Society in commemoration of Algernon Sydney Sullivan. 6. To some person not a student in the College but intimately connected with the affairs of the College, who, in the opinion of *For the purpose of determining students' averages the mid-point of eaCh grade-range in the following scale is used: A roo-90, B 89-80, C 79-70, and D 69-60. = = = = �44 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE the Faculty, possesses such characteristics of heart, mind, and conduct as evince a spirit of love for and helpfulness to other men and women, as were exemplified by 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 the retiring President of the Student Council each year, a gavel, offered by the Beta Mu Chapter, Kappa Alpha Fraternity. 8. To that student who, in his record for the year, shows the greatest improvement over his record for the preceding year, $10.00 m currency. To be awarded in September, at the formal opening of College. Gymnasium Assistantship. A student is employed each year as an assistant in the Gymnasium. Students who are interested should consult the Assistant Director of Athletics. 45 STUDENT SERVICE 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. ASSISTANTSHIPS Applications for assistantships should be filed before May first of each year, on the regular Student-Aid blank. Laboratory Assistantships. · A few upperelassmen, at present five, are employed each year as technical 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 which 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. 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 I; 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. �11 46 CATALOGUE OF ST. JOHN'S COLLEGE GENERAL REGULATIONS 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 is 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 the 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 required to withdraw from the 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 ~oon of the Saturday preceding the opening of College except m 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. CATALOGUE OF ST. JOHN'S COLLEGE 47 Change of Rooms. No student living in the dormitories may change his room except with the approval of the room-assignment officer. 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, II : 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 dormitory committee or the Student Council shall determine to have been responsible therefor. 4. The Student Council shall directly and through the dormitory committees 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 concurrently 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. �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. 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 every student who has not previously filed one. Late registration, unless excused by the student's Dean, may involve the payment of $s.oo. Failure to file the registration forms on time, when there is no valid excuse, will involve the payment of a charge of $2.00. 48 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 stude~t should call upon his Adviser ft:eely 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 Deans who act as counsellors to the Freshman, Sophomore, Junior, and Senior Classes. These Deans carry out the general regulations of the College, and act, jointly, as an Advisory Council. .:: 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 for the year following. The times for these registrations are announced by special notices. 49 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.oo if any change is made. After November I, no course may be dropped until mid-year, and after March I no further change may be made. Tuition will be charged for courses abandoned after these dates-tuition at the half-course rate for all half-courses and for full courses abandoned after November I, and tuition at the full-course rate for full courses abandoned after March I. 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 composition 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 3 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE for only four courses, and who gain exemption from English r, 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. time require that a student's program be lightened, even if special permission to take additional courses has previously been granted. 50 Physical Training and Hygiene Requirements. Two years of physical training are required for the degree. These should be completed during the first two years of college work. A ten-week course in hygiene is also required, ordinarily during the first year. 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 class exceeds four, the student will be required to carry the requisite number for promotion, except by special dispensation from his Dean. Requirements for Promotion. For all students entering College for the first time in September, r93r, 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 thirtnn courses, in seven of which his grades must be C or higher. Requirements for promotion of all students entering before September, 1931, are as follows: To the Junior Class: Nine Courses (in addition to two years of Physical Training). To the Senior Class: Thirteen Courses. The consequences of failing to satisfy the promotion requirements are described under " probation." 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 case may more than six courses be taken. The Dean may at any 51 Attendance at College Exercises. Attendance at all classes and at 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. Unexcused absence from classes either immediately before or immediately after holidays or recesses will at all times be subject to discipline. Excused Absences. Absen~e 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 " Infirmary 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-year, within four weeks; at the end of the year, 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 hour- �:1 I ! 52 CATALOGUE OF ST. JOHN'S COLLEGE examinations, 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 Sta,nding. 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: Ji 1. 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: CATALOGUE OF ST. JOHN'S COLLEGE 53 Probation because of Unsatisfactory Scholarship. A student who fails to make at the mid-year grade period a record which, if it were final, would entitle him to promotion, may be placed on probation and 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 or March hour-examinations ordinarily is warned by his Dean. However, if his record is exceedingly low, he may be placed on probation in November, or in March. 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. Continued Failure to Satisfy Promotion Requirements. Any 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. 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. 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 team; and, at the discretion of his Dean, he may be required to withdraw from non-athletic activities. If the student is reported for any matter of discipline while on probation, his probation will, in most cases, be closed without further warning. 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 discretion 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 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 �54 \;1 l_1 CATALOGUE OF ST. JOHN'S COLLEGE will, in most cases, be relieved from probation at the next grade period if a satisfactory record is then achieved. i:' CATALOGUE OF ST. JOHN'S COLLEGE 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 I. 2. Required courses for fulfilling the prescription of his major department (approximately six courses). 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. 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 major requirements, it must be repeated. Continuation of Work in Prescribed English Composition. A student who has passed English 1 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. 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 conclusion 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). 55 Major Courses. At the end of his Freshman year each student is required to designate his major subject. An instructor in that subject is 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 : ( 1) 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. �56 CATALOGUE OF ST. JOHN'S COLLEGE 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. V. REQUIREMENTS FOR MAJORS Biology. Four full courses (or their equivalent) in biology: Some work in each of the basic branches of the subject, if possible, such as ecology, physiology, embryology, morphology, and genetics. Courses 20, 21, 22, and 30 are primarily morphological; Two full courses (or their equivalent) in chemistry including comprehensive general chemistry and organic chemistry: Additional work may be recommended in analytical and colloidal chemistry; The language requirements are two years of college French (or their equivalent) and two years of college German (or their equivalent) . A reading knowledge of these languages is desirable as a preparation for graduate study. (Courses taken in satisfaction of these language requirements may be counted toward distribution.) Chemistry. Chemistry 2 (Comprehensive General Chemistry) ; Chemistry 21 1 hf (Qualitative Analysis); Chemistry 22 2 hf (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 or their equivalent 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 1 hf. Mathematics 21 (Analytic Geometry and the Calculus) is a pre-requisite for Chemistry 32 2hf. CATALOGUE OF ST. JOHN'S COLLEGE 57 Classics. Three full courses (or their equivalent) in Latin, above Latin 1; Two full courses (or their equivalent) in Greek, above Greek 1 ; A full course (or its equivalent) in ancient history. Two electives selected with the approval of the Adviser. Economics. Economics 21 (General Principles of Economics) ; Two of the Junior courses in economics (two full courses or the equivalent) ; Economics 40 (Advanced Economics) ; Mathematics 26 2hf (Statistics) (This should be taken m the Sophomore year) ; One full course in psychology or in philosophy ; 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 1. 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. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE French. See Romance Languages. German. Four full courses in German beyond German 10 (Intermediate German), including German 40 (Problems of Current German Life and Thought); A course in mediaeval European history and a course in modern European history or their equivalents. 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. 58 NoTE.-German 21 (Scientific German) does not count toward the major. Government. Government 11 (American Government) ; Government 21 (Governments of Europe); Government 30 (Principles and Problems of Government) or Government 50 (Reading Course) ; Government 41 1hf (International Relations) and Government 42 2 hf (International Organization) or Government 43 1hf (Political Parties) and Government 44 2 hf (Constitutional Law); Economics 21 (General Principles of Economics) or a full year of psychology ; History 22 (Modern European History) or History 23 (English History) or History 25 (History of the United States). History. History 1 (European History from the Fall of Rome to the present Time) ; History 21 (Mediaeval European History) or History 23 (English History) ; History 22 (Modern European History); History 25 (The History of the United States) ; Economics 21 (General Principles of Economics) or Government 11 (American Government) or one full course in psychology exclusive of Educational Psychology (Social Psychology recommended); 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) ; 59 Philosophy. Philosophy ll 1hf (Logic); Philosophy 15 (Ethics); Philosophy 31 (History of Philosophy); Philosophy 34 2hf (Locke, Berkeley, Hume) ; Philosophy 35 1hf (History of Religion) ; Philosophy 36 2hf (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 : �I' ,! 'I ~o CATALOGUE OF ST. JOHN'S COLLEGE Two full courses in biology: Biology 11 (Beginning Zoology), Biology 21 1 hf (Comparative Anatomy of Vertebrates), and Biology 22 2 hf (Embryology of Vertebrates) ; Two full courses in chemistry : Chemistry 2 (Comprehensive General Chemistry), and Chemistry 33 (Organic Chemistry) ; One full course in physics: Physics 21 (Elements of Physics); N oTE.-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, two years of college German or their equivalent and two years of college French, or their equivalent, are required. Courses taken in fulfillment of these language requirements may be counted toward distribution. The student should become familiar with the specific requirements of the professional school he expects to enter, where additional requirements may be pre-requisite. For example, Latin is required for admission to the Johns Hopkins University School of Medicine. Some medical schools require "a reading knowledge,; of French and German. Analytical chemistry is required in some schools, and, indeed, work in colloidal chemistry and biochemistry would be desirable too. Psychology. Three full courses, or their equivalent, in psychology; Biology 11, either section A or section B; Philosophy 31. One additional full course, or the equivalent, in philosophy, or in biology, or in 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 16 2 hf; Biology 21 1 hf; Biology 22 2 hf; Biology 30 1 hf; Biology 33 2 hf ; Biology 34 2 hf ; Chemistry 1 or Chemistry 2 ; Physics 21; Mathematics 26 2hf; Economics 38 1 hf and 39 2 hf; Economics 40; Greek 22 1 hf; Greek 23 1 hf; Greek 24 2hf; English 24 2hf ; English 49; English SO. CATALOGUE OF ST. JOHN'S COLLEGE 61 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, especlally the physiology of the nervous system and the ductless glands. Romance Languages. Four full courses in one Romance language above French 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. French 17 does not count toward the major. Social Sciences. One course in each department. The courses prescribed are : Economics 21 (General Principles) ; . Government 11 (American Government) ; History 1 (European History from the Fall of Rome to the Present Time); Philosophy 31 (History of Philosophy); One full course in psychology, exclusive of Educational Psychology (Social Psychology is recommended) ; 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 �62 CATALOGUE OF ST. JOHN'S COLLEGE 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 80 for the four years, and an average in his major subject of at least 85.* 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 comprehensive 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. CATALOGUE OF ST. JOHN'S COLLEGE COURSES OF INSTRUCTION Freshman courses are numbered from 1to19, 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 examination 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 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 (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. (m) 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 10. 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 21. M-W-F at 9. Omitted in 1933-34. PROFESSOR SCOFIELD. Art 33 hf. Nineteenth-Century Painting. 1 English 23. Contemporary Literature. A study of European and contemporary American art and social thought in poetry, prose fiction, and drama. PROFESSOR BROWN. [English 24 2hf. The Modem Drama.] (11) PROFESSOR SCOFIELD. Art 34 hf. Contemporary Art. 2 PROFESSOR SCOFIELD. (u) Studies in twentieth-century architecture, sculpture, and painting. M-W-F at 9. Second half-year. PROFESSOR SCOFIELD. ENGLISH English 1. Grammar, Composition, and Prose Forms. (xv) 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 examil!:i,tion in grammar and composition. Does not count toward fulfillment of major or distribution. T-Th-S T-Th-S M-W -F M-W-F T-Th-S (1x) A course in rapid reading in the nineteenth- and twentieth-century drama, with special attention to the period after Ibsen. T-Th-S at9. Second half-year. Omitted in 1933-34. M-W-Fat9. First half-year. A; B; C; D; E; (m) M-W-F at 10. From David to Cezanne. Section Section Section Section Section 65 at 10. PROFESSOR ScoFIELD. at 9. PROFESSOR STARR. at 9. PROFESSOR BROWN. at 9. MR. RODGERS. at 9. MR. RODGERS. English 21. Survey of English Literature. [English 30 hf. History of the Printed Book.] (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 early sixteenth centuries, will be taught by Professor Penrose. Half-course running throughout the year. Tat 2. Omitted in 1933-34. PRESIDENT GORDON AND PROFESSOR PENROSE. *English 31.l 1 hf. The Theory of Literary Criticism. (x) The course will attempt to discuss the bases for critical judgment upon literature. Though in no sense intended as a history of literary criticism, the course will examine certain of the critics from Aristotle to the present. Students will be expected to analyse various kinds of literature. There will be frequent discussions and papers. T-Th-S at 10. First half-year. PROFESSOR STARR. (1x) A study of the main tendencies of English Literature from Beowulf to *English 31.2 2 hf. Advanced Composition. (x) the present time, with readings in great or characteristic writers and in social backgrounds. Required of all Sophomores who propose to major in English. Intended for students who wish further opportunity to practice composition. So far as possible, the work of the course will be covered in individual conferences. T-Th-S at 9. T-Th-S at 10. Second half-year. PROFESSOR SCOFIELD. PROFESSOR STARR. �66 CATALOGUE OF ST. JOHN'S COLLEGE [English 32. The Nineteenth Century.] CATALOGUE OF ST. JOHN'S COLLEGE (x) This course is intended to give a comprehensive view of the poetry and the prose (including the novel) of the ninetee~t~ century, from Byron to Oscar Wilde. The change from th_e ro:nantic1sm of the early nineteenth-century poets to that of the V1ctonans, and the gradual development of the didactic purpose in prose of the perio~ wil~ be especially emphasized. There will be frequent class-room d1scuss1ons, and occasional papers. T-Th-S at 10. Omitted in 1933-34. [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. Tat 10. First half-year. Omitted in 1933-34. PROFESSOR STARR. English 37. Poetry of the Nineteenth Century. PROFESSOR STARR. [English 33. The Sixteenth and Seventeenth Centuries.] (xm) This course will study the poetry and prose of England from 1485 to 1650. Various types such as lyric poetry, .voya~ing ?arrati~es, picaresque fiction, and translations, will be exammed m their relation to the English Renaissance. PROFESSOR STARR. [English 34 1hf. The Drama from 1588 to 1800.] A study of the English drama, exclusive of Shakespeare, from Marlowe to Sheridan. Pre-requisite: English 21. T-Th-S at 9. First half-year. Omitted in 1933-34. M-W-Fat9. PROFESSOR STARR. [English 38. American Literature.] M-W-F at 10. Omitted in 1933-34. PROFESSOR BROWN. [English 39. American Literature from 1870.] M-W-F at 1. Omitted in 1933-34. PROFESSOR SCOFIELD. PROFESSOR STARR. (xn) English literature from 1688 to the death of Shelley. The important writers of the Restoration, the eighteenth century, and the French Revolution will be studied with their political, social, and intellectual backgrounds. Pre-requisite: English 21. T from 1to3. PROFESSOR BROWN. (rr) In the first half-year the chief poets studied will include Wordsworth, Coleridge, Byron, Shelley, and Keats; in the second, Tennyson, Browning, Arnold, Swinburne, Morris, and Rossetti. Puritan and Colonial writings; the literature of the Revolution; the New England school; Cooper, Poe, Hawthorne, Melville, and Whitman; the Frontier and the South. When possible this literature will be 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 25. T-Th from 2 to 3: 30. Omitted in 1933-34. *English 35. The Eighteenth Century. 67 English 41. Chaucer. 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-Wat 11. Required of those English Majors who want the recommendation of the Department for graduate study. PROFESSOR STARR. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 68 English 45. Shakespeare. (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 seco?d 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 Sh~kespeare's theory of tragedy and to the philosophic and religious views contained iq his principal plays. Pre-requisite: French 1, or two years of high-school French. Section A; M-W-F at 9. PROFESSOR ELLIOTT. Section B; M-W-F at 10. PROFESSOR ELLIOTT. French 11. Advanced French Prose. Rapid reading from representative works of nineteenth-century prose ; comprehensive collateral reading; reports. Pre-requisite: French 2, or three years of high-school French. M-W-F at 11. PROFESSOR SEGALL. M-W-F at 1. PROFESSOR BROWN. [English 49. The Novel.] 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. French 13. French Composition and Conversation. M-W-;F at 3. Omitted in 1933-34. PROFESSOR SCOFIELD. French 17. History of French Literature and Civilization. (xm) Comprehensive outside reading of modern prose; reports in French. Required of French Majors. Pre-requisite: French 1, or two years of high-school French. Th from 1 to 4. PROFESSOR ELLIOTT. (m) From the origins to the present time. Lectures; comprehensive outside reading 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. *English 50. Reading Course. *English 53 2hf. Reading Course. MEMBERS OF THE DEPARTMENT. M-W-F at 10. PROFESSOR SEGALL. *tEnglish 6o. Theses for Honors. *tEnglish 63 2h£. Theses for Honors. MEMBERS OF THE DEPARTMENT. French Survey of French Literature. (v) A summary of French literature illustrated by readings from representative works of the more important periods. Outside reading; reports. A good knowledge of French is required. FRENCH French 1. Beginning French. 20. (xvr) Elements necessary for acquiring the language : grammar, pronunciation, conversation, reading of simple texts, composition. Pre-requisite: French 11, or four years of high-school French. M-W-F at 1. PROFESSOR SEGALL. M-W-F at 11. [French 31. Eighteenth-Century French Literature.] PROFESSOR ELLIOTT. French 2. Intermediate French. (xm) Review of basic principles: grammar and composition, conversation, reading from the works of nineteenth century and contemporary authors. (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, �----. ' 70 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE will be studied in some of their representative works. Comprehensive outside reading; theses. 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 1933-34. PROFESSOR SEGALL. French 41. Nineteenth-Century and Contemporary French Literature. (vu) 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 nee-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 Mat 3. PROFESSOR SEGALL. Subject to be arranged. Modern Literature. (vr) Training to enable the student to translate German rapidly. Oral and written reports on prepared translation; sight translation. Pre-requisite: German. M-W-F at 2. German 10, or three years of high-school PROFESSOR KUEHNEMUND. German 21. Scientific German. (1x) Intended for students specializing in the sciences. Pre-requisite: German 10, or three years of high-school German. T-Th-S at 9. PROFESSOR KuEHNEMUND. [*German 33. Advanced Composition and Conversation.] (vu) Required of German Majors. Pre-requisite : Two years of college German or the equivalent. M-F from 3 to 4: 30. Omitted in 1933-34. Pre-requisite : French 20. PROFESSOR SEGALL. *tFrench 62 1hf. Theses for Honors. Pre-requisite : French 20. First half-year. PROFESSOR SEGALL. *German 35. Introduction to the History of German Civilization. (v) GERMAN (1, xvr) Elements necessary for acquiring the language : grammar, pronunciation, conversation, reading of simple texts, composition. Section A; M-W-F at 8. PROFESSOR KuEHNEMUND. Section B; M-W-F at 11. PROFESSOR KuEHNEMUND. German 10. Intermediate German. 20. Primarily for students who wish to acquire a better facility in writing and speaking German. *French 50. Reading Course. German 1. Beginning German. German 71 (n) Review of basic principles : grammar and composition; conversation; reading. from works of nineteenth-century and contemp-0rary authors. Pre-requisite: German 1, or two years of high-school German. M-W-F at 9. PROFESSOR KuEHNEMUND. 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. Pre-requisite: History 1 passed with grade of "C" or better. M-W-F at 1. PROFESSOR KUEHNEMUND. [*German 36. History of German Civilization during the Nineteenth and Twentieth Centuries.] ( v) 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. �---,,., ! I 'I 72 CATALOGUE OF ST. JOHN'S COLLEGE Pre-requisite: German 35, or History M-W-F at 1. Omitted in 1933-34. CATALOGUE OF ST. JOHN'S COLLEGE 2I. Greek 24 2hf. Homer, the Odyssey. Pre-requisite: Greek 1 or its equivalent. M-W-F at 10. Second half-year. PROFESSOR KuEHNEMUND. [German 40. Problems of Current German Life and Thought.] (xvi) Ooen only to men majoring in German. T at 7:30 p. m. Omitted in 1933~34. 73 (rn) MR. KIEFFER. [Greek 31. Plato; Greek Tragedy.] (rn) Plato; Apology and Crito. Two Greek Tragedies. Pre-requisite : Greek 1. M-W-F at 10. Omitted in 1933-34. PROFESSOR KUEHNEMUND. *German 50. Readings in German Literature and History. Pre-requisite: A fluent reading knowledge of German. MR. KIEFFER. PROFESSOR KuEHNEMUND. Greek 33. Herodotus; Greek Comedy; Greek Lyric Poets. *tGerman 60. Thesis for Honors. This course is to be taken in connection with either German 40 or German s.o. 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. (rn) 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. M-W-F at 10. GREEK Greek 1. Beginning Greek. MR. KIEFFER. (IV) Elements of grammar and composition; readings in Greek prose. Special emphasis upon the Greek element in the English language. M-W-F at 11. MR. KIEFFER. Greek 22 1hf. Homer, the Iliad. Pre-requisite : Greek 1 or its equivalent. M-W-F at 10. First half-year. (rn) Greek 34 2hf. History of Greek Tragedy. T-Th-S at 10. Second half-year. MR. KIEFFER. MR. KIEFFER. *Greek 23 1 hf. History of Classical Mythology. LATIN (x) Study of the Myths as they appear in ancieI!t and modern literature with discussion of the light they throw on early history and on social conditions. Knowledge of Greek and Latin not required. T-Th-S at 10. First half-year. Latin 1. Beginning Latin (xiv) Elements of grammar and composition; 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 4. MR. KIEFFER. (x) 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. MR. KIEFFER. �74 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE (Ix) *Latin 15. Roman Law. Spanish 11. Introduction to Spanish Literature. 75 (vr) Readings principally from the Institutes of Justinian. ~tu~y of the development of legal procedure and the Roman constitut10n. For prospective law students. No pre-requisite. A general view of Spanish literature, illustrated by reading from representative works of the more important periods. Collateral reading and reports. T-Th-S at 9. Pre-requisite: Spanish 2, or threeyears of high-school Spanish. M-W-F at 2. MR. KIEFFER. PROFESSOR FITZGERALD. (xn) Latin 23 . Latin Comedy; Letters of Cicero and Pliny. Studies of Roman civilization as portrayed in these works. Collateral readings in English. . Pre-requisite: Latin 1, or three years of high-school Latin. T-Th at 1 :30. Spanish 13. Spanish Composition and Conversation. Pre-requisite: Spanish M-W-F at 3. MR. KIEFFER. (vn) A study of Spanish syntax; original compositions; practice in speaking Spanish. Required of all men majoring in Spanish. 2, or the consent of the instructor. PROFESSOR FITZGERALD. *Classics 50. Classical Philology. *Classics 51 hf. Classic Philology. . [Spanish 25. Spanish Life and Culture.] . Reading under the direction of the instructor, in Greek and Latin. !tter"t" ature an'd ant"1qm 1es. Open to approved candidates for honors m the Classics, and tq Juniors and Seniors generally. MR. KIEFFER. 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 qf Spanish required. Lectures, readings, discussions, reports. Not open to Freshmen. Hours to be arranged. Omitted in I933-34- *tClassics 60. Classical Philology. *tClassics 61 hf. Classical Philology. PROFESSoR FITZGERALD. Laboratory courses in thesis writing. MR. KIEFFER. [Spanish 31. Modern Spanish Novel.] SPANISH (r) Spanish 1. Elementary Spanish. Elements necessary for acquiring the language: grammar, pronun· ciation, conversation, reading of simple texts, composition. M-W-F at 8. A study of the development of the Spanish novel from the nineteenth century on. Reading of novels from the more important authors; reports and discussions; individual collateral reading and reports. Pre-requisite: Spanish 11, or four years of high-school Spanish. M-W-F at 3. Omitted in I933-34- PROFESSOR FITZGERALD. Spanish 2. Intermediate Spanish. . PROFESSOR FITZGERALD. .. (_n)_ Review of basic principles : grammar and. compos1t10n; conversat10n, reading from the works of nineteenth-century and contemporary auth~rs. Prerequisite: Spanish 1, or two years of high-school Spamsh M-W-F at 9. PROFESSOR FITZGERALD. [Spanish 41. Spanish Drama.] 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. Spanish 11, or four years of high-school �76 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE [Economics 32. Financial Problems.] M-W-F at 3. Omitted in 1933-34. PROFESSOR FITZGERALD. 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. *Spanish 50. The Romantic Movement in Spain. *Spanish 51 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. Subject to be chosen after conference between student and instructor. Students must be able to read Spanish fluently. PROFESSOR FITZGERALD. II. DIVISION OF THE SOCIAL SCIENCES AND PHILOSOPHY PROFESSORS KINGSBURY (Chairman), ALLES, HUNTER, McLAREN, PENROSE, AND WYCKOFF, DR. DUNCAN, AND MESSRS, JOHNSON, RODGERS AND SMITH. ECONOMICS See also Mathematics 25 1 hf (The Mathematics of Finance), and Mathematics 26 2hf (Statistics). (rn) A study of the problems arising from the maintenance of life in a modern social group. Section A; M-W-F at 10. PROFESSOR WYCKOFF. Section B, for students majoring in Economics; M-W-F at 10. DR. DUNCAN. Economics 23 1 hf. Accounting. (v) The purpose of the course is to explain the fundamentals of accounting statements, and the principles of analysis. M-W-F at 1. First half-year. MR. SMITH. Pre-requisite: Economics 21. T -Th-S at 10. Omitted in 1933-34. PROFESSOR WYCKOFF. [*Economics 35. International Economic Problems.] *tSpanish 6o. Honors Thesis Course. *tSpanish 61 hf. Honors Thesis Course. Economics 21. General Principles. 77 (xI) 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 2hf is advised, in addition). T-Th-S at 11. Omitted in I933-34· DR. DUNCAN. Economics 37. Government and Industry. (vn) The course will center its attention on the problem of government regulation of economic activity. It will begin with a consideration of that portion of industry where government supervision is now most extensive namely, public utilities; the second half will be devoted to the study of the increasing social control of all activities of business. Pre-requisite: Economics 21. M-W-F at 3. DR. DUNCAN. Economics 38 1 hf. Introduction to Business. (x) A study of the principles of the organization of industrial enterprises. Pre-requisite: Economics 21. T-Th-S at 10. First half-year. PROFES.SOR WYCKOFF. Economics 39 2hf. Forms of Social Organization. (x) A survey will be made of the more important economic forms of society-the philosophies and programs. Pre-requisite: Economics 21. T-Th-S at 10. Second half-year. PROFESSOR WYCKOFF. �78 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Economics 40. Advanced Economics. 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 AND DR. DUNCAN. *Economics *Economics *Economics *Economics (Iv) A more detailed study of the organization and functioning of state, municipal, and local governments for the student who may go into public 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. Conference courses open to Juniors and Seniors who are interested in economics and are willing to read extensively. Pre-requisite : Economics 21. Hours to be arranged. PROFESSOR WYCKOFF. Pre-requisite : Government 11. M-W-F at 11. Omitted in I933-34· PROFESSOR KINGSBURY. Government 30. Principles and Problems of Government. (Iv) A study of some of the principle underlying the modern state and government; and selected problems in governmental organization and administration such as the budget and financial control, the problem of personnel, law enforcement and the administration of justice, public opinion and popular control of government. *tEconomics 60. Theses for Honors. PROFESSOR WYCKOFF. GOVERNMENT ( u) 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 at 9, PROFESSOR KINGSBURY. F. at 9, MR. SMITH. Section B; M-W at 9, PROFESSOR KINGSBURY. F. at 11, MR. SMITH. Section C; M-W-F at 2. DR. DUNCAN. Government 21. Governments of Europe. Pre-requisite: Government 11. T-Th-S at 9. PROFESSOR KINGSBURY. [Government 23. State and Local Government.] 50. Readings in Economics. 51 hf. Readings in Economics. 52 1 hf. Readings in Economics. 53 2 hf. Readings in Economics. Government 11. American Government. 79 Pre-requisite : Government 11. M-W-F at 11. PROFESSOR KINGSBURY. Government 41 1 hf. International Relations. (xu) 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: (1) Government 11; (2) Government 21, or Government 30, or History 22. T-Th from 1 to 2 :30. First half-year. PROFESSOR KINGSBURY AND DR. DUNCAN. (Ix) 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. Government 42 2hf. International Organization. (xu) 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. �So CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Pre-requisite: ( 1) Government 11 ; (2) Government 21, or Government 30, or History 22; (3) Government 41 1 hf. T-Th from 1 to 2 :30. Second half-year. PROFESSOR KINGSBURY. [Government 43 1 hf. Political Parties.] (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 : ( 1) Government 11 ; ( 2) Government 23, or Government 30. T-Th from 1 to 2 :30. First half-year. Omitted in I933-34· 81 HISTORY History 1. European History from the Fall of Rome to the (m) Present Time. 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; M-W-F at 10. Section B; M-W at 10, F at 11. MR. RODGERS. [History 11. History of° Greece and Rome. J (x) Outline of the political history of ancient times and a study of classical society. T-Th-S at 10. Omitted in 1933-34. MR. KIEFFER. PROFESSOR KINGSBURY. [History 21. Mediceval European History.] [Government 44 2hf. Constitutional Law.] (xn) 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 30. T-Th from 1 to 2 :30. Second half-year. Omitted in I933-34· T-Th-S at 11. Omitted in I933-34· History 22. Modern European History. 50. Reading Course. 51 hf. Reading Course. 52 1 hf. Reading Course. 53 2hf. Reading Course. PROFESSOR KINGSBURY. *tGovernment 6o. Theses for Honors. (I) An outline of the history of Europe from the emergence of the national state to the present. M-W-F at 8. PROFESSOR HUNTER. PROFESSOR KINGSBURY. *Government *Government *Government *Government (xI) 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. History 23. English History. (m) A survey of English history. M-W-F at 10. PROFESSOR HUNTER. History 25. The History of the United States. (v) A survey of United States history from colonial times to the present. M-W-F at 1. PROFESSOR KINGSBURY. PROFESSOR HUNTER., 4 �82 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE History 32. American Constitutional History. Wat 8 p. m. i933-34 only. pleted three full courses in history, with grades of B or better in two of them. The approval of the Department is also necessary in each case. Oral and written reports. MR. RODGERS. History 37. History of the Renaissance. Th from 2 to 4. MEMBERS OF THE DEPARTMENT. (XIII) MR. JOHNSON. History 42. History of American Life. *t History 60. Theses for Honors. *tHistory 61 hf. Theses for Honors. MEMBERS OF THE DEPARTMENT. ( xm) This course will deal with a selected phase of the history of American life approached from the point of view of the common man. Pre-requisite : History 25 or its equivalent. T from 2 to 4. PHILOSOPHY Philosophy ll 1hf. Logic. (x1) The course is chiefly concerned with the study of valid and invalid forms of reasoning in deductive and inductive logic. PROFESSOR HUNTER. History 45 1 hf. Military and Political History of the Civil War. (vi) The course will commence with a study of the political theories underlying the Civil War, and will conclude with a study of the military strategy qf the War. Open to qualified Freshmen after consultation with the instructor. T-Th-S at 11. First half-year.. PROFESSOR ALLES. Philosophy 12 2 hf. Introduction to Philosophy. Pre-requisite: History 25. M-W-F at 2. First half-year. (xi) The course deals with such problems in philosophy as the origin and nature of human know ledge ; the origin and development of life; the problem of matter and of mind and their relation; God; freedom; and immortality. MR. RODGERS. History 46 2 hf. The Modern Republic. 8..'I (vi) The course will commence with the conclusion of the Civil War, embracing the main course of events down to 1920. Emphasis will be laid upon the political history covered by the McKinley, Roosevelt, and Taft administrations. Pre-requisite: History 25. M-W-F at 2. Second half-year. MR. RODGERS. *History 50. Reading Course. *History 51 hf. Reading Course. The reading courses in history are intended particularly for Seniors who are majoring in history, and normally they are open only to such students. To be eligible for a reading course, a student must have com- Open to qualified Freshmen after consultation with the instructor. T-Th-S at 11. Second half-year. PROFESSOR ALLES. Philosophy 15. Ethics. (ix) 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. Open to qualified Freshmen after consultation with the instructor. T-Th-S at 9. PROFESSOR ALLES. �~~~~~~~~~.1 ! 84 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Philosophy 31. History of Philosophy. (x) A study of philosophic speculation from the early Greeks to modern times. T-Th-S at 10. Pre-requisite: Philosophy 12 2 hf, or 31, or 35 1 hf, or the consent of the instructor. M-W at 2. Omitted in 1933-34. PROFESSOR ALLES. PROFESSOR ALLES. Philosophy 34 2 hf. Locke; Berkley; Hume. 85 (v1) [Philosophy 41 1 hf. Plato.] (vu) An interpretation of their philosophy based on the reading of their works. An interpretation of Plato's philosophy based on the reading of his dialogues including the REPUBLIC. Pre-requisite: Philosophy 12 2hf or 31, or the permission of the instructor. M-W-F at2. Second half-year. Pre-requisite: Philosophy 31. M-W-F at 3. First half-year. Omitted in 1933-34. PROFESSOR ALLES. PROFESSOR ALLES. Philosophy 35 1 hf. History of Religion. (vu) A study of the development of religion including primitive religion (Mana, Fetiches, Magic), Buddhism, Zoroastrianism, Judaism, Mohammedanism, and Christianity. M-W-F at 3. First half-year. PROFESSOR ALLES. Philosophy 36 2 hf. Psychology and Philosophy of Religion. (vu) The course falls into two parts : I. 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. Pre-requisite: A half-course in Philosophy or Psychology, or the permission of the instructor. M-W-F at 3. Second half-year. [Philosophy 42 2hf. Schopenhauer.] (vu) An interpretation of Schopenhauer's philosophy based on the reading of THE WORLD AS WILL AND !DEA. Pre-requisite : Philosophy 31. M-W-F at 3. Second half-year. Omitted in 1933-34. PROFESSOR ALLES. *Philosophy 50. Reading in Philosophy. *Philosophy 51 hf. Reading in Philosophy. / Field or subject to be determined after consultation with the student. PROFESSOR ALLES. *t Philosophy 60. Theses for Honors. *tPhilosophy 61 hf. Theses for Honors. The work consists in the writing of a thesis in some field or on' a subject chosen by the student after consultation with the instructor. PROFESSOR ALLES. PROFESSOR ALLES. [Philosophy 38. Conceptions of Immortality.] (v1) A study of different conceptions of immortality covering primitive, Babylonian, Egyptian, Hebrew, early Christian, and Greek conceptions as well as those of outstanding western thinkers (philosophers and scientists) down to the present. PSYCHOLOGY *Note concerning Educational Psychology: Any student who wishes to take a year's work in educational psychology should, after securing permission from the instructor, register in Psychology 50. i �'I I I [Psychology 19 2hf. EducationalTheory.] A study of the bearing of modern psychological theories and data upon educational theories and practices. The meaning of education as understood by progressive educators will be discussed and emphasized. Not open to first-year students. Second half-year. Omitted in 1933-34. [Psychology 35 2hf. Mental Hygiene and Abnormal Psychology.] Iri discussing behavior deviations, an attempt will be made 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. Second half-year. Omitted in 1933-34. PROFESSOR McLAREN. Psychology 20. Schools of Psychology. PROFESSOR McLAREN. (rx, xr) This course is designed to serve as a basis for further work in psychology. All of the modern schools of psychology-structuralism, functionalism, behaviorism, purposivism, gestaltism, p·sychoanalysis-will be analyzed and discussed; and throughout the course an attempt will be made to discover a biological foundation for the study of human behavior. Not open to first-year students, or to Sophomores who at the time of registration are not on the Rank List. Open to qualified Sophomores and to all Juniors and Seniors. Section A; T-Th-S at 9. Section B ; T-Th-S at 11. PROFESSOR McLAREN. Psychology 27. Social Psychology. Pre-requisite: Psychology 19 2 hf, or 20, or 29, or one year of biology, or one year of philosophy. M-W-F at 9. PROFESSOR McLAREN. These courses are intended for students who are in earnest about reading extensively 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. *tPsychology 60. Theses for Honors. PROFESSOR McLAREN. III. DIVISION OF THE SCIENCES AND MATHEMATICS PROFESSORS· EASON (Chairman), ALLEN, APPEL, BAYLIFF, BERNHARD, BINGLEY, MCFARLIN, RIDGELY, AND VEDOVA. BIOLOGY Biology 11. Beginning Zoology. (1v) A technical and scientific study of the biological and social phenomena underlying human behavior. Open to any Sophomore or Junior who has had one of the pre-requisite courses, and, with the permission of the instructor, to any Senior, regardless of pre-requisite requirements. Pre-requisite: Psychology 19 2 hf, or 20, or 27, or one year of biology, or one year of philosophy. M-W-F at 11. PROFESSOR McLAREN. *Psychology 50. Reading Course. *Psychology 51 hf. Reading Course. *Psychology 52 1 hf. Reading Course. *Psychology 53 2hf. Reading Course. PROFESSOR McLAREN. (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. Open to any Sophomore or Junior who is on the Rank List. Open, with the permission of the instructor, to any Senior, regardless of pre-requisite requirements. Psychology 29. Advanced Psychology. 87 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 86 (rv, vrn) An introduction to animal biology. General principles of morphology, physiology, ecology, histology, genetics, embryology, etc., and a survey of the common groups of animals. Two hours of recitation and six hours of laboratory. Laboratory fee, $10.00 per half-year. Section A; Recitation, M-F at 11. Laboratory, W-F from 1 to 4. PROFESSOR RIDGEL y. �88 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Section B ; (Pre-medical students) . Recitation, T -Th at 8. Laboratory, T-Th from 1 to 4. Biology 1 hf. Invertebrate Zoology. (v) The morphology and evolution of the invertebrates. Some attention to larvre, to extinct groups, and tot groups of uncertain phylogenetic position. A course parallel to Biology 21 1hf. Two !>ours of recitation and six hours of laboratory. PROFESSOR BAYLIFF. Biology 14 1 hf. Readings in Biology. 20 89 (xn) This course is intended for students who are not mai ormg 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. Three hours weekly. Open only to upperclassmen who have had no biology. T-Th from 1 to 2 :30. First half-year. PROFESSOR RIDGELY. *Biology 15 2hf. Ecology. Observation o.f local animals and plants in their native habitats, both land and water; and an introduction to some methods of studying animal communities. Laboratory fee, $10.00. Hours to be arranged (eight hours a week). Second half-year. PROFESSOR APPEL. Biology 16 2hf. Physiology. A general study of vital processes. The nature of life and its relationship to the environment. Laboratbry fee, $10.00. Hours to be arranged (eight hours a week). Second half-year. PROFESSOR APPEL. Biology 19 2hf. History of the Germ Cells. Pre-requisite: Biology 11 or the equivalent. Biology· 19 2hf advised. Laboratory fee, $10.00. Recitation and Laboratory, W-F from 1 to 5. First half-year. PROFESSOR BAYLIFF. Biology 21 1 hf. Comparative Anatomy of Vertebrates. (nr) A history of the successive types of structure found in the higher animals. 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 10. Laboratory, T-Th from 9 to 12. First half-year. PROFESSOR APPEL. Biology 22 2 hf. Embryology of the Vertebrates. (m) A further study of the higher types of animal structure as seen in developmental anatomy. 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 10. Laboratory, T-Th from 9 to 12. Second half-year. PROFESSOR RIDGELY. Biology 30 1hf. Histology. (I) A study of the mechanism of early development, and of the regulation of development by environmental and hereditary factors. Microscopic study of normal cells and tissues. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college biology. Laboratory fee, $10.00. Hours to be arranged (eight hours a week). Second half-year. Pre-requisites: Biology 21 1 hf and 22 2 hf. Laboratory fee, $10.00. Recitations, W-F at 8. Laboratory, M from 1 to 4, W from 7 to 10. First half-year. PROFESSOR APPEL. PROFESSOR APPEL. �90 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST; JOHN'S COLLEGE *Biology 33 2hf. Microscopical Technique. Training in laboratory methods, especially in the use of precision instruments. Two hours of recitation and six hours of laboratory. Pre-requisite: Biology 19 2 hf or 30 1 hf. Laboratory fee, $10.00. Hours to be arranged. Second half-year. PROFESSOR APPEL. 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. Three hours of recitation and four hours of laboratory. Pre-requisite: Biology 11 or the equivalent. Biology 19 2 hf is recommended. Laboratory fee, $10.00. H.ours to be arranged. PROFESSOR BAYLIFF. (Biology 37 1 hf. Parasitology.] (vm) 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 is recommended. Laboratory fee, $10.00. Recitation, T -Th at 9. Laboratory, Section A, M-W from 1 to 4; Section B, M from 1 to 4, W from 9 to 12. First half-year. Omitted in 1933-34. PROFESSOR BAYLIFF. 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." *Biology 52 1 hf. Readings for Advanced Students. Biology 34 2hf. Genetics. Second half-year. 91 20 1 hf 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 diversity of animals available at sueh institutions combine to give the student opportunities for study which cannot be duplicated during the regular school year. A three-hour course of intensive independent reading, with conferences weekly. Ordinarily topics will be assigned, but students may choose topics of their own on suitable subjects not covered by other courses. Students who wish to prepare for Biology 63 2hf will be assigned readings leading to thesis subjects. First half-year. Individual conferences. PROFESSORS RIDGELY, APPEL, AND BAYLIFF. *t Biology 63 2 hf. Theses for Honors. Individual problems involving laboratory work and reading equivalent in amount to the work of an eight-hour laboratory course. A short thesis will be required of each student, summ;:i,rizing the results of his work. Pre-requisite: Three years of college biology. PROFESSORS RIDGELY, APPEL, AND BAYLIFF. CHEMISTRY Chemistry 1. General Chemistry. (rn) 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 10. Laboratory, T-Th from 10 to 12. Section B; Recitation, M-W-F at 10. Laboratory, T-Th from 2 to 4. Make-up for both sections, M at 1. PROFESSORS ALLEN AND McFARLIN. �92 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Chemistry 2. General Chemistry for Science Students. (m) A more comprehensive course in General Chemistry; the same course as Chemistry 1 with the exception that the Friday recitation is conducted separately from Chemistry 1. The lectures and laboratory work will include topics which are in part introductory to Qualitative Analysis. Two hours of lectures, one hour of recitation, and four hours of laboratory. Required of all students majoring in Biology, Chemistry, and Physics. An extra hour will be required of all students h_a,ving difficulties with the course. Students who at the beginning of their Sophomore year choose a science as their major and have taken Chemistry r must take the one-hour recitation given in Chemistry 2 on Friday. Laboratory fee, $25.00 and breakage. Section A; Recitation, M-W-F at 10. Laboratory, T-Th from 10 to 12. Section B; Recitation, M~W-F at 10. Laboratory, T-Th from 2 to 4. Make-up for both sections, M at 1. (xn) Pre-requisite: Chemistry 2 and Mathematics 11. Laboratory fee $15.00 and breakage. Recitation, T-Th at 1. Laboratory, W-F from 1 to 4. First half-year. Chemistry 31 1 hf. Quantitative Analysis, Part II. (v) 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. Pre-requisite: Chemistry 22 2hf. Laboratory fee, $15.00 and breakage. M-W-F from 1 to 4. First half-year. 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. Pre-requisite: Chemistry 21 1 hf and Mathematics 21. Laboratory fee, $15.00 and breakage. Recitation, M-W-F at 8. Laboratory, W 1 to 5. Second half-year. PROFESSOR ALLEN. Chemistry 33. Organic Chemistry. (1v) An introductory course in the chemistry of carbon compounds. The lectures and laboratory are designed to give a fundamental knowledge of the representative compounds. of the aliphatic and aromatic series and their reactions. Two hours of lectures and recitation and six hours of laboratory. PROFESSOR MCFARLIN. (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. Pre-requisite: Chemistry 21 1 hf. Laboratory fee, $15.00 and breakage. PROFESSORS ALLEN AND McFARLIN. Chemistry 32 2hf. Physical Chemistry, Part I. 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. Chemistry 22 2hf. Quantitative Analysis, Part I. Recitation, M at L Laboratory, M from 2 to 4. W-F from 1to4. Second half-year. PROFESSOR ALLEN. PROFESSORS BERNHARD, ALLEN, AND McFARLIN. Chemistry 21 1hf. Qualitative Analysis. 93 Pre-requisite: Chemistry 1 or 2. Laboratory fee, $25.00 and breakage. Recitation, M-W at 11. Laboratory, T -Th from 1 to 4. PROFESSOR BERNHARD. �94 CATALOGUE OF ST. JOHN'S COLLEGE Chemistry 42. Advanced Organic Chemistry. CATALOGUE OF ST. JOHN'S COLLEGE (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 soi:ne small research problem. Two hours of lectures and six hours of laboratory. Pre-requisite : Chemistry 33. Laboratory fee, $25.00 and breakage. Recitation, T-Th at 8. Laboratory, T-Th from 9 to 12. PROFESSOR BERNHARD. Chemistry 43 1 hf. Physical Chemistry, Part II. M-W-F at 8. First half-year. PROFESSOR VEDOVA. Mathematics 2 2 hf. Plane Geometry. (l) M-W-F at 8. Second half-year. PROFESSOR V EDOVA. (1v) Pre-requisite : Chemistry 32 2 hf; ability to read French and German. M-W-F at 11. First half-year. PROFESSOR ALLEN. (vI) A reading and seminar course in the history of chemistry. Three hours. Pre-requisite: Chemistry 21 1hf and 33. M-W-F at 2. First half-year. PROFESSOiR BERNHARD. *tChemistry 6o. Thesis and Laboratory Work. *tChemistry 61 hf. Thesis and Laboratory \Vork. Laboratory fee, $25.00 for the full course (eight hours) ; $15.00 for the half-course (four hours). PROFESSORS BERNHARD AND ALLEN. Mathematics 11. Introduction to Mathematical Analysis. (I) This course is required of students who have failed to present sufficient algebra for admission. The subject matter of secondary school ( xn) This course aims to give a survey of the essentials of trigonometry college algebra, a,nd analytic geometry. The two-fold purpose of mathe~ matical study is emphasized; to enable the student to use mathematical p:ocesses as a tool in his scientific studies, and to enable him to recogmze the cultural value of rigorous thinking. Section A; M-W-F at 9. PROFESSOR VEDOVA. Section B; T-Th-S at 9. PROFESSOR BINGLEY. Section C; T-Th-S at 11. PROFESSOR BINGLEY. Mathematics 21. Analytic Geometry and the Calculus. (m) 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. Beginning with the year 1934-35, this. course will deal exclusively with the elements of the differential and integral calculus, the part now devoted to analytic geometry being made a part of the pre-requisite course ' Mathematics 11. Pre-requisite: Mathematics 11. M-W-F at 10. PROFESSOR BINGLEY. Mathematics 25 1 hf. The Mathematics of Finance. MATHEMATICS Mathematics l 1hf. Algebra. algebra ·through the solution of quadratic equations is thoroughly reviewed. No credit toward the degree. This course is required of all students who have not offered plane geometry for admission. No credit toward the degree. 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. *Chemistry 52 1hf. Readings in Chemistry. 95 (1v) 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. �CATALOGUE OF ST. JOHN'S COLLEGE 96 Mathematics 26 2 hf. Statistical Methods. CATALOGUE OF ST. JOHN'S COLLEGE (iv) A study of the classical and recent statistical methods. PROFESSOR BINGLEY. (ix:) An advanced course in the calculus with an introduction to differential geometry. The applicatiqn~ of mathematical analysis to the physical sciences are stressed. T-Th-S at 8. PROFESSOR V EDOVA. *Mathematics 50. Reading Course. (m) The subject or subjects will be determined in consultation with the instructor. Pre-requisite: Mathematics 21. T-Th-S at 9. PROFESSOR (vm) Mathematics 45. Differential Equations. Intended primarily for the student of physics or engineering, this course emphasizes 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. M-W-F at 11. Second half-year. Mathematics 31. Mathematical Analysis, Part I. 97 M-W-F at 10. \T EDOVA. PROFESSOR VEDOVA. Mathematics 33. Higher Algebra. (xI) 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 BINGLEY. (x) The principles of statics and dynamics, with applications to particles and rigid bodies. Pre-requisite: Mathematics 21. at 10. T~Th-S PROFESSOR BINGLEY. Mathematics 41. Mathematical Analysis, Part II. 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 31. T-Th-S at 11. PROFESSOR V EDOVA. Mathematics 43. Introduction to Modern Geometry. Pre-requisite : Mathematics 33. Hours to be arranged. PROFESSOR V EDOVA. 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 V EDOVA. Mathematics 35. The Elements of Mechanics. *Mathematics 53 2hf. Selected Topics in the History of Science. *tMathematics 63 2hf. 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 EDOVA. PHYSICS Physics 21. Elements of Physics. (vm) 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. Pre-requisite: Mathematics 11 or Plane Trigonometry. Laboratory fee, $20.00 and breakage. Section A; Recitation, T-Th-S at 8. Laboratory, T-Th from 2 to 4. �98 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Physics 43. Electricity. Section B; Recitation, T-Th-S at 8. Laboratory, W-F from 2 to 4. PROFESSOR EASON. Physics 31. Electricity and Magnetism. (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 21 and Mathematics 11. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, T-Th from 2 to 4. PROFESSOR EASON. 99 (n) This is an advanced course in Electricity. The treatment is largely 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 21; Mathematics 21. It is strongly advised that Mathematics 31 be taken concurrently. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 9. Laboratory, T-Th from 2 to 4. PROFESSOR EASON. [Physics 4L Physical Optics.] 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. Pre-requisite: Physics 21 ; Mathematics 31 (which may be taken concurrently) I Chemistry 2. Laboratory fee, $20.00 and breakage. Recitation, T-Th-S at 9. Laboratory, T -Th from 2 to 4. Omitted in 1933-34. PROFESSOR EASON. [Physics 42. Theory of Heat.] 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 21 ; Mathematics 21 ; Chemistry 2. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, W-F from 2 to 4. Omitted in 1933-34 and 1934-35. PROFESSOR EASON. *Physics 50. Reading Course. (xn) Independent reading of books and current periodicals covering some particular field of physics. Frequent conferences. Pre-requisite, Physics 21. Tat 1. PROFESSOR EASON. "'tPhysics 6o. Theses for Honors. PROFESSOR EASON. Hygiene 1. General Principles of Hygiene. Lectures on the science of health. Biology; the supply of oxygen and the elimination 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 for ten weeks, beginning with the first Monday in October. Required of all freshmen. M at4. DR. MURPHY. �IIi 100 CATALOGUE OF ST. JOHN'S COLLEGE 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 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 wc.rk, hand ball, indoor baseball, cage ball, basketball, and other competitive sports in the winter; with outdoor competitive sports again in the spring. Section A; M-W-F at 3. Section B; M-W-F at 4. MR. Physical Training NOVAK. 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. CATALOGUE OF ST. JOHN'S COLLEGE 101 STUDENTS ENROLLED IN ST. JOHN'S COLLEGE, 1933-34 * SENIORS-CLASS OF 1934 Jesse Baptista Stanley John Bartis Eugene Paul Belcher Bel"'1ard Joseph Casassa Harold Way Conn Henry Merryman Cooper, Jr. Robert Clifford Crawford Edwin Pountney Davis Samuel Busey Dove, Jr. Paul Charles Dunleavy Harrison Golshan Dyar Charles Joseph Eastman Herbert Joseph Florestano Joseph Michael Florestano Jerome Daniel Goodman Charles Gardner Granniss Edward Edgecomb Gray Lewis Herbert Griffith, Jr. Milton Aaron Katz John Harold Kilmore Francis Gibbs LaMotte, Jr. Robert Crane Leatherbee Howard Archibald Legg James Frederick Leslie William Thetford LeViness Ernest Carl Lyon Carl Charles MacCartee Carl Edmund Maffeo Raymond Thomas Malley William Bernard Matthews, Jr. Vincent Edward Mayer Robert Leutze Orvis William Selby Purnell Jesse Oliver Purvis, Jr. John Douglas Ramsay William Evans Reese Robert H. Sander, Jr. Michael John Scelsi Lewis Emil Scheffenacker Gust Skordas Henry Clay Smith, Jr. Harry Wellington Stevens, Jr. Norman Veitch Stevens Paul Edward Watson, Jr. Edmund Parker Wells Walter Miller White Horace William Witman Allan Sheldon Woodle, III New Bedford, Massachusetts 29 Pinkney Hall Nashua, New Hampshire 31 Pinkney Hall Eastport Home, Washington Street Washington, District of Columbia Kappa Alpha House Philadelphia, Pennsylvania Infirmary Baltimore Theta Psi House Baltimore Alpha Kappa Pi House Westfield, New Jersey Delta Psi Omega House Annapolis Home, 42! Southgate Avenue Annapolis Home, :a Locust Avenue Washington, District of Columbia rr Randall Hall Laurel Delta Psi Omega House Annapolis Home, 102 Prince George Street Annapolis Home, 134 Prince George Street Annapolis 6 Pinkney Hall Saybrook, Connecticut 22 Randall Hall Annapolis Delta Psi Omega House Easton Theta Psi House Westminster 44 Pinkney Hall Baltimore 12 Randall Hall Baltimore Kappa Alpha House Baltimore Delta Psi Omega House Stevensville 22 Pinkney Hall Towson Delta Psi Omega House Salisbury ro Pinkney Hall Indian Head Theta Psi House Washington, District <>/ Columbia Kappa Alpha House Newark, New Jersey 35 Pinkney Hall Terryvil/e, Connecticut 8 Randall Hall Baltimore Kappa Alpha House Rockville Centre, New York Alpha Kappa Pi House BaJdwinsvil/e, New York Phi Sigma Kappa House Ber/i,. 4 Randall Hall A nnapo/is Home, 40 Franklin Street Baltimore Theta Psi House Baltimore Kappa Alpha House Rutherford, New Jersey Delta Psi Omega House Pittsfield, Massachusetts 19 Randall Hall Baltimore Kappa Alpha House Annapolis Home, S Washington Street Catonsville Delta Psi Omega House Winchester, Massachusetts Infirmary Washington, District of Columbia Alpha Kappa Pi House Salisbury Theta Psi House Larchmont, New York Phi Sigma Kappa House Salisbury Phi Sigma Kappa House Rising Sun 22 Pinkney Hall Ridley Park, Pennsylvania Alpha Kappa Pi House *This list includes only those students who were enrolled during the first half-year, prior to the publication of the Catalogue. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE JUNIORS-CLASS OF 1935 102 Louis Eickwort, III Flushing, New York Phi Sigma Kappa House Harry Ferguson West Hartford, Connecticut 8 Randall Hall George Morris Gelston Lutherville Kappa Alpha House Frank Richard Gessner, Jr. Annapolis Home, 49 Murray Avenue William Gottschalk Gideon Pleasant Plains Home, Pleasant Plains Max Glickman Annapolis Home, 145 Main Street Joseph Burnham Gray Annapolis Home, 141 Fifth Street John Donald Hampshire Baltimore 29 Pinkney Hall James Leslie Hays, III Baltimore Kappa Alpha House Edward Tyler Heise Annapolis Home, R. F. D., No. 3, Annapolis William McDowell Herson Annapolis Home, 95 College Avenue Samuel Milton Ivrey Annapolis Home, 101 Compromise Street Clarence Leather bury Johnson Annapolis Home, 21 Randall Street Lawrence Kantor East Orange, New Jersey 5 Pinkney Hall Louis Elbert Kemp, Jr. Hanover Theta Psi House William Munsey Kennedy, Jr. Washington, District of Columbia 14 Pinkney Hall Paul Joseph Kesmodel Baltimore Kappa Alpha House Charles Jacob Kibler Greensboro Alpha Kappa Pi House William Calvin ·Lotz Ellicott City Theta Psi House Daniel Hutchinson Mathers Annapolis Home, 79 Shipwright Street Charles Benson McClure, Jr. Lakewood, Ohio 6 Randall Hall Henry David McCool Philadelphia, Pennsylvania Delta Psi Omega House Edwin Kay McCrea Rock Hall 32 Pinkney Hall Stephen Philip McCrea Rock Hall 32 Pinkney Hall Donald Edward Stuart McGarrowBaltimore Phi Sigma Kappa House Baltimore Irvin Meginnis 14 Randall Hall Baltimore 7 Pinkney Hall Joseph N ovey Ridgely William Nelson Rairigh IO Randall Hall Roy Lewis Rascovar Baltimore 7 Randall Hall Baltimore Ralph Murray Schley Pbi Sigma Kappa Honse Richard Brooke Sellman Poolesville Theta Psi House Garr·isonville, Virginia Morris Ezra Stoner 29 Pinkney Hall Baltimore Joseph Albert Sutton, Jr. Kappa Alpha House Richard Brimmer Taylor Lima) Ohio 3 Randall Court Leroy Gardner Webster Deal' s Island 14 Pinkney Hall Henry Reginald Weeks Little Neck, New York Alpha Kappa Pi House Baltimore Charles Tylden Westcott 2 5 Pinkney Hall Richard Talbot Williams Waterbury Home, Waterbury Wethersfield, Connecticut James Cornelius Wilson, Jr. Alpha Kappa Pi House Charles Oliver Wingate, Jr. Baltimore Theta Psi House Baltimore Waitman Burgess Zinn Phi Sigma Kappa House Charles Brooks Anderson Roland James Bailey, Jr. Gordon Keith Boucher Charles Schoch Catherman, Jr. Charles Patton Clark, Jr. Frank William Connor, Jr. Charles Edwin Dearing, II Edward DeLisio William Robert Eaton Walther Frederick William Evers Alphonse .Emanuel Farone Morton Norman Fine Fiorino Peter Froio Bryan Hancock David Arthur Harkness Francis Geoghegan Hurlock James Richard Kelly Graham Kent Gerald Independence Kurtz Angus Lamond Arthur Hungerford LaMotte Robert Henry Lampee John Robinson Magruder Elmer Lacy Meredith David Eugene Nopper Lawrence Joseph O'Connor, Jr. John Brophy O'Donnell Otto Ronald Peterson Philip Joseph Russillo Ephraim Roy Shawn, Jr. Robert Allison Sindall, Jr. Louis Ambrose Snyder Robert Noble Sosman Edward Maurice Sullivan David King Usher Dalton Middlekauff Welty Frank Kennedy Wilson, Jr. Austin William Winston Richard Sage Woodman Glenmont, New York 36 Pinkney Hall Hebron Delta Psi Omega House Grantsville Kappa Alpha House Cumberland Delta Psi Omega House Summit, New Jersey Phi Sigma Kappa House Wayne, Pennsylvania Phi Sigma Kappa House Newton Centre, Massachusetts Alpha Kappa Pi House Washington, District of Columbia Kappa Alpha House Chester 42 Pinkney Hall Baltimore Phi Sigma Kappa House Saratoga Springs, New York 3 Pinkney Hall Baltimore 15 Pinkney Hall Pittsfield, Massachusetts 9 Randall HalI Indian Head 42 Pinkney Hall Mutual Theta Psi Honse Cambridge 24 Randall HalI Thurmont 24 Randall Hall Washington, District of Columbia 34 Pinkney Hall Paterson, New Jersey 37 Pinkney HaU Washington, District of Columbia Kappa Alpha House Baltimore Kappa Alpha House New York, New York Delta Psi Omega House Baltimore Kappa Alpha House Federalsburg 8 Pinkney Hall Baltimore Theta Psi House Annapolis Home, 133 Duke of Gloucester Street Baltimore Delta Psi Omega House Manasquan, New Jersey Alpha Kappa Pi House Norwich, Connecticitt 163 Prince George Street West Annapolis Home, West Annapolis Baltimore 26 Pinkney Hall Hager st own Theta Psi House Westfield, New Jersey Delta Psi Omega House Hartford, Connecticut 9 Randall Hall Baltimore Phi Sigma Kappa House Funkstown Theta Psi House Baltimore 138 Conduit Street Washington, District of Columbia Kappa Alpha House Tenafly, New Jersey Alpha Kappa Pi House SOPHOMORES-CLASS OF 1936 Carvil Reid Archer Melville Lewis Bisgyer John Reeves Blakistone James Pierce Bradley James McCombs Brown Edward James Butterworth Timothy Andrew Callahan, Jr. Thomas Linwood Carter Burton Chance, Jr. Garnett Yelverton Clark Lawrason Levering Crane John Charles Donohue Robertson Drake Herbert Henry Eccleston Bel Air Kappa Alpha House Brooklyn, New York 5 Pinkney Hall Bushwood Alpha Kappa Pi House California Alpha Kappa Pi House Baltimore 45 Pinkney Hall Paterson, New Jersey Phi Sigma Kappa House Bel Air Phi Sigma Kappa House Arnold Home, Arnold Radnor, Pennsy~van-fri, Phi Sigma Kappa House Annapolis Home, l 83 Prince George Street Baltimore 25 Pinkney Hall Baltimore Theta Psi House Maplewood, New Jersey 32 Pinkney Hall Hackensack, New Jersey Alpha Kappa Pi House 103 FRESHMEN-CLASS OF 1937 Willard Osborne Ash Charles Chester Atwater Lewis Allan Bevier Robert Leon Baro Chauncey Brooks, Jr. Harold Leroy Brooks John Harrington Brown John Wheelwright Browne James Joseph Buchheister Harry Pattey Calhoun ·Thomas Warren Chandlec Herbert Keith Clayton William Francis Coleman John Raymond Cooper Cumberland I I Pinkney Hall Chestertown l 6 Pinkney Hall Elkridge 20 Pinkney Hall Severna Park Home, Severna Park Annapolis Home, 4 Randall Place Washington, District of Columbia 2 Randall Hall Wye Mills 20 Randall Hall Merion, Pennsylvania, 12 Pinkney Hall Upper Marlboro 40 Pinkney Hall Ocean City 23 Pinkney Hall Delta, Pennsylvania Phi Sigma Kappa House Baltimore l Randall Hall Cumberland 37 Pinkney Hall Baltimore l Randall Hall �104 CATALOGUE OF ST. JOHN'S COLLEGE 40 Pinkney Hall College Park So State Circle Annapolis Camp Parole Wetumpka, Alabama I 9 Pinkney Hall Cumberland 35 Pinkney Hall Hartford, Connecticut 12 Pinkney Hall Philadelphia, Pennsylvania Home, 77 Conduit Street Annapolis Home, Odenton Odenton 35 Pinkney Hall Newark, New 1 ersey I s Pinkney Hall New York, New York 28 Pinkney Hall Nashua, New Hampshire Kappa Alpha House Baltimore Is Randall Hall Accident Home, R. F. D., Annapolis Annapolis Phi Sigma Kappa House Baltimore Kappa Alpha House Baltimore 23 Randall Hall Baltimore 33 Pinkney Hall Cumberland 2 I Pinkney Hall Philadelphia, Pennsylvrwia Horne, IS Maryland Avenue Annapolis 20 Pinkney Hall Baltimore 44 Pinkney Hall Atlantic City, New Jersey I 6 Pinkney Hall Crumpton I 3 Randall Hall Hampstead Home, 55 East Street Annapolis 2 I Randall Hall Relay Washington, District of Columbia Kappa Alpha House 5 Randall Hall River Edge, New Jersey I7 Pinkney Hall Quantico I7 Randall Hall Clearfield, Pennsylvania Baltimore 4 Pinkney Hall Phi Sigma Kappa House Baltimore 38 Pinkney Hall Bridgeton, New Jersey I9 Pinkney Hall Prince Frederick I 8 Randall Hall Woodmere, New York 33 Pinkney Hall Baltimore Chevy Chase, District of Columbia Delta Psi Omega House I 7 Pinkney Hall William Balfour McDonald, Jr. Wilson, North Carolina Home, 44 West Street Isadore ·Irvin Miller Annapolis Theta Psi House William Robert Miller Baltimore 23 .Pinkney Hall Lewis Lee Moore, Jr. Cambridge Horne, I44 Duke of Gloucester Street Robert Graham Moss Annapolis Kappa Alpha House Cyril Raymond Murphy, Jr. Baltimore Home, Boucher's Point John Burneston Owens Annapolis Kappa Alpha House William Burton Parsons Onley, Virginia I 6 Randall Hall Albert Francis Patrick Yonkers, New York Home, Round Bay Charles Francis Peace, III Round Bay Home, Round Bay Robert Lee Peace Round Bay Home, Ferry Farms Langdon Dominique Pickering, Jr.Ferry Farms 7 Randall Hall Lewi• Putzel Baltimore 26 Pinkney Hall William Reed Quimby Bar Harbor, Maine 3 Pinkney Hall Sylvester Joseph Ramos, Jr. Saratoga Springs, New York 45 Pinkney Hall Turner Reuben Russell Baltimore 27 Pinkney Hall Isadore Scher Baltimore Home, 85 Main Street Charles Schiff Annapolis Home, I I I Market Street William Morris Shannon Annapolis 27 Pinkney Hall Irving Lloyd Silver Clifton, New Jersey Horne, I33 Fifth Street Jesse Campbell Simpson Annapolis Ernest Neal Cory, Jr. Gilbert Albert. Crand'all Richard Gunter Crommelin Charles Joseph Cunningham Stuart Henry DePathy Henry Herman Fahrig, Jr. Bernard Gregory Fold Frank Anderson Gale Ralph Joseph Giordano Merrill Morse Goldstein Charles George Goy Calvert Michel Haas William Edward Harman William Preston Harrison Charles Parish Hebb John Sebastian Hodges Asher Hollander Jesse W. Holmes, Jr. George Richard Hoover John Trenholm Hopkins Calvin Lewis Horn, Jr. Louis Rosin Horn Edward Conquest Hudson Charles David Hyson Alexander Noble Jarrell Norval Foard Kemp Donald Dodge Kneessi George Worthington Kopp Richard Lee Layfield Asbury Wright Lee, III Robert Levin Robert Glyn Lewis James Frederic Lummis Thomas Frank Lusby, II Harry Patrick Luz Everett Paul Mason, Jr. Harold Olin McCallum CATALOGUE OF ST; JOHN'S COLLEGE Arthur Robert Smith Everett Welcome Smith, Jr. Marcus Edward Smith Robert McCawley Snibbe Emanuel Philip Snyder William Burns Sohn John Ferguson Somerville, Jr. Cyrus William Straw John Leslie Sullivan John Henry Von Dreele, III Lester Aubrey Wall, Jr. Richard Lawrence Waters, Jr. George Thomas Wingate John Mackall Young Oradell, New Jersey Annapolis Cambridge BaltimOf'e Annapolis Towson Cumberland Scranton, Pennsylvania Annapolis Baltimore Baltimore Rockville Baltimore Elkton 105 s Randall Hall Home, 6I College Avenue 20 Randall Hall 2I Pinkney Hall Home, 78 Maryland Avenue Io Randall Hall I I Pinkney Hall I8 Pinkney Hall Home, 23 Francis Street Phi Sigma Kappa House r 3 Randall Hall 3 Randall Hall Theta Psi House Alpha Kappa Pi House SPECIAL STUDENTS Henry Gannett Backus H. Millard Chew Henry Hall Kyle Johri Dudley Martin Leigh Allison Miner Oscar Mir6-Quesada, Jr. Bertram Earle Spriggs Washington, District of Columbia 2 Randall Hall Bridgeton, New Jersey 3~ Pinkney Hall Waterbury Home, Waterbury Eastport Home, Boucher's Point Owosso, Michigan 39 Pinkney Hall Lima, Peru I8 Pinkney Hall Eastport Home, 484 Chesapeake Avenue NON-MATRICULATED STUDENTS James Wilson Macey Joseph Hornsby Spear Annapolis Annapolis Home, I I Dean Street Home, IO Porter Road SUMMARY OF ENROLLMENT BY CLA:SSES * SENIORS •••••••••••••••••••••••••••••••••••••••.••••••••••••••••••••••••••• ~~=~~~OR-.,;; ... •••.••.•.. •••... •.••••.•.. •••••••.•••••••.•.•••.••.•••••' ' ' ' • ······························································· ~==~::E~T;~~~~~ •::::::::::::::::::::::::::::::::::::::::::••.••••• : . • •. ••• NON-MATRICULATED STUDENTS ••••••••••••••• ··················· ····························· 48 39 55 86 7 2 ................................................................. 237 SUMMARY: GEOGRAPHICAL* DISTRIBUTION Maryland ....................... . I58 New Jersey , .................... . I9 New York ....................... . I3 District of Columbia ............. . I3 Pennsylvania .... , ........... , ... . I I Connecticut ...................... . 7 Massachusetts . , . , ............... . New Hampshire ................. . 2 Ohio ............................ . 2 Virginia Alabama Maine ••....•.................... Michigan ........................ . North Carolina ..................• Peru ···························· Total 237 •Including only students who enrolled during the first half-year, prior to the publication of the Catalogue. �106 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE DEGREES CONFERRED, JUNE 7, 1933 . BACHELOR OF ARTS HONORS AND PRIZES AWARDED ' JUNE 7, 1933 Magna cu.m Lau.de et cum Hono1·e Visitors and Governors' Prize Charles Gilbert Hill, Jr. (in Philosophy) ............................ ····· .An~apolis Edward Marion Kenly (in History) ........................ · · · · · · · · ·······Claiborne EDWARD MARION KENLY Theta Psi Fraternity Prize Cum Laude et cum Honore George Dugan Johnson (in Mathematics) ............................. · · Severna 107 NATHANIBL JOHN CHEW Pa~k Phi Delta Sigma Fraternity Prize Cum Laude Nathaniel J oh n Ch ew . ...................................... ·. .......... West River . . . ... Princess Anne James Wesley Gray Hampton. : ................................. ." .......... Oakland Leonard Joseph Murphy .......... · · · · .. · · · · · · · · · · · · · · · · · · · · · · Allan Ell10tt Anderson................................... . . . .... St. Louis, Missouri . ........ Davidsonville Thoburn James· Bard.······································· Rh d dale James Rona!~ Bennett.···.··································::::::::::: ...0.{~urel James Gamaliel Boss. · · · · · · · · · · · · · · · · · " · · · · · · · · · · · · · · · · · · · · . N J Edward Daniel Capell, Jr ..... , ...................... Hasbrouck Heights, ~w .ersey 1 William James Carter ....... ··.··········· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · S \~:ore ~0o;:ri!':;;:~a;i;goe:~ .. '. '. '. '. '. ·. '. '. ·. '. '. '. '. '. '.'. ·. '. '. '. '. ·. '. ·. ·. ·. ·. ·. ·. '. ·.·. '. ·. '. '. '. ·.-.·.·.·.'.'.'.'. ·. '.'.'.". -~~;1::~ EVERETT IRVING SMITH Prize offered by the Reverend Martin Aigner, D. D. EVEru;TT IRVING SMITH Phi Sigma Kappa Fraternity Prize AUSTIN WILLIAM WINSTON Prize offered b;,i the Reverend Thomas E. Green, D. D. In the Division of the Languages, Literature and Art ALFRED WANNER SAT!'ERTHW AITE George Robert Gallagher .................. · · · · · · . · · · · · · · · · · · · · · · · · · · · · · · ·Baltimore Philo Sherinan Bennett Prize ~~~~~~ H;;:~: ~:~~~~~" "":::"":·. ::":::::::::::::::::::::::::::::::::::::n:~~:~: In the Division of the Soci'al Sciences and Philosophy John Sebald Hofmeister, Jr ............... · ........ · · · · · · · · · · · · · · · · · · · · · · Baltim~re James Herbert Fielding Jukes ...................... · . · · · . · · · · · · · · · · · · · · · · · Quantii;o Karl Franklin Jund .............................. ··················· .Dayton, Oh10 Lawrence Joseph Kelly ........................... Cedarhurst, Lo':g Island, New ~ark Stanley Russell Mitchell ................................... Wallingford, Connec~icut David Campbell Ninde ......................................... Fort Wayne, In~iana William Algernon Percy, Jr ............................ ·.·.· .... ·········· .Vie_nna Philip Rumrill Piper .................................... West Hartford, Connecti:ut John Anthony Raudonis .................................... Hudson, New Hampshi~e Joseph Crandell Russell .................................... ············· .Ann~pohs William Christian Sandrock .............................................. Baltimore Everett Irving Smith .......................................... Oradell, New ~ersey David Reisinger Steele ............................................. · · ... Baltimo~e Enrico Joseph Tarantino ........................... · · · · · · · · · · · · · · · · · · · · · ·Annapolis Leroy Samuel Taylor ........................................ · . · .. · · · · · · · · · Chest:r Carl Strohm Thomas ................ · ...... · ..... · · · · · · · · · · · · · · · · : · · · · · ·Annapolis Urban Chester Ullman ..................................... Woodbridge, New Jersey Daniel Junior ward .......................................... Paterson, New ~ersey Joseph Kennard Wright. .......... ' ..................................... Baltimore DOCTOR OF LAWS (Honoris causa) Major Enoch Barton Garey, President Emeritus of St. John's College President, The Garey School. ................................... Aberdeen, Maryland CANDIDATE FOR CERTIFICATE JUSSERAND SCHOLAR, 1932-33 Pierre de Douville-Maillefeu ..................... , .................... Paris, France HARRISON GoLSHAN DYAR Prize offered by the Reverend Thmnas E. Green, D. D. In the Division of the Sciences and Mathematics GEORGE DUGAN JOHNSON lHonorable Mention: NATHANIEL JOHN CHEW, HERBERT JosEPH FLORE- STANO, HowARD ARCHIBALD LEGG, LEONARD JosEPH MURPHY.] Algernon Sydney Sullivan Student Award GEORGE ROBERT GALLAGHER Algernon Sydney Sullivan Award MIRIAM STRANGE Kappa Alpha Fraternity Award WILLIAM ALGERNON PEROY, JR. MERIT SCHOLARSHIPS AND PRIZES AWARDED AT THE FORMAL OPENING OF COLLEGE, SEPTEMBER 20, 1933 Sophomore Merit Scholarships LAWRENCE JOSEPH O'CONNOR, JR. JOHN BROPHY O'DONNELL Freshman Merit Scholarship JOSEPH NOVEY �-- CATALOGUE OF ST. JOHN'S COLLEGE 109 INDEX Absences, from class ............ 51 before and after holidays ...... 51 Administration, officers of. . . . . . 9 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 Applications, for admission ...... 29 for aid ...................... 38 for rooms . . . . . . . . . . . . . . . . . . . 46 Arrival at college. . . . . . . . . . . . . . 33 Art, courses in. . . . . . . . . . . . . . . . . 63 Assignments, rooms . . . . . . . . . . . . 46 Athletic schedules . . . . . . . . . . . . . 27 Attendance, church . . . . . . . . . . . . 25 classes ..................... 51 college functions ............ 51 official summons ............. 51 A wards, Commencement ........ 107 competitive . . . . . . . . . . . . . . . . . . 42 Biology, courses in ............. 87 major in .................... 56 Board of Visitors and Governors. 6 Buildings, college . . . . . . . . . . . . . . 22 Business Administration .... : . . 25 Calendar, days of the year...... 4 college events . . . . . . . . . . . . . . . 5 Campus ....................... 21 Catalyst ....................... 27 Change of Program. . . . . . . . . . . . . 49 Change of registration .......... 49 Charges ....................... 35 Chemistry, courses in ..... , ..... 91 major in .................... 56 Churches, Annapolis . . . . . . . . . . . 25 Classics, courses in. . . . . . . . . . . . . 74 major in .................... 57 Clubs, college . . . . . . . . . . . . . . . . . . 28 College Entrance Examination Board .................... 30 College Green ................. 21 College Routine . . . . . . . . . . . . . . . 34 College rules .................. 46 Collegian . . . . . . . . . . . . . . . . . . . . . . 27 Commencement ................ 106 Committees, of the Board....... 8 of the Faculty. . . . . . . . . . . . . . . 16 Concerts, student orchestra. . . . . . 26 visiting performers . . . . . . . . . . . 26 ·Course numbers ............... 63 Courses for distribution. . . . . . . . . 55 Courses of instruction. . . . . . . . . . . 63 Courses, repeated . . . . . . . . . . . . . 54 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 ............. 106 offered ..................... 23 with distinction . . . . . . . . . . . . . . 62 with honor . . . . . . . . . . . . . . . . . . 61 Delta Kappa Phi. . . . . . . . . . . . . . . 27 Delta Omicron . . . . . . . . . . . . . . . . 28 l �110 CATALOGUE OF ST. JOHN'S COLLEGE Departments, Art . . . . . . . . . . . . . . 63 Biology .................... 81,7 Chemistry . . . . . . . . . . . . . . . . . . . 9I Economics . . . . . . . . . . . . . . . . . . 76 English ..................... 64 French ...................... 68 German ..................... 70 Government . . . . . . . . . . . . . . . . . 78 Greek ....................... 72 History ..................... 8I Latin ....................... 73 Mathematics . . . . . . . . . . . . . . . . 94 Philosophy . . . .. . . .. . .. .. . .. . 83 Physics ..................... 97 Psychology .. . . .. . . .. .. .. . .. . 8S Spanish ..................... 74 Description of the College ...... I7 of the courses. . . . . . . . . . . . . . . . 63 Dining room . . . . . . . . . . . . . . . . . . 47 Distribution, courses for. . . . . . . . SS of students, geographic ........ ros Division of the Languages, Literature, and Art. . . . . . . . . . . . . . . 63 of the Social Sciences and Philosophy .. .. . .. .. .. . . .. . 76 of the Sciences and Mathematics .................... 87 Dramatics ..................... 28 Economics, courses in ........... 76 major in .................... S7 Engineering, preparation for. . . . 2s scholarships at Hopkins. . . . . . . 42 English, courses in ............. 64 major in .................... S7 students sent back for work in. S4 Entrance examinations . . . . . . . . . 30 Examination groups . . . . . . . . . . . . 63 schedules . . . . . . . . . . . . . . . . . . . SI Excuse, for absence ............. SI Exemption, from English I. . . . . . 49 Expenses . . . . . . . . . . . . . . . . . . . . . . 3S Faculty ....................... IO Fees, annual . . . . . . . . . . . . . . . . . . . 3S additional courses . . . . . . . . . . . . 36 graduation . . . . . . . . . . . . . . . . . . 37 laboratory . . . . . . . . . . . . . . . . . . . 36 matriculation . . . . . . . . . . . . . . . . 3S Fellowships ................... 38 Filing of study cards. . . . . . . . . . . . 49 Fines, registration . . . . . . . . . . . . . 49 Fraternities . . . . . . . . . . . . . . . . . . . 27 French, courses in .............. 68 major in .................... S8 Freshmen, list of. .............. 103 Geographic distribution, students. ros German, courses in. . . . . . . . . . . . . 70 major in .................... S8 Good standing . . . . . . . . . . . . . . . . . s2 Government, courses in ......... 78 major in .................... S8 Grades ........................ SI Greek, courses in. . . . . . . . . . . . . . . 72 major in .................... S7 History, courses in ............. 8I major in .................... S8 of the College. . . . . . . . . . . . . . . . I7 Honor regulations . . . . . . . . . . . . . 46 societies . . . . . . . . . . . . . . . . . . . . . 27 system ...................... 46 Honors and prizes awarded ...... 107 Hygiene, course in. . . . . . . . . . . . . . 99 Infirmary service . . . . . . . . . . . . . . 48 Information, general ........... 2I procedure for new students . . . . 33 Juniors, list of ................. I02 King William Players . . . . . . . . . . 28 King William's School .......... I7 Laboratory charges . . . . . . . . . . . . 36 Language requirements . . . . . . . . . SS Latin. courses in. . . . . . . . . . . . . . . 73 major in .................... S7 Law, preparation for ............ 2S Lectures, public . . . . . . . . . . . . . . . . 26 Library teas . . . . . . . . . . . . . . . . . . . 26 List of students ................. IOI Literature, courses in. . . . . . . . . . . 63 Location of the College. . . . . . . . . 2I Majors, requirements for ........ s6 Marine biology . . . . . . . . . . . . . . . . 42 Marks ........................ SI Mathematics, courses in ......... 94 major in .................... S8 Matriculation . . . . . . . . . . . . . . . . . . 35 CATALOGUE OF ST. JOHN'S COLLEGE Medicine, preparation for. . . . . . . . 24 Music, college band. . . . . . . . . . . . . 28 public concerts . . . . . . . . . . . . . . . 26 student orchestra . . . . . . . . . . . . 28 Numbering system, courses. . . . . . 63 Occupancy of rooms, dormitories. 46 Officers of administration. . . . . . . . 9 Philosophy, courses in .......... 83 major in .................... S9 Physical training, courses ....... Ioo requirements . . . . . . . . . . . . . . . . so staff . . . . . . . . . . . . . . . . . . . . . . . . IS Physics, courses in. . . . . . . . . . . . . 97 major in .................... s 9 Pre-medical major, ............. s 9 Preparation for professional school ....................... 24 Presidents, former . . . . . . . . . . . . . 20 Emeriti . . . . . . . . . . . . . . . . . . . . . 8 Prizes, awarded ................ 107 offered ...................... 42 Probation, disciplinary . . . . . . . . . S3 scholastic . . . . . • . . . . . . . . . . . . . S3 relief from . . . . . . . . . . . . . . . . . . S3 Professional preparation . . . . . . . 24 Promotion, requirements for. . . . . so Psychology, courses in .......... 8S major in .................... 60 Purpose of the College. . . . . . . . . . 23 Rank list . . . . . . . . . . . . . . . . . . . . . . s2 Rat-Tat ....................... 27 Registration . . . . . . . . . . . . . . . . . . . 48 changes in .. . .. .. .. .. .. . .. . .. 49 Regulations, dining-room . . . . . . . 47 dormitories . . . . . . . . . . . . . . . . . . 47 honor ....................... 46 residence . . . . . . . . . . . . . . . . . . . . 46 scholastic . . . . . . . . . . . . . . . . . . . 48 Relief from probation. . . . . . . . . . . S3 Repeating courses . . . . . . . . . . . . . S4 Reports ........... ; ........... SI Requirements, admission . . . . . . . 29 distribution .. . .. .. . . . . . .. .. .. SS for graduation . . . . . . . . . . . . . . . S4 for honors and distinction. . . . . 6 I for promotion . . . . . . . . . . . . . . . . 50 ~. >I' v" " .. ,,'· ·~, 111 hygiene ..................... so language ........... SS major .............. ·. · · · · · · s6 .......... physical training . . . . . . . . . . . . . so residence 46 specific co~~~~~·:::::::::::::: SS Romance major ................ 6I 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 ....... . SI course ..................... . 63 Scholarships .................. . 39 Sciences, courses in ........... . 87 Senior Fellowships . . . . . . . . . . . . . 38 Seniors, list of. ................ IOI Social Sciences, courses in ....... 76 major ....................... 6I Sophomores, list of. ............. 102 Spanish, .courses in ............ . 74 . major m .................... 6I Speakers at the College ......... 26 Special students ............... lOS Staff, administration . . . . . . . . . . . 9 faculty . . . . . . . . . . . . . . . . . . . . . . ro physical training . . . . . . . . . . . . . IS Standing, rank-list . . . . . . . . . . . . . s2 Student activities . . . . . . . . . . . . . . 26 aid . . . . . . . . . . . . . . . . . . 38 band ........................ 28 Council ..................... 27 loans ....................... 4s orchestra . . . . . . . . . . . . . . . . . . . 28 publications . . . . . . . . . . . . . . . . . 27 roll \' ........................ IOI Study cards . . . . . . . . . . . . . . . . . . 48 Summer school courses, credits. . S4 Transfer of credits. . . . . . . . . . . . . . s 4 Tuition ....................... 3S Work required .... , ........... so permitted . . . . . . . . . . . . . . . . . . . . so 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 1933-1934 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, January 1934 Date A point or period of time associated with an event in the lifecycle of the resource 1934-01 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 IV, Number 1 Description An account of the resource Volume IV, number 1 issue of the Bulletin of St. John's College in Annapolis. Published in January 1934. College catalog for the years 1933-1934 Bulletin Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/1b47afc6b5e975c82b95e3b0247140a1.pdf 40b96514c3b3ef091558524dc5802d3c PDF Text Text No.1 VOLUME VII Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS Mathematics Tutorial ANNAPOLIS, MARYLAND JANUARY, 1955 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �SUBIACO Remarks by President Weigle at the Fall Convocation on September 26, 1954 This is the fast issue of the new volume of the Bulletin of St. John's College. The April issue will be devoted to the Report of the College's Self Study conducted under a grant from the Fund for the Advancement of Education, and the July issue will be the College Catalogue for 1955-56. Future issues of the Bulletin will be designed for both the alumni and friends of the College. Material formerly included in the Alumni Bulletin will henceforth be incorporated as an insert in .copies of the Bulletin of St. John's College sent to alumni of the College. Volume VII JANUARY, 1955 Number 1 Published quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. This summer the St. John's Seminar-in-Europe travelled fifty miles west from Rome into the mountain fastnesses of the Appenines to visit Subiaco. Here, high above the gorge of the cascading Anio River, is the monastery founded by St. Benedict in the early part of the sixth century. Pope Gregory the Great writes that Benedictus was a son of the patrician house of Ancius in Rome. When only fourteen years of age he resolved to renounce the world and live the life of a hermit. His refuge for three years was the cave at Subiaco. Each day he received a loaf of bread from the monk, Romanus, who lowered this meal to him on the end of a cord. Temptations beset Benedict as memories crowded in upon him in his solitude. Soon, however, he began attracting other men of God who sought his leadership for a nearby monastery at Vico Varo. This experiment failed because of Benedict's extreme austerity, but soon thereafter a group of small monasteries grew up around his grotto retreat at Subiaco and he found himself the abbot or superior of a considerable community of cenobites. Here at Subiaco and later at Monte Cassino, Benedict founded the order and the rule that were to bear his name. From the beginning the Benedictines had a reputation for concerning themselves with education. Many Roman parents entrusted their children to the monks in the hope that they would grow up in the service of God. Once in the monastery, all marks of rank or wealth were erased. All shared equally in the life and discipline of the community. As we walked through the cloisters and library of the convents of St. Benedict and St. Scholastica at Subiaco, where Western monasticism was born, I was impressed by a sense of community which seemed to animate the monks. It . I �We at St. John's College have similarly a great tradition, one the like of which few other colleges in the United States can boast. St. John's dates back to the days of Colonial Maryland when King William's School was chartered by the Crown in 1696. This, our oldest building, was originally designed as a royal governor's mansion around 1740. In its time it afforded hospitality to Washington and Lafayette. Four signers of the Declaration of Independence were among the original incorporators of the College, and Francis Scott Key was an early graduate and the founder of the St. John's Alumni Association. In truth, graduates of this College have, in the words of the Charter, discharged "the various offices and duties of life, both civil and religious, with usefulness and reputation." This is part of the St. John's tradition, but there is another and even more important tradition of which you are the inheritors. It is a tradition which you share with the monks of Subiaco. It is the tradition of Western thought dating back to the Greeks, the Hebrews, and the Romans. As you read some of the greatest books in that tradition throughout your four years at St. John's, you will in some measure capture for yourselves a sense of belonging to this tradition. The going may be rough at times, but I promise you that your lives will be more significant and meaningful for having made the effort. A second characteristic which impresses a visitor at Subiaco is the singleness of purpose of these monks. Benedict himself sought to reform a monasticism which had been corrupted in the East and gave evidence of decay in the West. It was a time of disruption and invasion in the Empire and of disorder and irregularity in the Church. The Rule which he laid down stressed action or labor and obedience. Benedict considered it only "a little beginning, a modest introduction to Christian perfection." But the sense of mission has continued among the monks to the present day. We at St. John's are likewise animated by a sense of mission. Ours is an educational mission, whereas Benedict's was religious. But, like Benedict, we are in the forefront of a struggle for reform and restoration of principle. We believe that education in this country has deserted too much the liberal arts which all men should cultivate before they undertake the particular arts or skills of their future callings. We believe that the vast structure of administration, departments, course requirements, and extra-curricular life have obscured the real purposes and functions of our colleges and universities. We believe that the development of the student's intellectual powers is more important than overtaxing his memory with facts, however impressive. We believe that the St. John's Program is peculiarly effective at this task of • 2 • • 3 • occurred to me that this religious community bore many similarities to the community of learning which is St. John's College. This is the thought I should like to pursue with you this afternoon. At the outset let me assure all wondering neophytes of the Class of 1958 that they should have no illusions about St. John's being a monastery. True, you may discover an occasional fellow student whose coarse homespun may seem to border on the ascetic. You may find other individualists who seek vainly to emulate the burgeoning facial adornment of the razorless hermit. On the other hand, the abundance of food upon the Randall board, the pleasant companionship of the opposite sex, and the relative absence of common property should convince you that our life here together is hardly a monastic one. First of all, at Subiaco one was conscious of tradition-in this case the tradition of the Benedictine Order which Benedict founded over thirteen hundred years ago. Men trained in these monasteries have gone out over the centuries, not only as monks and missionaries of the Gospel, but also as doctors, lawyers, teachers, historians, and poets of the Western world. One senses that the monks at Subiaco find strength and inspiration from the tradition in which they stand. �training the student's mind, though, like St. Benedict, we would claim it to be "only a beginning." We are all learners together-faculty and students alike. Ours is a singleness of purpose. The very force of our conviction provides almost a missionary zeal as we confront the educational world around us. We believe that we have already contributed, albeit modestly, to reform long overdue. There is another point of similarity in the separation from the world of the two communities that are St. Benedict's and St. John's. The monks at Subiaco live behind their monastery walls, following the strict regimen of their rule and maintaining relatively little contact with the world outside of their rocky valley. The aim of a monk has always been to withdraw as much as possible from temporal things so that he would not be distracted in his approach to God. Wrote Benedict in the preamble to his rule: When a man has walked for some time in obedience and faith, his heart will expand, and he will run with the unspeakable sweetness of love in the way of God's commandments. May he grant that, never straying from the instruction of the Master, and persevering in his doctrine in the monastery until death, we may share by patience in the sufferings of Christ, and be worthy to share together his kingdom. At St. John's College there is by design a measure of insulation of the student from the contemporary world around him. We are not afraid of being called an ivory tower, for the student is here passing through a four-year chrysalis period when his mind is growing and developing and maturing. To confront that mind prematurely with problems of the United Nations or slum housing or gubernatorial politics is to distract it from its fundamental task of learning. Obviously, complete insularity is neither possible nor desirable. Time, however, is short and the four years ahead will never again be duplicated in the leisure which you will have for learning. You are encouraged, therefore, to make optimum use of this period of withdrawal from the world, though I must caution you now your education at St. John's will avail nothing if it • 4 • does not impel you after graduation to enter into the affairs of the market place and to take your rightful place among your fellow citizens. Finally, the visitor to Subiaco receives the impression that every member of the community is working together for the general welfare of the group. Benedict required seven hours of work a day, as compared with two hours of reading. One observes monks sweeping the floors, tending the gardens, repairing the buildings, and p~rforming ~ultifariou.s duties. The schedule of the day is meticulously delmeated with seven services of prayer when the whole community chants together their psalms. The convents at Subiaco are, in a real sense of the word, communities. St. John's College is a community, not a religious community, but a community of learners. Faculty me?1bers and students alike are learners, though the tutors bnng to the common effort more highly trained minds, greater experience and maturity, and, I hope, more than a modicum of wisdom. Competition does not characterize our community, for there can be no competition where learning is concerned. Rather, each member of this community, like the Benedictine monks, stands ready to help his or her colleagues toward understanding. We are a little red school house where the teacher and all the pupils have certain responsibilities to those above or below them in the learning process. Learning at St. John's is truly a cooperative enterprise, and that is the way it should be. Moreover, learning at St. John's is the central point of focus for all phases of the life of the community. To~ether we engage in sports and a wide range of other extracurncular activities. Yet each of these is consciously related to the single purpose of learning which binds all members of the community together. Members of the Class of 1958, on behalf of your fellow students, aged from sixteen to sixty, I extend a warm welcome to this our community of learning. I bid you Godspeed for the four years which lie ahead. May they become a promising commencement of your education! • 5 • �CAMPUS DEVELOPMENT In planning for the future development of the St. John's campus the Board of Visitors and Governors and the Faculty have alike been concerned that the design of new buildings and their configuration on the campus should insofar as possible be adapted to the concepts and needs of the College's liberal arts program. This means, for example, the development of classroom-laboratories which will be equally useful for seminar and tutorial use as well as the sciences, provision for outside and inside areas conducive to conversation and discussion, design of an auditorium to preserve the spirit of the Friday night lectures, yet expandable for larger audiences, planning of a question period room suitable also for intimate music and theater-in-the-round, and finally some plan to provide a degree of separation from the town and at the same time a tying together of the various buildings into the community that is St. John's. The first problem which confronted the Board was the choice of an architect. To survey the field and make a recommendation, the Chairman of the Board appointed a Campus Development Committee under the chairmanship of Arthur A. Houghton, Jr., of New York City. In embarking upon its task the Committee laid down two principles: that the planning of the campus should be undertaken with the ultimate long-term requirements of the College in mind and that the problem was large and challenging enough to demand the services of an architect of national reputation. An enrollment figure of 300 was accepted for planning purposes, this having been arrived at by separate studies in several periods of the College's history. Style of Architecture advocated contemporary design, with the single proviso that th~ b.uilding materials of brick and white trim provide the umfymg element between old and new. The Committee had in hand preliminary plans and elevations for several new structures ably done in the traditional design by the Offi~e of James R. Edmunds, Jr., of Baltimore, Maryland, architects for the Heating Plant and Shop Building ( 19 51) and Campbell Hall (1955). It therefore determined, for comparative purposes, to commission a contemporary architect to study the campus and to prepare a proposal for its development. The firm of Richard J. Neutra and Robert E. Alexander, of Los Angeles, California, was retained for this purpose. There followed a number of visits and consultations in Annapolis, Baltimore, and New York extending over a nine-mont~ period. The Faculty and the Student Polity each appomted campus development committees to enter into the general discussion of the problem. At its February meeting the Board of Visitors and Governors voted, upon recommendation of the Faculty and of the Campus Development Committee, to retain the firm of Neutra and Alexander and to authorize them to proceed with preliminary drawings of the new laboratory building and auditorium. This decision was based upon a general consensus of opinion that the contemporary style was best adapted to the future building needs of the St. John's Program and that Neutra and Alexander seemed best to understand how these needs and concepts might be translated into reality. ~he tentati.ve proposal for campus development, upon which the action of the Board was based, is reproduced in this. Bulleti~ with a view to stimulating comment and suggestion for its further change and refinement. There is no irrevocable commitment on the part of either the Board or the Faculty to any particular feature of this plan. The Campus Development Committee faced an immediate question as to the general architectural style to be employed in any future construction. There was some sentiment favoring the traditional while other members of the Committee One characteristic of the existing campus deprecated by some Faculty members was a feeling of exposure or a lack . 6 . . 7 . Quadrangle Concept �0 6 . z . .:--r-------_.;-------1··, I: > I l» . I'·· FIElDHOCKEY .. FOOTBALL c " !Id - St JOl-IN'S COUEGE;. CAMPUS R.J. NE-UTRA ARCMITE-CT!>. DE-VE-LOPME-NT ~ flE ...IEXANOE:R. Rl>RllARV 1t~S �of privacy fr?m the public view. This might not be apparent ~o a non-resident who looks at the campus from outside. It 1s felt acutely,. h~wever, by many, though not all, of those who spei:d the1: lives on the campus. One proposal to counteract this feelmg was the erection of low buildings along College Avenue, partially to enclose the front or upper campus. Prev~ous suggestions that a wall along College Avenue ~ould improve the serenity of the campus had been opposed m part on the theory that any apparent physical separation ~ould tend to separate the College from the town. The view was expressed and generally acknowledged by committee members that town and gown relationships actually depend.not on such considerations but rather on the policies and act10ns of the administration, faculty, and students. Several proposals as to specific functions to be placed along C~lleg~ Aven.ue were discussed and discarded as inappropnat~ m locat10n ~nd bulk. One proposal, however, met with unammous acclaim. F~culty offices, now conspicuously ab~ent on the campus, might be placed in the forty-foot-wide stnp betwe~n the two rows of trees along College Avenue. Broad op~mngs at each end and at the center would reveal pleasant vistas from the street, enhanced by their concentrah~n. Between these strategic points a simple ivy-covered bnck wall would f?rm the street side of a row of faculty study and counsellmg rooms, which would open onto the b:oad expan.se of lawn inside. Only twelve feet wide and eight feet high, the. bul~ of such a simple structure could add a ~ew u:-io?trus1ve dimension without competing in any way with ex1stmg buildings. The roof would be low well b~lo:v the lev~l of ~he lawn outside McDowell Hall. 'From w1thm, the d1sturbmg sight of moving traffic would give way to a serene, acade~ic environment, sheltered yet not cut o~ from the world outside. The architects are confident that ~h~s .conc~pt can be carried out successfully and convincingly 1f 1t 1s decided upon. The same motives, coupled with the desire for protection • 10 • from the wintry blasts off College Creek, led the Committee to discuss the partial enclosure of the .lower .can_ipus. Former discussions along this line had met with ob1e~bons based on a desire to leave the great vista and broad qmet lawn to the north unobstructed. The view was expressed, however, that the Academy steam plant and smoke stack as well as a possible future Academy stadium might be at the end of such a vista. The main objective expressed, however, was the development of a court or quadrangle on the upper part of the back campus in the area between Iglehart H~ll and the present tennis courts. It was ~ointed o~t that this could be accomplished without obstructmg the view of Col~ege Creek from the terrace outside McDowell Hall or the view of the Hall from the new access highway into Annapolis. Several other considerations entered into the development of the proposal submitted for t~e ~ower campu~. !he best locations for the laboratory bmldmg, the aud1tonum, the music and fine art facilities, the gymnasium, and the expa~ded needs for dining hall and coffee shop were considered simultaneously to arrive at the current proposal. Auditorium Location The site formerly proposed for the auditorium on King George Street northwest of ~gl~hart Hall is a c~e~r, unobstructed setting for such a bmldmg. It wo~l~ ad1om a l~rge automobile parking lot serving both the ex1stmg ?ymnasmm and the auditorium. On the other hand, the location appears to the Faculty Campus Development Co~mittee. to ?e too remote considering its daily use for 1!1us1c, and m vie~ of the intrinsic importance to the curnculum of . the Fnday night lecture and qu~stion peri~d. '!'~e Comm1tte~ aweed that it would be demable to bnng 1t mto a more mbmate relationship with the academic campus. A location south of Iglehart Hall was considered, even at the expense of removing Chase-Stone House, if necessary. This space appeared crowded and would be apt to :esult m a sort of "back door" relationship. Furthermore, 1t would • 11 • �not solve another objection to the first site, that of noise and disturbance along Route 50. Traffic has diminished since the opening of the new access road to Annapolis, but King George is still a busy street. The sound of tires on brick paving is quite noticeable. The suggestion that the auditorium should be planned on th~ west side of the campus met with unanimous approval. It is proposed that the major parking area remain on the east side, connected to the auditorium by a broad covered shelter, the roof of which would be below the level of the terrace in back of McDowell Hall. This covered walk would also interconnect the laboratory building, the music and art rooms, the women's dormitories, the dining hall, the book store, the coffee shop, and the classrooms in McDowell Hall. Covered connection to McDowell Hall would be effected by an underground passage and a new inside stair from basement to first floor. The stage-house, even though not including a full grid, would be high enough to obstruct a view of the gas tanks to the west. This was not considered an objection. This structure could make a splendid termination for the west end of the lower quadrangle without competing with the central buildings on the upper campus. as an open covered bridge extending to a little planetarium, reflected in a shallow pool of still water. Space for future academic building needs would remain to the northeast of the laboratory building. Iglehart Hall presented a problem to the Committee. It is not ideally placed for use as a gymnasium, and it hardly seems appropriate in the development of the lower quadrangle. The suggestion that at some future date, perhaps distant, a new gymnasium should be developed near the track and future tennis courts met with enthusiastic response. A covered swimming pool which could be opened to the outdoors and a new boat house were discussed. It was suggested that either the north or west corner of the campus would seem to be a suitable location. The gymnasium, pool and squash and handball courts might be on higher ground adjoining the playing fields, the boat house on the lower level with the track. Dining Facilities A decision on the auditorium location suggested the development of the laboratory building as an arm running to the east, partly enclosing and forming the lower quadrangle. Preliminary studies indicate that the requirements for a science building may be met by confining a two-story portion to the western half of the building, obscuring a view of the gas tanks across St. John's Street and of the College heating plant, but not protruding into the quadrangle itself. A onestory wing would not extend beyond the line of the northeast ~nd of Campbell ~fall. The south side of this one-story wing is currently conceived as a very low structure, residential in scale, ho~sing the corridor and a series of individual project laboratones and offices. The corridor might then be projected Iglehart Hall was next examined for other uses. It would appear to be suitable for conversion into a dining hall when the student body increase makes Randall Hall too small. An additional wing to the north may be required to expand kitchen space, but the main room appears to be sufficient in size to accommodate 300 students. Meantime it may have to serve considerable time as a gymnasium and may require temporary remodeling to provide women's locker and shower rooms, and perhaps a few squash courts. Remodeling for dual use as a gymnasium-music hall was discussed, but is fraught with great difficulties, to say the least. Conversion of Iglehart Hall into a dining hall, however, appears feasible and would make the development of a new gymnasium instead of a new dining hall seem reasonable. The coffee shop, which is the hub of St. John's social life and even an intrinsic, important part of the learning process, can hardly be housed in present quarters when enrollment reaches 300. The use of the Randall Hall dining room was considered, but this high-ceilinged room would not lend itself • 12 • • 13 • Laboratory Building �to the informality essential to the coffee shop. This room, however, should make a splendid commons, or student lounge containing a small collection of books and peri?~i~als. If further investigation confirms the apparent feas1b1hty, the coffee shop could be developed successfully in the space below, now occupied by the kitchen. This space might also include the mail center and be connected by underground passage with the basement of McDowell Hall which would then become an expanded book store and faculty social center. An inside stair would lead to the seminars in the upper floors of McDowell. An analysis of space requirements seems to indicate that all tutorials and seminars for a college of 300 could be accommodated in McDowell Hall and the music and laboratory wings of a new building. This might require the eventual use of at least a part of the first floor of McDowell Hall. In that case, administration offices and expanded quarters for the Student Polity, clubs, and publications might eventually take over Woodward Hall when and if the State of Maryland could be persuaded to give the Hall of Records to the College to be its new library building. Dormitory Requirements Provision of a new laboratory building would release Humphreys Hall for renovation and restoration to its original function as a dormitory. This would entail almost complete gutting of the building and rebuilding of t~e interior. to provide modern facilities for 50 men. In this connection it has also been suggested that the temporary two-story appendages on the rear of Paca-Carroll and Chase-Stone should be removed. Even without these rooms, residential requirements would be satisfied by existing space. A location for additional dormitory space, if needed, has been suggested to the northeast of Randall Hall or north and west of Iglehart Hall. As to the balance of the campus, a president's residence has been proposed for the north or west corner of the campus • 14 • overlooking College Creek. Should the north location be selected, the garden of the residence might embrace the French memorial above the present boat house. As to athletic fields, a hardball diamond, also usable for softball, and a separate softball diamond are projected near the gymnasium. Games such as lacrosse, soccer, field hockey, or touch football may be played on the extensive field to the southwest, or in the center of the track where a football field is indicated. Tennis courts are shown near the gymnasium and other court games near the dining hall, for relaxation after lunch. Much further study must be undertaken on the athletic facilities before the final building requirements can be determined. The College recognizes that it is setting for itself an ambitious program which may require years for completion. The Board of Visitors and Governors and the Faculty are desirous of the fullest discussion of the entire architectural problem before detailed plans for any specific building are undertaken. To this end alumni and friends of the College are invited to examine the plans and submit comments. Of first priority in point of construction will be the laboratory building, toward which the General Assembly of the State of Maryland has voted to make available a quarter of a million dollars, providing a matching sum is raised by the College prior to January 1, 1956. • 15 • �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from students' fees, from a limited appropriation by the Maryland General Assembly, and from the gifts of its friends and alumni. The type of education for which St. John's stands is expensive and it is impossible to establish student fees commensurate with the overall cost. The gap between income and expenses exceeds $150,000, which the College is in process of providing for through a substantial permanent endowment. All planning for the future has been based upon the conviction that the College enrollment should not exceed 300 students. To provide an adequate physical plant for this student body, new buildings will be required as well as renovations to existing structures. The College invites gifts and bequests to its current budget, its building program, and its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to the Visitors and Governors of St. John's College in the State of Maryland, an educational corporation existing by Charter of the General Assembly of the State of Maryland and situated in Annapolis, Anne Arundel County, in said State, the sum of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . dollars." If bequests are made for specific purposes, such can be fully stated. Attention is invited to the fact that Federal and State income tax deductions resulting from such gifts may mean a cost to the donor of only a fraction of the value of the gift to the College. . 16 . �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 36 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 January 1955-Vol VII #1 Title A name given to the resource Bulletin of St. John's College in Annapolis, January 1955 Description An account of the resource Volume VII, No. 1 of the Bulletin of St. John's College in Annapolis. Published in January 1955. Date A point or period of time associated with an event in the lifecycle of the resource 1955-01 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/e046411be918588888ab07db6b55bdeb.pdf 0789942d7dd6020c0eb9c399768adeed PDF Text Text No. 1 VOLUME VIII Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS ANNAPOLIS, MARYLAND JANUARY, 1956 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �IMPRESSIONS OF INDIAN UNIVERSITIES President Weigle spent twelve weeks in India last summer on a lectureship for the Department of State. The following excerpts are taken from his report dealing with higher education in India. CARROLL-DA VIS HOUSE The Carroll-Davis House, colonial birthplace ot Charles Carroll the barrister, arrived at its new location on the St. John 's campus in the early fall. Historic Annapolis Inc. , an organization for the preservation of historic landmarks in Annapolis, gave the house to the College and raised the $20,000 necessary for moving it. The move was accomplished in two sections, and the house sustained no damage in the six-block trip from the business section of Annapolis where it had stood for over two hundred years at the corner of Conduit and Main Streets. Workmen are now busy digging a cellar and building a new foundation under the house. No decision has been reached on its ultimate use. One suggestion has been to turn it into a faculty club with offices for faculty members on the second and third floors. Volume VIII JANUARY, 1956 Number 1 Published quarterly Entered as Second-class matter, February 18, 1949, at th e Post Office, at Annapolis, Maryland under th e A ct of Auo-ust 24, 1912. ' b Indian higher education appears to be severely hampered by the strait jacket of university affiliation: T.here are a not inconsiderable number of able college prmc1pals who find their hands almost completely tied by the necessity of conforming to university requirements. These determine the eligibility of their graduates for a university degree. This in turn decides the eligibility of the graduate for a government position. The inertia of the system seems to stifle or dull individual initiative on the part of the able principal or faculty member, who finds that it is simpler to go on teaching in the established pattern. I can see no real vitality for the future unless some way can be discovered to breach the affiliation system and to encourage a degree of educational experimentation and cross-fertilization. In Madras, for example, a university official was complaining about the volume of work in his office. "You know," he said, "we now have 120 colleges and departments as constituent parts of or affiliated with Madras University, and over 50,000 students!" With perhaps a pardonable touch of malice, I countered with a query, "How soon are you going to give some of those colleges their independence?" His horror at the suggestion was indicative of the thinking of many university educators who fear for the loss of "standards." They fail to recognize that standards are now set for the entire university at a level consonant with the achievements of the poorest of the constituent colleges. The bureaucratic machinery of university regimentation seems to be turning out a product which leaves much to be desired. Students are mass produced, rote trained, and often immature in their thinking. As one Indian editor expressed it to me, Indian education has failed to turn out a non-conformist and an original thinker. • 1 • �Th.e r~ot of the trm~ble would appear to be the lectureexammat10n system, still a problem in many parts of th Un~ted Stat~s: I atten.ded several B.A. and M.A. lecture~ durm? my v~s1ts to Indian colleges and universities. On one occ~,s10n I hs~ened to an excellent presentation of Machiavelli s Th.e Prmce. O~ another I heard the most painstaking and d~ta1led explanat10n as to how to count up individual c~ses m the preparation of a statistical curve. One lecturer d1ct~ted to his students. As if feeling the need for self- justification, he confided to me afterward, "You know I never per.mit any inter~~ptions during class, for they di~turb my tram of thought. Students and their notebooks are inseparable, a.nd apparently these notes are then "mugged up" in preparation for the hurdles of the examinations. Daily assignments are evidently quite rare, most of the student's real ~or~ being crowded into the month preceding the exammahon. Universally. Indian educa~ors recited their complaint of numbers. W1~h few. except1?ns, Indian colleges are overcrowde~, thus ~ncreasmg the size of lecture classes and making almo~t impossible the more intimate discussion type of class exercise. It was truly astounding to hear educator after educator state. a~ a self-evident fact that his college could not deny adm1ss10n to prospective students! As one of them said to me, "They have to go somewhere and we must make rooi:i for .them." Perhaps part of the' problem is the close relationship between the university degree and subsequent employment. Perhaps part of it is attributable to the paucity of technical education and training schools which would otherwise attract large numbers of students. :But part of the difficulty in which the educators find themselves must be ~scribed .to. their own lack of fortitude in adhering to a policy of limited enrollment which will assure a higher standard of instruction. '!'he lecture sche?ule of both teacher and student is heavy, as J~dged by Amencan practice. Most students undergo five or six hours of lectures each day, thus covering as many as • 2 • ight subjects simultaneously. If it were possible to reduce ~he frequency of lectures, as well as the number of subjects studied, the student might well be expected to do outside reparation in some areas which would thus not necessarily equire lecture coverage. This would also result in relieving overworked college teachers. It might even create some time which could be used for smaller discussion classes, at least on an occasional basis. f The Language Question There is no question but that Indian students work under a severe handicap, particularly in oral work, since colleges use a foreign language as a medium of instruction. I must say, however, that with few exceptions I experienced no difficulty in making myself understood, or in understanding questioners. There was a wide range in linguistic ability on the part of the students, a considerable advantage accruing to those who had had the opportunity of studying English under a foreign teacher to whom the language was native. I was interested to learn that interest in English has begun to reassert itself after a period of temporary eclipse following Independence. Students have apparently come to realize the usefulness of English for some time to come. Student Indiscipline Upon two occasions I was able to observe at first-hand developments in major cases of student indiscipline. It is a real problem which causes considerable concern to Indian educators. The roots of the problem go back to the days of British dominion when student agitation and non-compliance were encouraged by the Congress Party as part of its drive to gain independence. Now, of course, this weapon has come back against the Congress Party as the party in power. But tnere are other roots as well. Many teachers have told me of the lack of interest of parents in their children. Most parents, they say, seem primarily interested in getting their children away from home and into a school just as soon as possible. They apparently find it difficult to discipline • 3 • �children at home and leave the task up to the school authorities. Another clue I found in a conversation with a young Sikh student. He complained that his teachers were dull and that they had no contact with the · students. He said that there wa~ ?o cha~ce to ask questions in class so that political activity prov~ded a welcome outlet. Without formal assignments, he said, students have nothing to do outside of class hours but "drift about." It was his assertion that if students got to ~now the~r ~eacher~ ?~tter, they would respect them and stnkes and similar activities would become distasteful to t~em. In support of this young student's opinion, I must cite the case of the students at the Indian Institute of Techi:ology at Kharagpur. This institution, almost purely residential, has one of the highest esprit de corps of any institution that I visited in India. Enrollment is limited and classes smal~. Te~chers and students seem to have developed a fine relat10nsh1p. When most college students all over India went on. strik.e in protest against the killing of Sathyagrahis at Goa m mid-August, the I. I. T. students met discussed the issue, decided to continue classes, fasted for the day, and gave the money they saved to the Goa relief fund. Question~ were put to me many times by student and faculty audience~ .as to. whet?~r American undergraduates were free to partic~pate m political activity. M y answer was t~at they were 9mte free t~ but as a matter of fact rarely did, except a.t times o~ nat10nal elections. I usually stated that we considered society to have given students this fouryear period of leisure to enable them to develop their minds and selves to the point of becoming useful citizens. Premature indulgence in the political sphere would add to the p~evail~ng confusion in t,he ~orld and would misuse the prec1~us _time at the student s ~1spos~l. Many responsible college pnnc1pals are concerned with this problem and see that it is relate? to the role of the college in character building and that it depends to a great extent upon developing closer relations between students and teachers. The St. John's Program of liberal education usually seemed to capture the imagination of both professor and student alike, as I visited the various college campuses. The discussion method of instruction appealed to the students in particular. Mention of deemphasis of examinations even brought applause in one or two audiences. There was, of course, skepticism as to whether the graduate was prepared to do anything constructive in life, a skepticism no different from that which the College faces in the United States. M any principals and professors who had the task of presiding at my lectures took pains to point out how such a program could not be applicable to India from the standpoint of numbers. They were nonetheless glad to have it presented to their students a:nd spoke of it as a challenging example of educational experimentation. Many expressed the hope that certain features of the program might be adapted for use in Indian institutions. Certain student questions following my talks had to do with matters common to most American colleges. There was confusion about the distinction between a college and a university in the United States. It usually surprised both faculty and students that American boys and girls normally entered college at age 18 and completed their B.A. or B.S. work at age 22. This is in sharp contrast to the Indian practice of hastening education so that many individuals hold their master's degree by age 21. Other subjects which called forth questions were co-education, scholarship and student employment opportunities, extracurricular activities, entrance requirements for college, counselling services for students, and graduate placement bureaus. The color question was inevitably raised. Students were usually satisfied to learn that St. John's, a so1,1them institution, had accepted Negro students on its own initiative some years ago. In a number of cases there were excellent discussions of liberal and general education and of the St. John's program. • 'f • • 5 • Reactions to St. fohn' s College �Both faculty and students asked about "results" at St. John's, and I fom:id myself in the pleasant position of defending the educat10n of the whole man and the development of his mind and spirit, as over against a concern with the more material side of job opportunities and training, as expressed by many of my questioners. As one student put it, "Has gen.era! education a material aspect which appears to be the mam problem of human life in the modern age?" Or, "Do the students of your college not learn less of many things, whereas nowadays much of a particular thing is essential?" The issue of when to begin specialization prompted sharp de~ate, and I found many strong advocates for the St. John's philosophy of training a mind rather than imparting subject matters. Other questions indicated a concern for broadening the St. John's program to include Eastern books as well as the Western tradition. This I accepted as a valid criticism. O~e. student suggested that "the basic ideas of the great religions of the world should be included in the curriculum during the four years of college in order to improve international understanding." In general it appears to me that modification of the existing pattern of higher education in India is a formidable and almost Herculean task. The concept of decentralization and local control of education seems alien to Indian thought. As one educator expressed it, such decentralization "would make for greater confusion." Since curriculum change must run the gauntlet of ministry and university officials, it will be slow in coming. Vested interests are indeed powerful in university circles. General Summary By way of summary, it seems to me that India must approach the vast problem of education at three levels. First ~f any success is to be achieved among the masses, particularly m rural areas, the undertaking initially must be modest in its scope. It would appear best to attempt basic education, perhaps along the Gandhi pattern, for only two or three • 6 • years. After this minimum has been achieved, elementary education for everyone might be extended a year at a time until the desired standard for all had been reached. India rnust be satisfied with less than quality education in the rural areas for some time to come, simply because of the appalling numbers to be educatecl. The second front should be the provision of technical training for infinitely greater numbers than at present. The creation of mechanical and technical schools pointed directly toward openings in various industries will provide opportunities for a great many young people who now think only in terms of B.A. or B.Sc. college courses leading to government jobs. Many of these individuals do not belong in colleges and universities at all, but they now feel that they have no alternative. Moreover, the. country desperately needs more trained personnel as it embarks upon the industrialization phases of its second FiveYear Plan. Finally, the third phase of the educational problem must be the provision of the finest possible college and university education and training for the best minds among young people. Here the leaders of the new generation will be prepared. The universities must be more selective than they have been. They must modify the lecture-examination system to produce original thinkers instead of memory experts. It is at this point, I believe, that some of the ideas inherent in the St. John's Program have validity for Indian education. I tried specifically on a number of occasions to suggest a plan for even occasional seminars through one or more years of the college course, which would concentrate not upon subject matter but rather upon developing the liberal arts or skills of thinking, reasoning, imagining, analyzing, judging, evaluating, deciding, and communicating. In one or two instances I indicated the willingness of St. John's College to enter into some sort of exchange relationship with any college seriously interested in trying to introduce this type of classroom exercise. • 7 • �I \'·'Il -. . r' ~~ .1 ·~ \.') I I )\-·-~ / j ~ -"I ' ••••••• ~•RIT ~Loo• ~~ PLA• 0 ·, Neutra and A lexander, A r chitects �Some people have a vague notion that scholars are strange persons who muse through life oblivious to the probl~ms which beset most men and blinded to the world by a fanatical dedication to a very limited field. The notion is substantially wrong; but it does contain a germ of truth. Scholarship, most generally speak~ng, invol~es attention to detail. It implies an intimate acquamtance with particulars; it is concerned with the many ramifications a given subject might have. When one dedicates himself to such a task he ceases, for a time, to relate the immediate subject of his study to whatever else he knows. He must temporarily suspend judgment of his subject in order to be better able to discover all that it is and all that it involves. It is this necessary limiting which is the germ of truth co~tai.ned ~n the popular notion. The good scholar, however, limits himself knowingly, not forgetting that he may have certain reservations about the meaning of his subject, but siqiply suspending them until his understanding of his subject is thorough enough to permit him to make a judgment. This popular notion about scholars also contains a very dangerous implication-namely, that the scholar is not concerned with "reality," and that, therefore, what he does is of no importance. That inference is dangerous and unwarranted because, in fact there can be no continued learning without the rigor from which scholarship is inseparable. Certainly it is true that thought is finally concerned with principles or generalities; but it is also true that those principles can be learned only through the particulars they are manifested in. Thus, a politician may make generalizations about the mood of "the voters" or the temper of his "constituency." But all such general remarks must derive their validity from the politician's contact with particular voters-individuals. It is clear that one cannot successfully consider the problems of language in general without having carefully studied some particular language. The only way to begin learning about mathematics-the importance of it in relation to other bodies of knowledge, its place in our lives-is to perform its various operations, to study the mathematical systems that have been developed. Once one has mastered the particulars, one is able to generalize. Thus it is that a student must first deal with the subject itself, must learn what its assumptions are and how they are developed. Then, taking the larger view, he may ask what he has learned; he is ready to judge and generalize. This interplay between the particular and the general is essential to all of human thought and activity and learning and to the study of the liberal arts; and it underlies the changes in the seminar program that were recently instituted at St. John's. Since its initiation in 1937, the program has undergone constant re-examination and frequent revision. There have been, for example, certain major changes in the language tutorials. Until two years ago three languages were studied: Greek, German and French. Latin was included prior to that. Then, two years ago, the sophomore year was revised to give more time to the study of English grammar. The aim of the language tutorial is to make one aware of the problems of language in general and of one's own language in particular; a knowledge of grammar is prerequisite. This elementary knowledge of the structure of one's language can and should be acquired at a pre-college level, but too often it is not. Rather than allow students to proceed with the study of language without a reasonable knowledge of its elementary structure-which would be self-defeating-the program had to be altered. This situation, requiring that current defects in secondary education be remedied at the college level, is an external reason for changes in the program: there are other, internal, reasons more directly pertinent to the aims and means of the progam itself. The list of great books is subject to occasional revision. At times one book is replaced by another, not because the • IO • • II • THE CHANGING SENIOR SEMINAR �In each of the tutorials, one student presents a written summary of the particular work being studied by his· tutorial. This summary is a brief condensation of the work, using paraphrase where necessary. It should explain important terms and outline the steps of the main argum~nts. The students of the tutorial read the summary and then discuss it closely, attempti?g to r~late the new material to the work done in the precedmg semmar. The way this works can be m~de cl~ar by an exampl~. The assignment for the first semm~r this year was ~egel s introduction of his Philosophy of His~ory. Because this b_ook is particularly difficult, when the semmar ended many thmgs remained unclear: Enough h~d been understood, h?wever, to indicate certam areas of ignorance. It was decided to explore three other works; the pref~ce to Hegel'. s Pheno:nenology of Spirit, which elaborates his understandm~ of ex~st­ ence; parts of the same author's Science of Log1c . w~ic? discuss the thinking processes-how they ,oper~t~, theIT limitations and scope; and a section of Kant s Cntique of P~re Reason which deals with the nature of thought and which is reinterpreted by Hegel. On the f?llo~ing Mon?ay the entire seminar was assigned more readmg m The Philosophy of History and the members came prepared to s~pplement ~he discussion with the results of their several particular studies. In still later tutorials, two other authors were read who use many of Hegel's fundamental assumptions but apply them in very different ways. This system clearly places more responsibility _on the individual student than formerly. Those responsible for the summary in the tutorial must come prepared to discuss particularly difficult passages. They should be abl~, w~en possible, to give simple examples of what the aut?or is_ saymg, and generally to indicate the direction of the discussion and the structure of the argument. The other students are,_ of course free to read the assignment as carefully as they like. But that each student is, in turn, made formally responsible for grasping and relating the essentials of a book is at the heart of the experiment. By means of this system, it is expected that the student will further develop his abilities in scholarship. He has learned the importance of regular and systematic application to work in his three years of tutorials; he has become somewhat proficient in logical thought and exposition; he has had a • 12 • • ' 13 • first is less important or less "great," but because the second promises some greater advantage in use. It may serve some better purpose in the context of current readings. Obviously, not every treatment of every problem that concerns man can be considered in four years. It is necessary that the program accept the limitations of time and of students' capacities and avoid a scattering of energies; if the program sought to deal with everything, students might grasp nothing clearly. Thus the point of the college endeavor is to supply a well-disciplined beginning. The seminar program, briefly, is this: Seminars meet twice a week, on Mondays and Thursdays, for a scheduled two hours (though this often stretches into two and a half or three hours) . Fifteen to twenty-five students participate, and two or three tutors are present. Assigned texts are discussed; or as sometimes happens, the texts simply provide a take-off point for discussion. Opinions which are advanced must be reasonably supported. This is the most general outline of the seminar as it has been and as it remains for freshmen, sophomores and juniors. But this year brought a change in the senior seminars. On Monday evening the entire seminar meets as usual and discusses the assigned text. On Thursday, however, the seminar divides into two or three separate tutorials. These tutorials make close analyses of texts which are related to, and which clarify, the book being read by the seminar as a whole. Each tutorial is assigned a differen~ reading and, when the students next meet as a seminar, it is expected that they will have a better understanding of the original seminar reading because of the greater measure of scholarship possible in the tutorials. J I i �glimpse of the wealth of thought and experience and genius ~f three year~ of seminar readings: in the fourth year his liber~l education continues and, in addition, he is exposed to the ngors of scholarship, rigors which are essential to learning. B.S., 1956 REPORT ON ADULT EDUCATION Last summer Mr. Kieffer and Mr. McGrath conducted the Se~i~ar-in-Europe. Thirty persons made up the party in addition to the leaders and Mrs. Kieffer. They came from many parts of t?e c~untry: New York, Washington, Florida, Tennessee, Cahforma and Vancouver. They ranged in age from 17 to 7~. There were ten men, a higher proportion than the I?rev1ous two years. The party sailed June 23rd on t~e Cnstoforo Colombo and landed in Naples July 1st. Semmars we~e ~~Id at se~ on the Odyssey and the Euthyphro. In Rome Virgil s Aeneid and St. Augustine's Confessions were. discusse?; in, Florence, Dante's Divine Comedy; in Vemce Machiavelli s The Prince; in Salzburg and Innsbruck the Gospel of St. Mark; in Paris, Rosseau' s Social Contract and Racine's Phedre; in England Chaucer's Canterbury Tales and two plays of Shakespeare's. Beside the seminars there was constant sight-seeing in all the six countries visited. Good weather blessed the tour for the whole eight weeks. The party sailed for home from Southampton for the States on the Castel Felice. Meanwhile, back in McDowell Hall, Mr. Kramer and Mr. Da~k~y were conducting a seminar reading books on Modern Political events and theories. The enrollment was large and every meeting well attended. This fall our program opened with a seminar that included reading again on political subjects. The unusual feature was that many books of the Bible were on the list and were read for their political significance. The seminar was led by Mr. Kieffer and Mr. Darkey. • 14 • The Philosophy of War seminar, conducted by Professors Wheeler and Fredland of the U. S. Naval Academy, continues. This year it is devoted to the study of the Civil War. The Short-Story writing class was given again this term after a hiatus of several years and was led by Mr. Tolbert. Several programs for teachers were offered, but not given because of insufficient enrollment. It is hoped that with more publicity, teachers may be brought into contact with St. John's through Adult Education. Mr. Brown conducted his seminar in Baltimore for the ninth year. The other out-of-Annapolis seminars were not given, except for one in San Francisco. St. John's is finding the competition with the Great Books Foundation and the Ford FoundaJoHN S. KIEFFER, tion increasingly active. Director of Adult Education FOUNDATION EXTENDS MATCHING OFFER President Weigle announces that the Old Dominion Foundation of New York City has agreed to extend for a further five-year period its generous offer to match any sums contributed to St. John's College for endowment purposes. The trustees at the Foundation have also increased the total amount which they are willing to match to $2,300,000. RECENT GRANTS TO COLLEGE St. John's College will receive a grant of approximately $135,000 from the Ford Foundation according to the announcement made the week before Christmas by M r. William McPeak, Vice-President of the Foundation. Half of this sum will be paid by June 30, 1956 and the balance a year later. It is planned that these funds will be used to endow more adequate faculty salaries at the College. Mr. Weigle also reports that the College has been successful in raising the necessary funds to match the conditional grant . 15 . �of $250,000 from the State of Maryland toward the new science bui~ding. In all probability an additional $500,000 must be raised to complete the structure. Meanwhile full working .draw~ngs and specifications are being prepar;d by the architect m the hope that construction can commence this summer. TEACHING INTERNSHIPS New teaching interns appointed for 1955-56 are Seth G. Benardete, a graduate of the University of Chicago, and Thomas K. Simpson, who is a St. John's graduate of the Class of 1950. Mr. Benardete obtained his bachelors' s, master's and doctor's degree from the University of Chicago during the 1949-5 5 p~riod: As the. winner of the Ryerson Fellowship of the Umversity of Chicago, he spent 1952-53 in Greece. There he worked on his doctoral thesis, translated two plays of Aeschylus, and went to Mount Athas where he made a collation of one of the Aeschylus manuscripts. ~s. the h?lder of a Ford Fellowship in 1953-54, he lived prmc1pally m Florence where he continued to work on his thesis and make a collation of another Aeschylus manuscript. In both Greece and Italy he traveled widely. He has also visited Turkey. Mr. Simpson was graduated magna cum Iaude from St. John's College in 1950. He obtained his master's degree from Wesleyan University in Connecticut in 1955. From 1950 to 1953 he taught at the American University at Cairo, Egypt. The teaching internship program at St. John's College is subsidized by the Fund for the Advancement of Education established by the Ford Foundation. Under the program young men and women who are preparing themselves for a teaching career or who desire to enlarge their teaching experience have an opportunity to teach and to learn within the St. J?hn'.s curriculum. 1'.'-ppointments are for a single year. Apphcat10ns are now bemg received for 1956-57. • 16 • 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 . T he 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 . . dollars. " sum of . . . 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 mav mean a cost to the donor of only a fraction of the value of the gift to the College. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 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. 17 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 January 1956-Vol. VIII No. 1 Title A name given to the resource Bulletin of St. John's College in Annapolis, January 1956 Description An account of the resource Volume VIII, No. 1 of the Bulletin of St. John's College in Annapolis. Published in January 1956. Date A point or period of time associated with an event in the lifecycle of the resource 1956-01 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/fdaa51820e2d39c3949bb17527c41237.pdf 8f5879ce599046cecd4248b02fc6bcd8 PDF Text Text VOLUME XI No.1 Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND J <{.Jg' JANUARY,~ Founded as King William's School, 1696. Chartered as St. John's College, 1785 �Volume XI JANUARY, 1959 Number 1 Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: It is appropriate to begin this, my ninth annual report, with a tribute to Jacob Klein, who, at his request, has relinquished the deanship after serving in this capacity since 1949. Mr. Klein came to St. John's in 1938, so that his career here and the New Program are in large measure co-extensive. I for one learned much under his wise and patient tutorship and gained new insights into liberal education. Mr. Klein leaves for a sabbatical year, long overdue, and will return to the faculty next fall. He turns over the deanship to one of the ablest of the young men on the faculty, Curtis A. Wilson. Mr. Wilson is a Californian by birth and upbringing. Over the ten years of his tutorship at St. John's he has shown himself to be a scientist with the breadth and understanding of a philosopher. In a sense Mr. Klein's retirement at the end of the twenty-first year of the Program signalizes a passing on of responsibility to a new generation at St. John's. I cannot refrain from marking this transition by quoting from Mr. Klein's last statement of Educational Policy and Program. These words of wisdom offer inspiration and guidance for the future. All a school can do-and St. John's is no exceptionis to establish the conditions under which learning may take place. In some important respects the College has succeeded in doing that. The curriculum provides a wide basis for the exercise of the skills of discussion, translation, demonstration and experimentation which in turn help the learning mind to experience the discipline of the liberal arts and to acquire an understanding of them. It is not a panorama of opinions, or styles, or disciplines, or systems, it is the sharp edge of a crucial question, the stumbling block of a massive contradiction, the labyrinth of complexities in a given problem, that furnish link after link to the chain of learning offered to the student at St. John's. · One of the great virtues of the teaching that goes on at St. John's is the patience with the shortcomings of the students, with the difficulties of a given subject matter explored in common, with the disappointments • 1 • �and frustrations, the faithful satellites of all teaching and learning. All improvements of instructiorial patterns depend ultimately on the way the teacher follows them up, responsibly, patiently, generously, and full of fear before the immensity of the task. Curriculum Revision Mr. Wilson, as the incoming dean, confronts three major problems to which the faculty must find more nearly adequate solutions. The first of these is in the curriculum itself. Ways must be found to improve the learning in the junior and senior years. The Instruction Committee has already addressed itself to this matter and has reached some tentative conclusions. They entail a reduction in the number of language and mathematics tutorials, which in turn means much more independent work on the part of the students, all closely supervised by their tutors. As the dean says, it is perhaps possible to formulate the problem that the College faces in the following way: the students have to be brought to understand that "learning" is not identical with "doing one's assignments." The latter is one of the indispensable conditions for learning but by no means the main task. The Problem of Attrition A second area of concern to the College is the rate of attrition in the student body. It is true that St. John's College makes heavy academic demands upon its students. It is also true that the program and the climate of the campus demand that each student question long-held beliefs and search for answers to almost unanswerable questions. Furthermore, it is necessary to reiterate that the real benefit to a student from his college experience is not necessarily to be reckoned in terms of four full years of academic work. For many students it may be quite right that they should have spent one or two years at St. John's. The problem of attrition is clearly related to the calibre and preparation of the entering student. His work habits usually leave much to be desired. Ways must be discovered to counsel with the freshman in particular and to help him to adjust to the demands of the College's curriculum. Ways must also be discovered to involve a larger percentage of the ·student body in extra-curricular activities such as athletics, shop work, sailing, and the fine arts. The Instruction Committee and the faculty will continue to wrestle with this problem . • 2 • �The Wider Community A third major area of concern to me is that the College exert a wider influence upon American education than it does at present. Twenty-one years ago the St. John's Program was widely reported in the public press. Great predictions were made for its expected influence, many of them hardly realizable given the sober facts of American higher education. Over the past two decades St. John's has indeed been host to thousands of educators who have observed with interest what is done here but who have tended for the most part to dismiss the means as impractical or unfeasible in their own academic situations. St. John's College has exerted a most considerable impact upon the educational scene indirectly through its contribution to the Harvard Report on General Education in a Free Society. It is also true that there is today less sharp a dichotomy between St. John's College and many of its sister institutions. On the other hand, it is clear that St. John's and its faculty have a mandate to propagate the goals of a liberal education for which this institution stands and to seek to bring other faculties to adopt in greater degree these ends and means of the liberal arts. The Intellectual Life Conferences of the Association of American Colleges are one example of the way in which certain ideas developed at St. John's College can be spread. As a result of these conferences, begun under my chairmanship of the Commission on Liberal Education, approximately 100 college presidents and 30 college deans have now experienced the exhilaration of learning in seminar diScussions on the St. John's pattern. It is my hope that the College can undertake two programs in the near future designed to extend the influence of these ideas even further. One would be exchange. tutorships and professorships with other institutions whereby members of the St. John's faculty might have a year in other institutions interested in developing the seminar and tutorial techniques. Likewise, faculty members from other colleges and universities might spend a year on the St. John's faculty contributing their insights and criticisms and at the same time learning something of the methods used here. Second, it is my hope that the College can establish a program leading to the degree of Master of Arts in teaching. Such a program would have two aspects. On the one hand it would enable graduates of St. John's College and of other liberal arts colleges to meet state certification requirements in education, educational psychology and practice teaching. On the other it would enable graduates of teachers' colleges and other institutions to broaden themselves in the liberal arts • 3 • �r to gain new insights into what liberal learning is. It is my hope that such a program can be worked out in cooperation with the Board of Education of Anne Arundel County and the State Department of Education in Maryland. It would entail both graduate courses throughout the academic year and a special summer-school program designed for in-service training of teachers. If St. John's College is to meet its responsibilities to the Republic, it should do all it can to assist in educating more and better teachers. Assets-The Faculty As the administration and the faculty seek solutions to these problems they work from a position of strength. The greatest asset which the College possesses is its faculty, numbering some thirty well-qualified and genuinely devoted tutors. It is of the utmost importance that the favorable student-faculty ratio of 8: 1 be maintained and perhaps even improved in the years ahead so that faculty members can continue to give freely of their time to individual students. It is gratifying that the Board has recognized the significance of its faculty asset by adopting the new faculty salary scale with a maximum figure of $12,000, by continuing to provide for the Faculty Study Group, and by furnishing adequate office space for all faculty members in the new laboratory building and in the Charles Carroll Barrister House. For the coming academic year the faculty will be further strengthened by seven new appointments: Malcolm Brown, of New York City, who combines interests in science and philosophy; Samuel E. Brown, of Boston, Massachusetts, whose experience has been mainly in music; E. Bennette Henson, of Charleston, West Virginia, a former student at St. John's College who has his doctorate in limnology from Cornell University; Bryce Jacobsen, of Gettysburg, Pennsylvania, a St. John's graduate in the Class of 1942 who will serve concurrently as Director of Athletics; John S. Price, of Baltimore, Maryland, a St. John's graduate in the Class of 1931, who has been supervisor of the Development Department for a large industrial concern; Donald W. Rogers, of Amherst, Massachusetts, who comes to St. John's from the Department of Philosophy at the University of Massachusetts; and E. Malcolm Wyatt, of Richmond, Virginia, who holds the Master's Degree in mathematics from the University of Virginia. Scott Abbott, John A. Bremer and Henry V. Grattan are leaving the College faculty this year. Three other members of the faculty will be absent for the coming academic year: Robert S. Bart, who will continue the studies begun during his . 4 . �sabbatical year; Charles G. Bell, who has been awarded a Fulbright scholarship for study in Germany; and Eva Brann, who will complete an archaeological project at the Institute for Advanced Studies at Princeton University. John Kieffer returns to the faculty after his sabbatical year, and Jacob Klein leaves for London to work in the British Museum. The Students A second immense asset is the student body. Almost without exception visitors to the campus and faculty members from other institutions comment upon the high calibre of student at St. John's College and upon his active and enthusiastic interest in learning. Each year brings a greater number of promising applications from all parts of the United States and from a number of foreign countries. The Director of Admissions reports approximately 200 applications for the hundred places in the entering class this fall. As in previous years there were approximately a thousand inquiries, many of them prompted by the film "The St. John's Story," which was shown to 60,000 students and teachers in 36 states. During the year under review the College suffered a serious interruption to its work in the form of a violent flu epidemic which caused the administration to close the College for one week on the advice of the College physicians. This seriously disrupted instructional schedules for the balance of the year. In spite of this deplorable gap and in spite of heavier demands upon the infirmary than ever before, student morale was higher than in the preceding year. Sophomores, juniors and seniors seemed to exercise a more responsible attitude toward the freshmen and this in turn resulted in a better student public opinion. The Student Polity worked hard at trying to identify its role in the life of the College. On the other hand, it is interesting to note that there was a somewhat higher incidence of student involvement with the local constabulary. The last case involved the unsuccessful effort of a toga-clad sophomore to carry Olympic fire from the Piraeus of the Annapolis dock area to the Athens of the back campus where pseudo-Olympic games were to be held. In this and in other cases the local police officials showed a willingness to resolve issues in a cooperative way. Books Another important item upon the asset side of the balance sheet is the availability of books to tutor and student alike . . 5 • �The College Library reports a significant rise in the general circulation of books among the students. Three projects are underway to improve the library building and to augment its usefulness to the community. First, in order to save space, the library staff is planning to sell most of its back files of magazines and journals, and to obtain this same material on microfilm. A regular policy of microfilming will be adopted for the future. Secondly, construction is underway to re-design the basement of the library building to provide additional stack space for the Library of Congress catalogue of printed cards and the British Museum catalogue of printed books, to provide microfilm facilities and to make a pleasant reading space close to the mathematics and science sections. Finally, the Library and the Library Committee have undertaken studies looking to an addition to the library building, to furnish much-needed stack space, work space and cubicles for students. The Book Store provides an important adjunct to the curriculum under the general managership of Clarence J. Kramer, tutor. It seems to be fulfilling the functions long expected of it. Sales exceeded $20,000, an increase of 50% over last year, but, more important, the students constantly found a challenging and interesting fare of new books throughout the year. Plans are now being drawn for re-locating the Book Store in Humphreys Hall, since the basement of McDowell Hall will be inadequate in another year to house both .the Coffee Shop and the Book Store. By way of addendum I should like to note that the St. John's College Book Store sells only books, a fact which makes it somewhat unique among American college and university book stores. Physical Facilities A fourth asset of which St. John's can well boast is its beautiful campus combining the best in old tradition in McDowell Hall (1744) and Humphreys Hall (1838) and the finest in modern construction. This fall Baltimore Contractors, Inc., completes the two magnificent new buildings designed by N eutra and Alexander of Los Angeles, California. The first of these, the Francis Scott Key Memorial Auditorium, will contain a 600-seat auditorium with an unusually large stage, a 200seat room for choral work and for the question periods after Friday night lectures, theatrical dressing rooms, two music seminar rooms, a music library and office, six music practice rooms, and studios for the fine arts. The new laboratory building will contain two laboratories for physics and chemistry, four for biology, two for optics and electronics and two for mechanics. There will also be a balance room, preparation • 6 • �rooms, faculty offices, and a dozen special project rooms, a Foucault pendulum, and a planetarium. I am happy that the Board has decided to name this building Mellon Hall in recognition of the many benefactions by Paul Mellon, of Upperville, Virginia, to St. John's College. I should also like to report that work is nearing completion on the restoration of the Charles Carroll Barrister House, a project made possible in large measure by the conditional grant from the Avalon Foundation, of New York City. All of the necessary matching monies have now been received and it is hoped that the building will be ready for occupancy in October. The Carrier Corporation, of Syracuse, New York, has made a special gift of heating and air-conditioning equipment, so that the building will be fully air-conditioned. It is planned that the Director of Admissions will have his office on the first floor and that the upper floors will be used for six faculty offices. In accordance with the agreement with Historic Annapolis, the first floor of the house will remain open to visitors. It will be a real test of the genius of the College to absorb these three new structures into the life of the community in the year ahead. Superb facilities must never blind one to the fact that students and the faculty, not buildings, make a true college. I am confident that these new structures will be used wisely and that they will provide surroundings just as conducive to the learning processes as the ivy-covered walls of McDowell. Dedicatory Convocations To mark the completion of the twenty-first year of the St. John's Program and to dedicate the Key Memorial Hall and Mellon Hall, the College plans a number of special events for the forthcoming academic year. The first will be a formal ceremony marking the opening of the buildings. This will be followed by concerts and seminar discussions with Ralph Kirkpatrick, the harpsichordist, during the first week in December, and the premiere American production of Monteverdi's Orfeo, the first opera, January 30 and 31, 1959. Finally, there will be two seminar conferences in the winter and spring. The first will be held February 26-28 on "The Scientist as Philosopher," with lectures by distinguished scientists and scholars on "Science as the Handmaiden of Politics," "Science in Conflict with Morality?" and "What Is Science as Philosophy?". The second will be held April 9-11 on the subject of "Man and His World," with a similar series of lectures on • 7 • �"The Revolution in Man's Labor," "Man's Evolutionary Future" and "Planetary Politics." A special grant of $20,500 has been received from the Danforth Foundation to underwrite the cost of these special events and to provide for suitable publication of the two lecture series. Through the conferences the College hopes to focus public attention on the integral relationship of the sciences in liberal arts education. Adult Education The Adult Education Program of the College during the year under review included a regular Great Books seminar, a seminar on readings from the American tradition, a music seminar on Mozart, two language groups, introductory Italian and conversational French, and, for the twelfth successive year, a Baltimore seminar, led by Ford K. Brown. There was no seminar in Europe this summer, perhaps because of a change in the travel agency handling the arrangements. Alumni Association The Alumni A ward of Merit was given on Homecoming Day to Dr. Thomas B. Turner, of the Class of 1921, Dean of the Medical School at the Johns Hopkins University, and a past chairman of the Board of Visitors and Governors. For the first time an alumnus of the present program served as President of the St. John's Alumni Association: Warren Bomhardt, of Baltimore, Maryland, of the Class of 1942. Unfortunately the College lost the services of Thomas W. Ligon, of the Class of 1916, who had worked voluntarily as Alumni Secretary over the past several years. The College owes him a deep debt of gratitude. Mr. Ligon's functions were taken over by Peter Donchian, Assistant to the President for Development. The annual giving campaign was carried on under the chairmanship of Edward A. Kimpel, of the Class of 1931. His final report showed 367 contributors and a total of $10,806. International Labor Orientation Center The International Labor Center, which has been located at St. John's College since July 1, 1953, continued to serve as one of the main arteries of the Government's expansive technical assistance program with 738 foreign visitors. The most interesting development during the past year was the decision by the International Exchange Service of the State Department to send all labor exchange groups under their direct sponsor• 8 • �ship, to St. John's for seminars of one or two weeks. With the addition of these groups it is expected that over a thousand foreign nationals will participate in the Center programs during the coming year. Mr. Jesse Friedman, formerly with the School of Industrial and Labor Relations at Cornell University, was appointed Assistant Director of the Center on February 10, 1958. His predecessor, Mr. Morris Pollak, who had served in that capacity since June, 1954, received a Ruskin scholarship, and is currently pursuing studies at Oxford University, Oxford, England. Administration This year witnessed the retirement of Archibald McCourt as Superintendent of Buildings and Grounds at St. John's. For nearly thirty years Archie performed yeoman service for the College in coaxing heat out of antiquated boilers, in making crucial repairs with bailing wire, and in delighting the College community with his addiction to Bobby Burns. I am happy to say that Archie will not be completely lost to the campus, for he is presently in charge of the restoration of the Charles Carroll Barrister House and will next move to an assignment as clerk of the works on the renovation of Humphreys Hall. To fill the post of Superintendent of Buildings and Grounds, the College has appointed C. Frederick Houston, of Annapolis, who brings to this position considerable architectural knowledge, a number of years as a contractor, and experience over the past eighteen months as clerk of the works on the new construction at St. John's. Other new administrative appointments include the following: Miss Christine Behm and Mrs. Alice Libby as secretaries to the Assistant to the President and to the Director of Admissions respectively, Mrs. Elizabeth Hall as assistant in the Book Store, and Mrs. Ruth Sutphen and Mrs. Jeanette Dixon as assistants in the Treasurer's Office. Mr. William Aston resigned as assistant in the Laboratory and Mrs. Lydia Aston as College Nurse in order to accept positions in Puerto Rico. Both are alumni of the College and both will be missed by the community. Mrs. Rose Merriken resigned after having served faithfully and well as secretary in the Alumni Office for over seven years. The College has also lost the services of Mrs. Evelyn Sentman, secretary to the assistant deans, and Miss Sue Byrne, secretary to the Director of Admissions. • 9 • �Finances The annual audit by Wheat and Mullan, Certied Public Accountants, indicates that the College operated in the black for the fiscal year just ended. Gifts and grants from all sources amounted to more than $1,800,000, distributed approximately as follows: current budget $25,000, scholarships $12,000, building purposes $1,598,000, special projects $30,500, and endowment $150,000. The College endowment funds now aggregate $2,190,150 in book value, compared to $1,961,850 on June 30, 1957. Bequests The College has been named as a beneficiary of the will of the late Charles H. MacNabb, of the Class of 1898, an attorney at Cardiff, Maryland, and of his wife, V. Catharine MacNabb. Cash and stock certificates in the amount of $83,714 have been received to date with approximately $5,000 more still to be received. Mr. MacNabb provided that these monies should be used to endow the Class of 1898 Scholarships, income to be awarded annually to deserving students in need of financial assistance. Priority will be given to students from Harford County, Maryland, in accordance with the wishes of the donors. Gifts and Grants Foundations A grant of $1,300 from the Dr. Charles C. Cook Foundation for Charities, Inc., of Baltimore, Maryland, for scholarship purposes. A grant of $20,500 from the Danforth Foundation, of St. Louis, Missouri, to underwrite a series of special events in connection with the dedication of the Francis Scott Key Memorial Auditorium and Mellon Hall. A grant of $400 from The William Deiches Fund of Baltimore, Maryland, for scholarship purposes. A grant of $7,000 from the Ford Foundation toward defraying the cost of the Faculty Study Group. A pledge of $36,000 from Houston Endowment, Inc., of Houston, Texas, to endow the Jesse H. Jones and Mary Gibbs Jones Scholarships on a permanent basis. The first of three annual payments of $12,000 has been received. During the current year the College also received a grant of $2,500 for scholarship awards. • 10 • �Grants from Old Dominion Foundation, of New York City, as follows: $1,000,000 toward the construction of the new auditorium and the laboratory building; $102,642.59 in matching funds for endowment purposes; $81,884.76 for current purposes; $62,000 for additional boilers in the heating plant; and $10,000 for a special emergency fund. A grant of $400 from the Ray S. Shoemaker Scholarship Foundation, of Harrisburg, Pennsylvania, for scholarship purposes. Corporations and Corporate Foundations A gift of 100 cubic yards of concrete from the Annapolis Concrete Company for use in new construction on the campus. The sum of $7,853.95 representing the share due St. John's College from corporate gifts received from Maryland business and industry by the Association of Independent Colleges in Maryland. A gift of 50,000 paving bricks from the Baltimore Brick Company for use in laying future campus walks. · A contribution of air-conditioning and heating equipment from the Carrier Corporation, of Syracuse, New York, for use in the Charles Carroll Barrister House. A gift of $150 from The Daily Record, of Baltimore, Maryland, in memory of Mr. Edwin Warfield, of the Class of 1909, a former member and secretary of the Board of Visitors and Governors. A grant of $2,000 from the Esso Educational Foundation for current purposes. A grant of $660 from the First National City Bank, of New York City, in recognition of St. John's Alumni in the employ of the bank. Four scholarships of $1,000 each and a gift of $250 from the Food Fair Stores Foundation, of Hialeah, Florida. A grant of $1,600 from the Ford Motor Company, of Detroit, Michigan, for scholarship purposes. A gift of $200 from Futures, Inc., of Philadelphia, Pennsylvania, for current purposes. A gift of $250 from the Hagan Corporation, of Pittsburgh, Pennsylvania, for current purposes. • 11 • �A gift of $200 from the John D. Lucas Printing Company, of Baltimore, Maryland, for current purposes. A grant of $300 from Merrill Lynch, Pierce, Fenner and Smith, of New York City, for current purposes. A gift of $1,900 from the National Merit Scholarship Corporation, of Evanston, Illinois, for scholarship purposes. A gift of $450 from Singer, Deane and Scribner, of Pittsburgh, Pennsylvania, toward the Helen Barnes Jones Memorial Fund. A grant of $1,500 from the Westinghouse Educational Fund, of Pittsburgh, Pennsylvania, for current purposes, and the gift of two cathode-ray oscilloscopes from the Westinghouse Electric Corporation. Individuals and Others A gift of $500 from Mr. and Mrs. Alexander S. Cochran, of Baltimore, Maryland, for current purposes. A gift of stock in the amount of $1,754 from Mr. John T. Harrison, of New York City, to be added to the Harrison Scholarship Aid Fund. An advance gift of $1,000 from Donald R. McLennan, of Chicago, Illinois, in the Third Century Fund. A pledge of $5,000 from Mrs. William S. Morsell, Jr., of Baltimore, Maryland, to establish an athletic fund in memory of her husband, William S. Morsell, Jr., of the Class of 1922. An advance gift of $1,000 from Keith Neville, of the Class of 1905, of North Platte, Nebraska, in the Third Century Fund. A gift of $2,500 from Walter C. Paine, of the Class of 1945, of Lebanon, New Hampshire, toward restoration of the Charles Carroll Barrister House. A gift of $500 from Mrs. Charles H. Schaff, of Media, Pennsylvania, to establish a fund in memory of her husband, the late Charles H. Schaff, of the Class of 1889. Two gifts of stock totaling $31,416 from Dr. and Mrs. Arthur deTalma Valk, Jr., of Wilmington, Delaware, representing further installments toward endowing the Arthur deTalma Valk Tutorship at St. John's College. • 12 • �St. John's Third Century Fund During the year under review much time and thought has been expended upon plans for the St. John's Third Century Fund, which continues from July 1, 1958, through June 30, 1960. Its goal is $6,600,000: $4,000,000 for endowment purposes and $2,600,000 for new construction and renovation of the existing campus facilities. Capable planning for this campaign has been provided by Peter Donchian as Assistant to the President for Development. He has tackled the problems of fund-raising organization, dignified campaign literature, publicity, and alumni relations with perseverance and imagination. I believe that we will move into the active period of solicitation with well-conceived and executed materials which will go far toward the achievement of the College's goals. A formal announcement of the opening of the campaign was mailed to the entire St. John's constituency in the late spring. This in turn has been followed up over the summer months by two items: "The Student Body" and "Portrait of a Faculty." Considerable progress has been made on compiling a register of all St. John's alumni from the first graduating class to the Class of 1962. It is my hope that publication of this register will stimulate the establishment of a number of memorial funds which will perpetuate the names of prominent St. John's alumni of early as well as of later classes. Another interesting development arising out of a general study and review of the College's publications is the decision to amalgamate all present brochures and bulletins into a single series to be known as the Bulletin of St. John's College. Each year ,two issues of this bulletin will normally be devoted to the Catalogue and to the President's Report. Other issues will seek to serve as a forum for alumni and other friends of the College by printing significant lectures, student essays, and articles, as well as contributions from graduates and former students of the College. A short section of the publication will be devoted to news of the College, and an insert will contain alumni notes and information about former faculty members. This publication will be somewhat larger than the present bulletin and will depend for its usefulness both upon the labors of the Editorial Board, consisting of the Dean, Mr. Richard Scofield and Mr. Clarence J. Kramer, and upon the willingness of alumni and others to contribute material. I am confident that it will serve a useful function in drawing together members of the St. John's community who have left the campus and in making them feel a more active part of what is going on at the College. * * • 13 • * �I cannot close this report without paying tribute to two men who died during the year after having given many useful years to St. John's College. Both men gave unselfishly of themselves in the interest of the College and I record their deaths with genuine sorrow. Enoch Barton Gary was a member of the Class of 1903. After a distinguished military career he assumed the presidency of St. John's College in 1923 and served for six years. At the time of his death in September, 1957, he was living on the West Coast, having retired from an executive position in the Veterans Administration. He held the title of President Emeritus of St. John's College. Dr. William J. French came to Anne Arundel County in 1937 after an active career in international public health service. He assumed the position of Health Officer for Anne Arundel County. Shortly after his arrival in Annapolis he became a member of the Board of Visitors and Governors, and . he served continuously in that capacity until his death early in August. * * * The two years ahead are years of immense challenge to every member of the St. John's community and to every one of the College's friends. This challenge is to work toward the elusive goal of financial stability. Success should enable the Board, the Administration, and the Faculty to devote undivided attention to the educational task which constantly looms so immense and so demanding. I shall do my best to try to lead toward these goals. I can succeed only if each individual member of the Board pledges me his fullest support and cooperation and if each member of the St. John's constituency responds wholeheartedly to the opportunity which is now ours. RICHARD Annapolis, Maryland August 29, 1958 • 14 • D. WEIGLE President �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF CURRENT INCOME Fiscal Year Ended June 30, 1958 INCOME Educational and general Tuition ................ . ......... . .. . .. .. ............ . Adult education .... . ... . .. .. ... .......... .. ..... .. ... . Endowment fund income ......................... .. .... . State appropriation ...... ...... ...... ....... ...... ... . . F.O.A. contract ... .. . . ... . . . ... ... ... . . . .... ..... .... . . Gifts and grants-net .... ... .... .. . ... . . . .... . .... ... . . Miscellaneous . . .. . .......... . ........................ . $201, 105 .47 2,176.50 71, 190. 78 80 ,000.00 12,800.00 131,336.85 5,307 .15 Total ...... ..... ... .... .. .... ........... . .... ...... . $503,916.75 Auxiliary enterprises Dormitories and dining hall ..... .. ... .... . .. . ..... ..... . Book store ...... .. ... .. ....... .. ..... . .... . .......... . Other ... ........... .... .. . . .. .. ..... . ......... . .. .. .. . $143,384.82 20,660.45 2,916.86 Total. . . . ....... ... ..... . .. .. . . ... . ....... .. . . .. ... . $166' 962. 13 Other non-educational ....... . ...... . .... . ... ........ .... . $ 24, 651.16 Total income ........... . . . . . ..... . ................. . $695,530.04 Excess of revenues over expenditures .......... . ....... . $ 15,850.81 EXPENSES Educat!o!lal aI_ld general Adm1n1strat1ve .. .. ................. . ... . .. . .. . ...... . . General ... . ... . ... .... .. .... ..... .. ....... ... .. ...... . Instruction . ... . .. . .. .. ........... ... .............. .. . . Library ................... . .. .. ...... .. .. .... ........ . Student organizations and art studio .. ...... . ........... . Adult education .... .. ........... . . . ......... ......... . Plant operation and maintenance ..... .. . . ..... . .. . .. . .. . Miscellaneous .. ... ... . . .............. ............ . . . . . $ 90,241.73 57,449.10 181,272.85 13,219.92 8,470.54 2,055.72 100,440.65 80.41 Total .. . .......... . . ............. . ..... .. ..... . .... . $453,230.92 Auxiliary enterprises Dormitories and dining hall .. . .. .. ... . ....... . .. ... ... . . Book store ........ .. . . ............................. .. . $ 88,438 .68 22,228 .02 Total. . .. .... ..... ..... . .. ............. . ........... . $110,666.70 Other non-educational Scholarships and grants-in-aid ............ . . .. .. . . . . .... . Faculty Study Group ... ..... . ....... . ... . . ... ......... . Miscellaneous . . . ..... . .... . .... . . .. . ... .. ............ . $104' 130. 71 6,430.90 5,220.00 Total. . ............... . .. ...... . . . ... .. ... . ...... .. . $115' 781 . 61 Total expenses .................. . . . ... ..... .. . . ... .. . $679,679 .23 • 15 • �ST. JOHN'S Annapolis, BALANCE SHEET, Assets CURRENT FUNDS Cash in banks and on hand. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accounts receivable. . . . . . . . . . . . . . . . . . . . . . . . $14, 049 .13 Less: Reserve for doubtful accounts...... 500.00 Inventories ... . ... . . .. ................. . .............. . Prepaid expenses ........ ..... .. . ...... . .............. . . $ Total...... . . ....... ....... . ..... . ....... . .... . ... $ Restricted: Cash .. ... ............... . ..... . Due from other funds .. .. .. . ... . . 13, 549 .13 9,034.04 6,390.51 $ 8,007 . 91 1,014.00 Total-current. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 174. 79 42, 148.47 9,021. 91 $ 51, 170. 38 $ 28, 155 .39 102,642.59 74,599.04 1,275.00 3,578.59 1, 980' 969 .45 11,863.30 ENDOWMENT FUNDS Cash ........................ . ..... .. ..... . .......... . Foundation matching funds receivable ..... .. .. . . . .. ..... . Accounts receivable .......... ................ .. ... ... . . Pledges receivable .... ... ...... .... ................ .... . Due from other funds . .... . ..................... . ... . . . Investments ... .......... ..... . ........... .. .. ....... . . Accrued income and purchased interest . ..... ........... . . Total-endowment .. . .......... .... ... ..... .... . ... .. $2 ,203,083.36 PLANT FUNDS AND ASSETS Cash ....... ........... . ........... . . .... .. .. ...... .. . Cash in sinking fund ........... ... . . .. .. ............ . . . Due from other funds ............. .. .. . ... . ........... . Pledges receivable .......... . .. . . .. .... . .............. . . Investments .......... . ....................... .. . . .... . Land, buildings and equipment ..................... .. .. . Buildings under construction ..... . ........... ... ....... . Total-plant and assets ...... ........ . ............. . • 16 • 638, 159 .40 23,289.22 46,576.91 2,000 .00 28, 950 .42 2,297,691.05 1,389,698 . 25 $ $4,426,365.25 �COLLEGE Maryland SEPTEMBER 19, 1958 Liabilities and Capital CURRENT LIABILITIES AND RESERVES Accounts payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Students' deposits . .. ....... . ...... . ................ . .. . Deferred income .. .. ........ . ..... . . .. . . ....... .. ..... . Due other funds . . . .. . .. . ...... . .. . ......... . . . . .. .... . $ 3,394.37 6,309 .78 3,000.00 50,813.61 Total-current liabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 63 , 517. 76 Deficit-7 / 1/ 57 ...... .. . . ... . .... . ...... . . Excess of Revenue over Expenditures ..... .. . Miscellaneous special funds . .. ....... .. .... . $ 46 ,792 .41 15,850.81 9,572 .31 Total. . ... . ............ . .. ... .... . .... . . . ..... . ... Principal-student aid and prizes .. . .... . .. . President's Discretionary Fund . . . $ 21, 369. 29 $ 820.32 8, 201.59 Total. . ...................... . ... . ... . .. .. . .. ... . . 42, 148.47 9,021.91 $ 51, 170.38 ENDOWMENT FUND LIABILITIES AND PRINCIPAL Principal ... . . . ..... .... ......... . . . .. . ..... . ......... . Unexpended income ....... .. ... . .. . . . ................. . Real Estate D epreciation Reserve .. . ................... . . Undistributed income .. . ......................... . .. . . . . $2, 190, 150. 78 8,016.49 971.86 3,944.23 Total-endowment ... ... .. . ... . . . .... . .. .. .. ... . . . . $2,203 , 083.36 PLANT FUNDS LIAB ILITIES AND PRINCIPAL Mortgage payable . . . . ..... . ... . ........... $300,000.00 Less mortgage certificates acquired. . . . . . . . 252, 200 . 00 Due other funds ............... . .... . . . . . ....... . ... . . . Reserves available for mortgage liquidation .. . .. .. . .. .... . Invested in plant ... . . .. .... . ..... . ...... . ........... . . Funds available fo:- plant expansion . . ........ .. ... ... ... . Total-plant. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • 17 • $ 47,800 . 00 355.89 51,883.75 3,639,589 . 30 686 , 736.31 $4, 426, 365. 25 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, from the gifts of its friends and alumni and from permanent endowment funds. These funds now approximate $2,000,000 but must be tripled to assure the financial stability of the College. Planning for the future has been based upon the conviction that the College enrollment should not exceed 300 students. This will preserve the present close relationship between faculty and students. To provide adequate physical facilities for a student body of this size, new buildings will be required as well as renovations to existing structures. The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to the Visitors and Governors of St. John's College in the State of Maryland, an educational corporation existing by Charter of the General Assembly of the State of Maryland and situated in Annapolis, Anne Arundel County, in said State, the sum of . . ..... ......... .. .. dollars." If bequests are made for specific purposes, such can be fully stated. Attention is invited to the fact that Federal and State income tax deductions resulting from such gifts may mean a cost to the donor of only a fraction of the value of the gift to the College. • 18 • �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 18 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis, January 1959 Description An account of the resource Volume XI, No. 1 of the Bulletin of St. John's College in Annapolis, "Report of the President." Published in January 1959. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1959-01 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXI_no1_1959_January President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/aa1c84d22f32dc234de467b474743cef.pdf ddc936d1e0c1d867fb609573ce2a31d5 PDF Text Text or education? ��Z'o '/°" ~to de TRAINED 7 Z'o '/°" (A)a#t to de EDUCATED ? there is a great difference . . . . . . Volume VI BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS July 1954 Published quarterly Entered as Second-class matter, February 18, 1949, at the f9~t Office, at Annapolis, Maryland, under the Act of August 24, 1912 No. 3 �LEARNING FOR LIVING A man can be trained to do a cer- stand himself in his world-who is able to take a stand. tain kind of work, to become an Atomic energy, The United Nations, democracy, communism, engineer, a doctor, an accountant, soil conservation, social security-these a re all results of the a lawyer, a skilled struggles that have gone on and still go on in the minds of craftsman. Such training is important, and even indispens- men. These are part of the complicated wo rld-the world of able. But a man cannot be trained to become a man. ideas-which you have inherited. To be educated means to salesman, a When we start, at an early age, to develop our physical take part in this struggle of ideas. And only the man with and mental abilities, our sensitivity, our mind-we begin our more than training-with education-will be able to use his education. It is a natural beginning. Family, friends, society training successfully and to guide his own life in an increas- in general, shape and condition this development. Yet, unless ingly complex world. a conscious effort is made to continue this process, the mind Schools and colleges are set up to promote the conscious stops growing. This is the point at which we face the real effort which is essential to education. Here, then, th e kind problem of education. How you solve this problem is, of learning to be pu rsued becomes decisive. perhaps, more important than anything else. Your whole life depends on it. The end of edvcation is the person who is able to under- St. John's College in Annapolis has established an allrequired, four year course of study solely devoted to this one end: to give its students- an education. �LEARNING THROUGH DISCUSSION-THE SEMINAR At. St. John's, everything depends on the student's active participation. You don't have to sit passively, hoping that a notebook filled with lecture notes will pass for learning. In the seminar, you and nineteen other students gather around a large table. Here, every Monday and Thursday evening, you will discuss, with two or three of your teachers taking part, some of the important ideas and questions which come out of the reading assignment. Your reading will be in the great books of our heritage -ranging from Homer to the Federalist Papers, from the Bible to Freud. You will learn how to understand the ideas in them, how to see both sides of a question, how to make your own arguments clear and persuasive and how to reach an intelligent decision. �Whenever you read, talk, write or figure you use symbols-letters, words, numbers, figures, sounds. Man can have no understanding or communication without them . At St. John's you will explore these symbols and learn to understand their use. Every morning you will have two classes, called tutori- LEARNING THROUGH SYMBOLS-THE TUTORIALS als, where you and nine of your classmates will study the symbols of language and mathematics, with a faculty member taking part as �tutor-again with maximum student participation. In one tutorial you will study foreign languages in order better to understand and use your own language, English. In another tutorial, by working with mathematical proofs and problems, you will come to understand the language of number and figure. During the first year you will also spend two hours a week studying the language of music. �LEARNING THROUGH EXPERIMENT-THE LABORATORY You can hardly expect to understand the world around you without acquainting yourself with the ways in which science has changed it and continues to change it. You will, therefore, have to explore the principles and methods of science. The best way to do this is in the laboratory, where you come to grips with science and the scientific method in their own terms. During your four years at St. John's you will test the meaning and the validity of scientific theories, and learn how the sciences of biology, chemistry and physics are developed . And-most importantly-you will discover how your work in the laboratory is related to the ideas that men are struggling with and that you will argue about in your seminor ond tutorials. �LEARNING THROUGH LISTENINGTHE FORMAL LECTURE Every Friday evening the whole College gathers together to listen to a formal lecture. The lecturer may be a member of the faculty or a guest-a scholar, a poet, a man of public affairs. He speaks on a subject of general interest which is followed by an informal question and discussion period. This is where you learn to listen, carefully, and attentively, without taking notes. For you can't converse with your fellow man if you don't know how to listen well. And here you are also able to put into practice the intellectual skills you have been acquiring. Occasionally, a concert replaces the formal lecture. At such times it is the custom for the visiting artists to spend the weekend on the campus, giving informal recitals and talking with students. �A COMMUNITY OF LEARNING The seminar, the tutorials, the laboratory, and the Each teaches in various tutorials, seminars and laboratories formal lecture support each other. What you learn in one -and knows what you are learning in all of them. He is branch of the program always has bearing on your work learning with you, linking the different parts of the program, in others. At St. John's no member of the faculty is confined and linking you with the great heritage of ideas. The in his teaching to one subject, or branch of the program. faculty and students form a true community of learning. �Learning is not confined to the classrooms. A real community of learning is learning all the time. Your keenest insight into the ideas discussed in seminar may come in the coffee shop or the dining hall. Your best solution to a problem in the laboratory may be thought out during an afternoon of sailing. �LEARNING AND PLAYING �Extra-curricular activities at St. John's are many of these activities are in the hands of the students- and varied . There is extensive intra-mural athletic controlled by the student government. All of them competition, sailing in the college fleet, dramatics, fit into the main goal of the College-to give yo u movies, dances, fi ne art activities, a college paper- an education. there a re also Bible classes and poetry classes. Most �WHAT DO ST. JOHN 1 S GRADUATES DO? No matter where you go to college you will need two, best work who understands more than just his or her spe- three, or more years of graduate work if you plan to enter cialty, .who can think well, express ideas clearly, and a profession. St. John's graduates have built up a good make wise decisions. A lawyer must be more than a law reputation for themselves in graduate and professional clerk, an engineer more than a . draftsman, a government schools. More than half of all recent alumni have entered upon graduate work, studying in over twenty different fields, including law, philosophy, literature, medicine, education, mathematics, engineering and physics. They have official more than a bureaucrat. All of them must have mature minds, must possess the skills of critical analysis, of logical reasoning, of clear expression. These are the skills stressed and cultivated at St. John's. chosen sixty universities for this study, ·many of them going to Columbia, Harvard, Yale, Virginia and Johns Hopkins University. One out of five has gone into industry or commerce. But vastly more important than the choice of a career and the quality of the work to be done in it is the way you will live your whole life. You will keep on asking Others have gone directly into farming, labor union offices, questions. You will continue to have intellectual and journalism, radio and television, the theatre, social service, spiritual needs which you cannot escape. This means that and government. you must persist, always, in educating yourself. This is the record. In all of these fields, that man or woman will do the Y~ur four years at St. John's will prepare you for that. You will be learning for living. ��ESSENTIAL INFORMATION ABOUT ST. JOHN'S COLLEGE Founded: Accreditation: 1696 as King William's School Middle States Association of Colleges and Secondary Schools Maryland State Department of Education Location: Self-contained thirty-four acre campus within the city of Annapolis, Maryland. Thirty-three miles east of Washington, D. C.; twenty-seven miles south of Baltimore, Maryland. Faculty-Student Ratio: Cost: Scholarships: Policy: Admission: One faculty member to every eight students. Enrollment limited to three hundred. Comprehensive fee of $1500 which includes room, board, tuition and all other fees. Flexible program of scholarships, grants, and student employment. Non-sectarian, co-educational, no racial, religious or economic bars. Entrance requirements are contained in the College Catalogue, a copy of which may be obtained fromThe Director of Admissions St. John's College Annapolis, Maryland �S T • J 0 H N 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. 17 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-July 1954 Vol VI No 3-Do You Want To Be Trained or Educated Title A name given to the resource Bulletin of St. John's College in Annapolis, July 1954 Description An account of the resource Volume VI, No. 3 of the Bulletin of St. John's College in Annapolis, "Training? Or Education?" Published in July 1954. Date A point or period of time associated with an event in the lifecycle of the resource 1954-07 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/26255c05181816cae5d5d01b6ffedf93.pdf cdfe6285b63dbfff9fb98d000733a163 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. 85 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/. Identifier An unambiguous reference to the resource within a given context Bulletin, July 1955, Vol. VII, #3 Title A name given to the resource Bulletin of St. John's College in Annapolis, July 1955 Description An account of the resource Volume VII, No. 3 of the Bulletin of St. John's College Contains official statement of the program and college catalog. Published in July 1955. 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 1955-07 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 Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/663736d78fef8f654d06486a2a02e02d.pdf 1de329465b7698867a84f24d0ee8b315 PDF Text Text VOLUME VIII No. 3 Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS ANNAPOLIS, MARYLAND JULY, 1956 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �COLLEGE RECEIVES $1,000,000 GRANT TOWARD KEY MEMORIAL AND LABORATORY BUILDING ON THE COVER: Francis Scott Key's great-great-granddaughter, Mrs. William T. Jarvis of Chevy Chase, Maryland, and Dr. Richard D. Weigle, president of St. John's, examine the College Register for 1789-1855 in which Francis Scott Key is Erst enrolled as a student. The secretary desk once belonged to the author of "The Star Spangled Banner" and was a gift from Mrs. Paul Mellon to the College. Volume VIII JULY, 1956 Number 3 Published quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. Old Dominion Foundation of New York City has made a generous new grant of one million dollars to St. John's College to make possible the erection of the Francis Scott Key Memorial Auditorium and the new laboratory building. This gift enables the College to claim the five hundred thousand dollars toward the Key Memorial voted conditionally by the General Assembly at its February session this year. The auditorium, which will contain facilities for the Friday night lectures, the College's concert series, the King William Players' productions and the Saturday night showings of the R.A.M. Film Club, will constitute a living memorial to Francis Scott Key of the Class of 1796. The auditorium will contain as well a room suitable for choral work and for the discussions following the Friday night lectures. There will also be music seminar rooms, music practice rooms and facilities for painting, ceramics and sculpture. The laboratory building will contain ten of the most modern laboratories and more than twenty small offices and individual project rooms. The new facilities will replace one hundred and thirty-eight-year-old Humphreys Hall which will eventually be rebuilt as a modern dormitory for men. Architectural plans for the building have been drawn by the firm of Neutra and Alexander of Los Angeles, California, who have associated with them as local resident architect the firm of Alexander S. Cochran Associates of Baltimore, Maryland. Bids will be called for the end of July and it is expected that ground will be broken late in the summer. In all probability the building will require approximately eighteen months for completion. . 1• �THE MYTH AND LOGIC OF DEMOCRACY BY JOHN S. KIEFFER Democracy is a myth. From one point of view there is not and never has been a government or a society that is truly democratic. But on the other hand, when the name is given with sincerity to a government, there are demands imposed on that government and its people that compel them to act so that the name is not completely falsified. This is the nature of a myth. It is a story that is both false in detail or in literal fact, true in spirit and in general. The myth of democracy is, however, in our tradition, more definite than these general considerations. The myth of democracy is the history of ancient Athens. It has its quintessential formulation in the funeral oration of Pericles, though it is told by all the great Athenian writers; poets, historians, orators, or philosophers. It is a lively, living myth. When modern historians write about Athens, they reveal as much about modern political feeling as they do about ancient Athens. All the battles of politics in the nineteenth and twentieth century have been fought in the Agora of Athens. The myth of democracy is largely legend, that is a story explaining some great phenomenon of history. What does it explain? To take an example of another myth, in the case of the Trojan cycle it seems probable that the myths explain the breakdown of the Mycenaean world. Periods of chaos are productive of legend. But this is not the full story. The myth of Troy as we have it is the work of a man of genius who seems to have lived long after the disappearance of the Mycenaean world. The expansion of Greece through colonies seems to have been the exciting cause of the Homeric poems. This was again a period of swift change such as to be fertile in making myths. So, for the Trojan war, it seems that two · periods of history contribute to the story. (I am not saying •2 • that the Homeric poems are caused by historical circumstances. The absolute cause must be the myth-making faculties of Homer and his unknown predecessors. I am saying that historical periods supply the material for the poet's imagination to work on. And further, that periods of change supply the most usable kind of material. Still further, it may be that the finished poem, the Iliad or Odyssey, is produced in a stable period following a period of change.) With the analogy of the Iliad and Odyssey in mind, we may try to see what historical circumstances furnished material for the myth of democracy. I am not going to say the fifth century, because that was the myth. To us looking back it has historical being and becomes circumstantial to the myth; to the people living then it did not, of course, exist historically, and so could not be the phenomenon they felt called on to explain. I think the historical phenomenon I am looking for is that same period of colonization, or rather its concluding phase, that had been, in its earlier phase, the material for Homer. The second set of historical conditions for t~e myth of democracy would be the rise of the Persian empue. So it is my contention that the myth of democracy that we know from a community of bards, classic writers, and they knew from the rhapsodes of the assembly, somehow told itself by applying its imagination to the colonizing period that ended in the sixth century B.C. and to the Persian wars. What was there about that period that aroused the imagination to see a way of government by words? And secondly, why does this produce a myth of democracy? I answer my first question first. Words must have achieved a new importance for the sea-faring colonizers. Ulysses shows by his example how his survival depended on his skill with words: his quick repartee with the Cyclops, his courteous speech and inspired tale-spinning among the Phaeacians, his self-concealing lies when he had returned to Ithaca. We can well imagine how often a group of colonizers had use for quick wit and ready tongue, to ease their way among strange • 3• �tribes on the coast of Italy or the Crimea, to gain advantage over rival groups seeking a "home far off" on the same site, to settle disputes among the colonists themselves, now they were living far from their accustomed ways and ancestral habits. This last was perhaps most important of all, for, though hearth fire and home gods accompanied the colonists, and ancestral customs were carried in their very souls, the change of setting must have weakened the sentiment with which the colonists regarded them. Moreover, many of their gods and customary rites must have been inappropriate to their new surroundings. Add to this, that the colonizers went in small groups to widely scattered places, from the Crimea to Spain, and came from many different home cities, and so there was no central direction of their movement. They were forced to rely on their own resources. No wonder then that the colonies were often pioneers in new constitutions and in the development of written law. In all this words assume an importance not only greater than before, but also of a different kind. So we have the myth of Bellas and have seen how the Greeks have discovered the power of words to hold together a self-uprooted, changing society. Why does the myth of democracy eventuate from this finding? To answer this question we may first look at the political myth that prevailed in Greece before the colonizing period and that guided the plans and actions of the colonizers. That myth, I suggest, was the patriarchal myth, the myth of fatherhood, of the wisdom of the elders. It was the myth that was to be named aristocracy when later ages became self-conscious and invented labels for its customs. Its foundation in economics was in the ownership of land and its legal expression was through ancestral custom, the laws (thesmoi) of Zeus-born kings and the pronouncement of oracles. The myth or elements of it survived all through the later age of democracy, oligarchy, and tyranny. You can feel its presence on every page of Plato. By contrast one of the formative myths of modern democracy is the Social Contract. Now the Social Contract implies the .4. ·r I I natural equality of all men, it foreshadows brotherhood rather than fatherhood and is forward-looking not backward-looking. Men in a Social Contract society ask what new agreement shall we make to deal with a new situation; in a patriarchal society they ask, what does the custom of our ancestors, or the will of our father, God, direct us to do. Probably the inner logic of political behavior will always interweave the strands of fatherhood and brotherhood. Our society is founded on the Social Contract and yet our own Social Contract, the Constitution of the United States, has become, and had to become, an institutionalized father image, the incarnation of ancestral wisdom. In the foundation of the Greek colonies this order is reversed. The colonies, as we have seen, were founded according to the ancestral model of the mother-city, but by the logic of the situation, geographical dispersion and political autonomy, the colonies were forced to look ahead not back ' ' and to act in practice as if on the theory of the Social Contract. Accordingly, as we have seen, they became leaders in the writing of constitutions and the making of legal codes. More?ver, as we have also seen, the Social Contract implies equality. Therefore, the tendency toward democracy acquired the backing of political practice. When the cumulative force of the many separate experiences with government showed what had happened, historic patterns came into view. Tyrannies arose, oppositions in the name of ancestral custom convert the traditional, unselfconscious aristocracies into politically conscious oligarchies, and the people, the Demos, thereby became conscious of itself as a political force. I see the grounding of the myth of democracy, then, in the colonial movement, which weakened the unquestioned accepta~ce of the ?Id patriarch~! way of ~ife of the land-owning anstocracy pictured and idealized m Homer and Heriod, and in the Oder of Pindar. I have argued that colonizing put a new emphasis on the use of words as means of politics and that this meant a tendency away from ancestral custom toward something like a Social Contract. Another way of putting it •5• �is that tradition disappeared to be replaced by reason. Historical realities never exactly conform to categories of thought. The more rational new forms of the colonies retained traditional forms and relations and developed their own traditions. Conversely, the traditional forms began to use the mode of reason in their struggle for self-preservation. The democratic myth includes something more than a set of historical conditions and a new way of using words. It includes also an implicit change in the view of men in relation to one another and a new foundation of political power. These two changes are related to each other. If we can believe the accepted view of most historians, the colonizing movement was one expedient adopted because of population pressure. Rather than risk revolution, the citizens of the metropolis decide to encourage a portion of the populace to emigrate and colonize. So, you see, a group that may have been an unconsidered mob of base-born paupers acquires a new status. Partly this is because of its physical strength as it grows more numerous, and perhaps because of the appearance of bold and intelligent leaders in its ranks. More significant, however, is that, by the proposal to send out a colony, the old aristocracy confers on the group of colonies the dignity of a rational equal. No longer are they just a number of poor people who can be absorbed as tenants or clients and cared for in a fatherly way by the well-born landowners. It is now in embryo a corporate body with whom the aristocracy can treat in a reasonable way. This is the birth of Demos. But while these reforms ended forever the old aristocratic power they introduced the schism, that was to prove fateful, that divided Greece between democracies and oligarchies. For as to the birth of Demos there always remained an uncertainty. Was Demos the poor alone, or was he the whole state? Periclean Athens came close to ending the schism, but at the cost of a new division. The Demos of Athens was corrupted by the imperial power the city gained as a result of the Persian war, and ultimately the rational basis of democracy and its appeal to the aspirations of men was lost in the •6 • struggle for power. So the myth of Athenian democracy ends in tragedy. I believe we can trace a progress in the form of one central question. Aeschylus and Pericles seem to ask the question, "What will make democracy work?", while Plato asks rather, "Why won't democracy work?". Socrates is the pivot on which the question turns. The transformation of the question is due, I think, to the tragic flaw in the democratic myth that I have pointed out. For Aeschylus, the answer to his question is that democracy, which is represented as the victor over the Furies, will work if it reveres the compact between Athena and the Furies, now become the Eumenides, and preserves Athena's court of Areopagus. In other words he accepts the democratic exchange, but warns that the wisdom of the elders, which we have seen to be characteristic of the old aristocracies, must be allowed to make its voice heard. Democ- · racy is to be the government of all, not the government of the many. Pericles, to judge from the funeral oration, finds the source of the wisdom needed to guide deliberation in the character and institutions of the Athenians. Athens is the School of Hellas, and must be, consequently, her own first scholar. For Pericles, too, democracy is the government of all, Demos is not just the poor. The city will have wise leaders and a public opinion that is a judge of good leadership, even if it is not capable of originating policy. For Aeschylus and Pericles wisdom is something a little mysterious. They each, in fact, are somewhat complacent in accepting the confident view that the success of Athens is due to her wisdom and that one need not doubt that the wisdom is there. Socrates' whole life was a life of questions. In him the power of rationality puts ancient wisdom to the question to declare its meaning to a new generation. The democratic heirs of the old patriarchate had inherited the noble terms, ' , "' I . KaAO'i, aya ()I O>, OlKaW>, " no bl e, " " goo d" an d '" t" But JUS t as JUS . Cleisthenes had rearranged the patriarchal tribes of old Athens into geographic wards, in order to obliterate the •7. �political power of ancient birth, so the sophists were rearranging the meanings of the ancient words and thereby obliterating the ancient moral wisdom of the polis. As they became gradually aware of what they were doing, the Sophists summed up the discussion with the words cpvaw and v6p.o>, nature and convention. "What is just by nature differs from what is just by convention" is a thesis that points up the contradiction in the democratic position of Pericles and his contemporaries. To Conservatives: The ancestral custom of justice is natural and opposed to the injustice of tyranny, which is conventional. The sophists transvalue values. Ancestral custom is conventional, brute power is natural. The natural is just is the major premise here. The mysterious paternal wisdom that Aeschylus saw interpreted by the goddess Athena and Pericles found in the curriculum of the School of Hellas has become a subject of inquiry to the rational spirits of the sophists. Socrates, therefore, appears in the pivotal role of democratic dialectic. To the simple man, who was satisfied with the wisdom of his fathers, he was a sophist. To the sophists, themselves, he was the supreme antagonist and reactionary. Socrates claimed to be the only true statesman in Athens, because he alone went about asking people to examine themselves and to find out what as men they really wanted. The so-called statesmen simply outbid each other in giving the people what they thought they wanted. This position of Socrates is a rational criticism of democracy. He saw that the movement to rationality, which, as we have seen, played so large a part in the growth of democracy, was tending to destroy the foundation in ancestral wisdom not alone of democracy, but of any orderly government. The early aristocracies could subsist in its moral life on the gnomic pronouncements of the sages, buttressed by the ambiguous declarations of the oracles. As soon, however, as the success of the colonial experiments in rational construction of government had time to sink into the consciousness of the Hellenic world, the authority of ancient wisdom, enshrined in sententious •8 • j\~ l l1I I sayings, was first perverted then challenged: perverted. by being applied in contexts apart from the old ways of behavmg, then challenged by a rationalizing ascription to reason. Socrates is a statesman, then, because he made possible the rational criticism of politics. He is a democratic statesman, because it was only in democracy that his method could work. I do not mean that people in an oligarchy or an aristocracy could not play the game of dialectic. But for Socrates his method was not a game, it was a political program, aimed at the improvement of the process of government. The reason , why it could work only in a democracy is that it is only in democracy that the means of governing is speech. Oligarchy and aristocracy alike rest on a non-rational foundation, the one of wealth, the other of personal prestige or nobility. Political control is reached either by purchase or by aweinspiring and in the end, sustained by force, command. Whatever reasoning may go on among the elite, themselves, the final authority is external to reason. In a democracy, on the other hand, reason is the final authority. I do not imply that a democracy always reasons well, or that the authority of reason never breaks down. I mean simply that you can't have democracy without this principle. In Athens the people discovered the principle, used it implicitly without full understanding, were insufficiently self-critical of their own wisdom, and so put Socrates to death. The death of Socrates was followed, within less than a century, by the death of Athenian democracy, at the hands of the Peripatetic philosopher, Demetrius of Phalerum. In their dying both became myths for us. There is a curious difference, however, in our reception of the myths. No one, I suppose, would hold that Socrates' death is a warning for us not to seek knowledge. Yet there have been many who have held the death of Athenian democracy a warning not to practice democracy. To a certain extent this difference may be due to the dialogues of Plato. In them Socrates is hero and democracy villain, at least as many read the dialogues. But Plato is not melodramatic. The death of Socrates is as . 9. �much the tragedy of Athenian demo~ra.cy, ~sit i~ of Socrates. Plato I think makes it clear that this is his feelmg. One has only to read his loving and ha~ing satire on de~oc~acy in the eighth book of the Republic a.nd compare it w.1t? the coldly disinterested treatment of oligarchy, the unmitigated contempt of tyranny, to see, that .Plato was. no oliga~chical reactionary. In spite of Plato s anti-democratic profes~10n we gain from him a sense of the power of the democratic myth to make itself the standard by which all other forms of government are judged. One point immediately the myth puts before us for decision. Are we going .to understand democracy as a government of the many or of all. This, as we have seen, was the tragic uncertainty in Greek democracy. Thucydides has shown the irreconcilable division that drove the democrats more and more in the direction of many rather than all. It is not primarily an intellectual confusion, but a real difficulty. Mr. Lippmann has stated the difficulty for our time in his recent book, The Public Philosophy. In it he shows what confusion surrounds the term ''the people" in our political thought. It is not a semantic or intellectual confusion, though he uses a semantic device to make it clear. It is the kind of confusion that cannot be cleared away, because the people means both things at once that Mr. Lippmann tries to separate. His two senses are the electorate at any given election, "the pee-pul" of political satirists, and the whole host of the nation, the ancestors, ourselves who now are living, and the unborn generations to come. Government belongs to all the people in this latter sense, while the electorate of the moment is but a temporary trustee for the whole people. Yet in so far as a generation is the product of its ancestors and holds its beliefs from them (in large part) while also having in its heart hopes for its progeny, it is impossible to separate the people from the People. And on the other hand the larger People is itself a temporary part of humanity. Its habits and beliefs may be, in a larger context, as momentary as the people in any given election year. It seems to me that, just as ancient democracy both lived and died through the tension of few and many, so our democracy lives in this same tension, extended through time. Whether it will eyentually die from the tension is not for us to say. Mr. Lippmann has done us a service by reminding us that it exists. Aware of it, we know better where we are and, possibly, how we should act. Perhaps Plato offers a solution in his conviction that politics is a science, an epistone. For Plato this discovery, which he generalized from Socrates' claims to statesmanship, led to the conclusion that monarchy or aristocracy (of the wise) was the best government. Since only a few can be wise, therefore, only a few can govern. In this way democracy is put out of court. In the Politicus, however, Plato in despair puts all human government out of court, by showing, against the Republic, that a wise king must be a god, no man having sufficient wisdom for the task of kingship. Plato's desperation is our opportunity. Having once andfor all disposed of government by an elite, Plato forces us to the only possible course of action, which is to discover how to make do with what we have. If Plato is driven to despair because the science he held politics to be was beyond human capacity, the fault may lie in Plato's conception of science rather than in human nature. Plato sets up a rigid alternative: either an all-wise king or an unchangeable code of laws, embodying the unchanging principles of political conduct. The dialectic of wisdom and reason, out of which we saw the myth of democracy grow, is replaced by complete separation of them into mutually exclusive realms. In the myth of the dialogue, the Statesman, they are placed in different eons of the world, kept apart by a cosmic catastrophe. In trying to escape Plato's dilemma, let us first agree that politics is a science, that is, that a government will be successful in achieving justice only when it is conducted by men of intelligence, possessing wisdom and knowledge. I shall further premise that a dictatorship or an oligarchy, however • 10 • . 11 • �intelligent, wise and knowing its leaders, necessarily rests in the end on extra-rational foundations and will ultimately rely on force to keep its power, in other words, to exist. This means that opposition to the government, however rational, will be a crime. All such governments are, therefore, unjust. Hence, only democratic government can, in principle, achieve justice. Can democratic government achieve justice in practice? I do not know, but before fleeing with the despairing Plato to Utopia, I would consider what means may exist to make democracy worth a try. I would first see whether the rigid alternatives of Plato are really so separate. Considering his first alternative, the all-wise king, we can see that, if his wisdom is to succeed in making just decisions in particular disputes, it is not sufficient for the decisions to be abstractly just. They must be accepted as just by the parties to the dispute; otherwise, the king will have to use force and to that extent his government will be unjust. His subjects, therefore, must have at least the intellectual capacity to recognize justice. But so they will be intellectually above the standard supposed by Plato to measure the capacities of all but a few men. In the case of the other alternative, rigid laws governing by general principles admitting no exceptions, there is no chance at all for justice, since no particular case exactly fits a general principle. Therefore, the standard for men is even higher. The men in this society must have the wisdom to recognize that everyone must accept a little injustice for the sake of others. I have pointed out these consequences of Plato's position in the Statesman because I believe they reveal two demands that just government makes on its citizens, one that they know what justice is and the other that they accept something less than justice for themselves in any given situation. These seem to me to be the presuppositions of the Social Contract, but they do not depend for their existence on the theory of the Social Contract. It is rather the other way around. The Social Contract is a myth to account for these two inescapable demands of society. It now remains to show that they can be met by a democratic society, and to suggest some of the means available to a democracy for meeting them. That they cannot be met by a society other than democratic has already been stated as a premise. The first demand requires the assumption of human rationality, while the second requires the assumption of human wisdom. You will notice that Plato's hypothesis of an all-wise ruler entails rational subjects, while his hypothesis of pure rationality of government entails wise subjects. In so far as democracy is government in which all rule and are ruled in turn, both presuppositions are entailed. You will notice, too, that the government of wisdom is personal government, while the government of rationality is institutional or government of law. I think you will now see how I will argue that democracy meets these demands. A government of laws is no respecter of persons, but any government other than democratic is a respecter of persons, in so far as it distinguishes a ruler or ruling class from the other members of society. The condition that makes the injustices inherent in human government bearable, however, is that they be justly distributed without respect of person. So the second demand is met by democracy. The two principles are that men are capable of acting rationally and of acting wisely, that is capable of knowing principles and having the skill to apply them. The means to establishing democracy are the ways of converting these capabilities into actualities, of bringing it about that men do as they are capable of doing. From Aristotle on teachers have recognized that men learn by doing. This fact makes sense to me of the slogan that the cure for the ills of democracy is more democracy. If democracy operates by rational discussion, the way to learn the art of rational discussion is through discussing rationally the problems encountered in society. • 12 • • 13 • �The foundation then for bringing democracy into being and maintaining it is the liberal arts. There are two practical problems here. One is to have liberal arts in one's tradition, the other is to make them available to all citizens. On the first count we are in one respect more fortunate than the Athenians. They were inventing the liberal arts while they were inventing democracy. The positive work of the sophists was their invention of the liberal arts. Sophocles, Herodotus, Euripides, Aristophanes, the whole list of classic Greek authors testify to the lively effect of this invention. Thucydides and Plato confirm it, while they portray its somber side of failure. We are more fortunate in this, that having the tradition that they invented, we are less dazzled by the brilliance of the invention and can use it more soberly. On the other hand, we can lose the liberal arts by reducing them to routine, as the Greeks reduced the wisdom of their early sages to conventional opinion. Nevertheless, because we have the Greek authors, we can go back to them, and have done so from time to time to light again the fires of the liberal arts. I have all too briefly sketched some of the materials. that democracy has to work with in the human attempt to achieve justice. In conclusion, let me say what I think I have been saying. Democracy is the best form of government because people insist on governing themselves, and any attempt of men to govern other men against their will begets injustice, which is the negation of the end of government. People can govern themselves, because they can be wise and reasonable. Athens once made a brave attempt at democracy and left us a myth from which we can learn about democracy. Moreover, she left us the beginning of the liberal arts, which, once given to the world, took to themselves the discoveries of Romans, of Jews, of Christians and have transmitted to us the paradigms of the science of government, especially in education, law and religion. I hold neither to the law of progress, which would affirm that democracy is the inevitable final stage of history; nor to a biological analogy which places democracy as one stage in some cyclically unfolding course of events . • 14 • I think that men can and sometimes do succeed in governing themselves; that by rational self-criticism they may prolong their success; that a genuine education will sustain their self-criticism. Excerpts from a lecture given by Mr. Kieffer at St. John's College on Jan. 13, 1956. STUDY CONFERENCE OF COMMISSION ON LIBERAL EDUCATION I Dean Jacob Klein of St. John's College and President Harold Taylor of Sarah Lawrence College served as co-leaders of a seminar study conference of thirteen college presidents in Nova Scotia early in July. Participants were all members of the Commission on Liberal Education of the Association of American Colleges, of which President Weigle is the chairman. The conference, which was financed by a grant from. the Carnegie Corporation of New York City, was designed to divert the minds of the college presidents from administrative matters and give them eight days of intellectual stimulation through reading and studying together. Books which were read and discussed included Plato-The Meno, Jonathan Swift-Gulliver's Travels, Walter Lippmann-Public Philosophy, Ortega y Gasset-Revolt of the Masses, Gordon Chalmers-The Republic and the Person. The group were guests of Mr. Cyrus Eaton, Chairman of the Board of the Chesapeake and Ohio Railway Company, at his ancestral home in Pugwash, Nova Scotia. • 15 • �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. . 16 . �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 19 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 July 1956 Vol VIII #3-Myth and Logic of Democracy (John Kieffer) Title A name given to the resource Bulletin of St. John's College in Annapolis, July 1956 Description An account of the resource Volume VIII, No. 3 of the Bulletin of St. John's College in Annapolis. Published in July 1956. Date A point or period of time associated with an event in the lifecycle of the resource 1956-07 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/831af3cee0da1f3b5759d20e29134133.pdf 74ab9c0926d41aeb7b7deb52f0727584 PDF Text Text �"The object of a liberal training is not learning, but discipline and the enlightenment of the mind. The educated The Habitual Vision of Greatness man is to be discovered by his point of view, by the temper of his mind , by his attitude towards life and his fair way of thinking. He can see, he can discriminate, he can combine ideas and perceive whither they lead; he has St. John's College offers a liberal arts curriculum unlike any other in the United States. insight and comprehension. His mind is a practised instrument of appreciation. He is more apt to contribute light than heat to a discussion , and will oftener than another show the power of uniting the elements of a ., For this reason the College has been hailed as a pioneer. . diffi~ult Yet the liberal arts as taught at St. John's are the arts with which men have disciplined their minds since subject in a whole view; he has the knowledge of the world which no one can have who knows only his own generation or only his own task." Woodrow Wilson ' the beginnings of Western civilization. St. John's College has pioneered in reorganizing traditional materials to fit contemporary needs. The College The Cover Design has shaped its program to a fundamental but frequently forgotten truth about education- that its proper The four inner structures of this geometrical complex represent the four elements aim is to cultivate the student's intellectual powers. as the ancients understood them, and as Plato described them in the Timaeus- The guiding purpose at St. John's is to develop reasoning men and women who have shared in our cultural fire, air, water, earth. They are shown here as the red tetrahedron, the white octa- heritage and who have gained an understanding of the basic unity of knowledge. The College believes that hedron, the blue icosahedron and the yellow hexahedron. such men and women are best fitted to master the skills of any occupation and to become participating citizens in a free society. Enclosing them all is a twelve-faced structure in black, the dodecahedron, one of the symbols of the universe . These structures thus represent in part the traditions St. John's College above all else seeks to disclose to its students what Alfred North Whitehead has called and the concerns of St. John's College. the habitual vision of greatness. Volume IX BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS July, 1957 Published Quarterly Entered a s Second-class matter, February 18, 1949, at the Post Office , a t Annapolis, Maryland, und er the Ac t of Augu't 24, 1912 No. 3 �How can a college best fi.t its students for life in the world today? St. John's College conceives Key's every age to include the present; St. Should the college train only part of the man, the occupa t ional John's College is a living part of the here and now. Its curriculum includes man, at the expense of educating the whole man? material as timeless as Homer and as timely as the United Nations Charter. c • The St. John's Program leads to a bachelor of arts degree, for which it requires all students : Francis Scott Key, who graduated from St. John's exactly 100 years after the (1) To study mathematics, languages and laboratory science for four years, and music for three semesters; College was founded as King William's School in 1696, suggested an answer: (2) To read a four-year sequence of approximately 100 books which The function of a college is to "make the man master of himself through life." stand among the great sources of our intellectual traditions ; How does St. John's College help the individual student to accomplish this aim? St. John's offers him a curriculum in which, as Key said 150 years ago, "the (3) To discuss these works with tutors and fellow-students in semi-weekly seminars; great and the good of every age and of every land are to be made his ( 4) To attend weekly lectures by leaders in arts, letters, science and associates, his instructors, his examples." other fields ; and concerts, three times a year, by outstanding artists . �Learning through Discussion . .. the Seminar A full notebook often betokens an empty mind. St. John's College shuns the pedagogical method in which an instructor lectures from notes to students who take notes and then return them via examinations. St. John's requires instead that students take an active and unceasing part in the process of reading, doing and discussing which constitutes education at this college. -theological problems in the Bible, St. Thomas, Calvin or Luther. Because the scientific laboratory may well be the most characteristic institution of the modern world, St. John's includes four years of laboratory science in its Program. Students work in physics, chemistry and biology and meet six hours a week for laboratory exercises and discussion. Like all other parts of the St. John's Program, the seminar aims at developing the student's comprehension in reading, his powers of analysis, his breadth and balance of thought and his ability to express himself clearly, tolerantly and forcefully. The task of the laboratory at St. John's is to provide a background of experiment and discussion from which a liberal understanding of science gradually emerges. -economic problems in Adam Smith or Marx; The seminar exemplifies the way in which St. John's looks on learning as a cooperative venture. Neither in tutorials nor in seminars do students ever passively sit to be talked at. In each seminar, some twenty classmates gather around a table twice a week with two or three of their tutors. For two hours, and often longer, they discuss: -philosophical problems which arise from their reading of Plato, Aristotle, Spinoza, Kant or Kierkegaard; -scientific problems in Copernicus, Kepler, Newton, Mendel, Darwin or Poincare; -historical and political problems in Herodotus, Thucydides, Tacitus, Machiavelli, Locke, Gibbon, the Federalist Papers, Hegel or de Tocqueville; -literary problems in Euripides, Dante, Shakespeare, Goethe, Dostoievski or Thomas Mann; The inquiring student discovers the fundamental assumptions made in actual experiment. He carefully follows the transposition of those assumptions as well as of experimental findings into suitable mathematical symbols. Learning through Doing . .. the Laboratory St. John's College believes that liberal learning is not primarily concerned with the factual data uncovered by science. The College believes that liberal learning is concerned with the artifices of the human hand only to the extent that they enable the human mind to transcend the factual by relating it to universal principles. �That is why St. John's requires four y ears of daily tutorial Learning through Symbols . .. work in la n guages-not to develop mastery of other ton gues, but to d isclose and examine the resources of systematically the Tutorials formulat ed speech in conveying thought. In all that a man thinks, says, reads or hears- he uses symbols. ' The effectiveness of his thinking, speaking, reading or hearing depends . And that is why the St. John 's Program includes music-because the d iatonic scale, the alphabet and mathemati<:;s together form an intelligent man's response to his encount er with on the skill with which he has learned to use the symbolic vocabulary himself and with t he world. of language, mathematics or music. That skill contributes to the wisdom with which he makes the Tutorials meet in groups of a size which reflects the 1 :8 ratio decisions he meets every day- decisions in politics, decisions in between faculty and st uden t s at St. John's. In mathematics, business, decisions in ethics, decisions in the arts, and the per- the work ranges from Euclid t o transfinite numbers; in music, sonal decisions that will shape his whole life. from the Gregorian chant to 20th-century atonality. Languages That is why St. John's College requires four years of daily tutorial work in mathematics- not t o train professional mathematicians, but to induce habits of rigorous thought. include two years of Greek and one yea r each of French and German. D uring the first two years, English receives special emphasis. �Learning through Listening. A Community of Learning ' ' the Formal Lecture J The seminar, the tutorials, the laboratory and the formal lecture work together in the well-knit whole which is the St. John's Program. What the student learns in one branch bears always on his studies in the others. A Pulitzer Prize poet, a Los Alamos physicist, a Jesuit priest, a Socialist '[ editor, a Hebrew scholar, a harpsichordist, a psychiatrist, an historian, l a philosopher, a sculptor, a writer of fiction-these typify the leaders in A vital element in this homogeneity of learning is the fact that teachers at St. John's do not confine themselves to "specialties," although each tutor is outstanding in some field of scholarship. An expert in music may conduct a varied fields who come to St. John's College throughout the academic tutorial in mathematics; a man who teaches Greek may also have charge of a year. laboratory group in biology. On Friday evenings the College assembles to hear a lecture or-three The St. John's Program enables tutors to develop versatility of this kind. times a year-a concert or a recital. The College believes it an indispensable condition of teaching that teachers Only on such occasions does St. be aware of all the facets of learning which confront the student. John's depart from its policy of student participation, and then not wholly: each lecture continues with question-and-answer and informal discussion. During the lectures, students learn to listen and to remember without taking notes. In the discussion periods, they learn to be tolerant, curious 1 l Each tutor is constantly aware of what the students are doing in the various tutorials, seminars and laboratories. He links together the varied parts of the Program, and helps the students. link themselves with the great heritage of ideas which forms the content of the St. John's College Program. and above all courteous and logical in attacking unpalatable views or in Students and tutors at St. John's together make the College an authentic defending their own. community of learning. �The Old and ... ... The New McDowell Hall was begun in 17 44 as Now under construction, the Francis a mansion for the Royal Governor, Scott Key Memorial Auditorium (at Thomas Bladen. After a period of neglect the building was completed upper left) will seat 600. Adjacent to the Auditorium will be a discussion room, fine arts studios and music in 1784 and given to St. John's Colpractice rooms. In the L-shaped lege by the State of Maryland. A building will be laboratories for striking example of colonial Georgian architecture, McDowell is the oldest physics, chemistry and biology. Domes are for a planetarium (foreground) of seventeen buildings on the St. and a Foucault pendulum. The John's campus. It houses classrooms, ings are scheduled for occupancy in administrative offices, the bookstore September of 1958 and will cost over and the coffee shop. $2,000,000. build~ �Learning and Playing Perhaps because St. John's College does not require participation in athletics, most of the students-over 75 per cent-take an active part in sports. They play tennis, softball, baseball, basketball and touch football. Some attend weekly fencing lessons which the College offers, and meet for informal matches with groups from nearby colleges. In a similarly spontaneous manner, others play basketball games with teams from elsewhere. In spring and early fall, students sail the College fleet of small boats in College Creek. Other extra-curricular activities include dramatics, publications, modern foreign language clubs, the showing of movie classics by the Film Club, and classes in painting, poetry, and the Bible. r �What St. John's Students Do After They Graduate "We generally share one further conviction about civilized m.en; that a well- and broadlytrained product of a general education is better equipped than the product of any other kind of education to master the specific skills of any calling he m.ay undertake. We believe, and I St. John's College: Essential Information Founded: 1696 as K ing William's School. Re-chartered as St. John's College in 1784. Accredit a tion: Middle States Association of Colleges and Secon dary Schools ; Maryland State Department of Education. think observation supports our belief, that good liberal educati on is better vocational training than vocational education." Eugene V. Rostow Dean The Yale Law School Locat ion: Thirty-four acre campus in Annapolis, Md. Thirty m iles east of Washington, D. C. , twenty-seven m iles south of Baltimore. Fac ulty -Studen t Ratio: One tutor t o every eight students. Enrollment limited to three h undred. Teaching led the occupational choices in a summary which St. John's compiled for a recent study of alumni Cost: Inclusive fee of $1750 for room, board and tuition. of the present Program, which hegan in 1937. The next largest number of graduates had entered business. Scholarships: Flexible program of scholarships, grants, loans and st udent employment. All The diversity between these two leading choices reflects the breadth of interest which the College nourishes in its students. Other Program alumni chose a wide range of careers- in accounting, acting, editing, engineering, preaching, writing. Still others are lawyers, librarians, physicians, surgeons, social workers. One is a movie producer, one a musician and one a curator in an art museum. awards based on financial need. Policy: Nonsectarian,. coeducational; no racial or religious bars. A<}m.ission: Entrance requirements are outlined in the College catalogue, a copy of which may be obtained from- The D irector of Admissions St . John's College Although it is not a primary aim of the College to prepa re its students for graduate work, more than 50 per cent have gone from St. John's to graduate or professional schools in the various universities. 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. 18 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 July 1957 Vol IX #3-The Habitual Vision of Greatness Title A name given to the resource Bulletin of St. John's College in Annapolis, July 1957 Description An account of the resource Volume IX, No. 3 of the Bulletin of St. John's College in Annapolis. Published in July 1957. Date A point or period of time associated with an event in the lifecycle of the resource 1957-07 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/c64db8f211881d577d58b0061de2f1b7.pdf 81eb12bd43ef7665c67eb42cf1523c34 PDF Text Text VOLUME XI No. 3 Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND JULY, 1959 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �REPORT OF THE PRESIDENT TO THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: The past academic year was an exciting and memorable one in the life of the College. A series of special events were held throughout the winter and spring to mark the completion of twenty-one years of the new curriculum at St. John's College and to dedicate the Francis Scott Key Memorial Hall and Mellon Hall. The culminating event was a formal ceremony on May 22, 1959, at which the President of the United States was the principal speaker. Appropriately enough the first weekend in 1959 was designated Founders' Weekend to honor Stringfellow Barr and Scott Buchanan who brought the present program to St. John's College in 1937. Both men gave formal lectures and then led a seminar on the St. John's program. Participants were members of the Board of Visitors and Governors, members of the faculty, and young alumni of the College. Other events in the series were a week of concerts and seminar discussions by Ralph Kirkpatrick, the harpsichordist; a production of Monteverdi's Orfeo by members of the Washington Opera Society; a convocation on "The Scientist as Philosopher"; and a final convocation on "Man and His World." Both convocations consisted of three formal lectures following which the lecturers and members of the faculty engaged in panel discussions open to the College community and the general public. Lecturers in the first series were: Lloyd Berkner on "Science as the Handmaiden of Politics," Richard Niebuhr on "Science in Conflict with Morality?" and Rene Dubos on "What is Science as Philosophy?" Dr. Berkner suffered a last-minute mishap which prevented him from being present, but Joseph Kaplan read the lecture in his stead. In the second series the lecturers were: Gerard Piel on "The Revolution in Man's Labor,'' George Gaylord Simpson on "Man's Evolutionary Future,'' and Erwin Canham on "Planetary Politics." These special events had a stimulating effect upon the life of the College community. They pleasantly interrupted the regular routine of tutorials, seminars and laboratories and provoked new thoughts and new ideas. It is my hope that at least one such convocation or special lecture series may become a regular feature of each academic year. I would also hope that a distinguished scholar or public figure might be prevailed upon to spend a period of time in residence on the campus. • 1 • �Mr. and Mrs. Alexander Meiklejohn paid such a visit to the College in the spring of this year and contributed delightfully and helpfully to the intellectual climate. Honorary Fellows A notable feature of the May 22nd Convocation was the formal conferring of the title of Honorary Fellow on Mark Van Doren and Paul Mellon. These awards were made on the basis of three criteria: distinction in the recipient's principal field of endeavor, his understanding of and devotion to liberal education, and his particular contribution to St. John's College. In creating this new honor the faculty and the Board hope that the recipients will undertake periods of residence at the College, closely associated with both tutors and students. Senior Fellows Curtis Wilson acquitted himself with distinction in his first year as Dean of the College. It was no easy task to succeed Jacob Klein, who was on sabbatical leave in London during the year. Mr. Wilson clearly commanded the respect and support of the faculty and students alike in his demanding assignment. Seven new tutors joined the faculty, who are the "senior fellows" of the College: John S. Price of the Class of 1931, who had previously served as Supervisor of the Development Division of Revere Copper and Brass Company in Baltimore; Donald W . Rogers who had been Assistant Professor of Philosophy at the University of Massachusetts; Samuel E. Brown, Jr., who came to the College from Indiana University; E . Bennette Henson, Jr., of the Class of 1946, who was most recently Professor of Zoology at the University of Maryland; Bryce D. Jacobsen of the Class of 1942, who left farming to become a tutor and Director of Athletics at the College; Malcolm S. Brown, a graduate of Amherst College with a Master's degree from Columbia University; and Edward M. Wyatt who for the past three years was an instructor in mathematics at the University of Virginia. In addition to Mr. Klein, Charles G. Bell was on leave of absence teaching in Munich, Germany, Eva T. H. Brann to complete archeological studies in Athens, Greece, and A. Leonard Slafkosky to continue his special work in the United States Marine Corps. John S. Kieffer returned to the faculty at the conclusion of his sabbatical year and Robert S. Bart arrived on campus in January to undertake a part-time teaching load for the balance of the year. • 2 • In reviewing the strength of the faculty over the past ten years, I am happy to report a continuing favorable ratio of students to tutors. The figures below are based upon the number of tutors who are actually teaching. They include seven teaching interns for 1953-4, five for 1954-5, three for 1955-6 and four for 1956-7. STUDENT-FACULTY RATI0-1949-1959 Faculty Teaching On L eave Stiidents Ratio 1949-50 196 27 4 7.3 :1 1950-51 173 25 5 6.9:1 1951-52 151 17 4 8.9 :1 1952-53 133 19 3 7.0 :1 1953-54 125 25 3 5.0: 1 1954-55 139 26 1 5.3 : 1 1955-56 166 24 1 6.9 :1 1956-57 179 28 2 6.4: 1 1957-58 212 29 3 7.3 :1 1958-59 225 32 4 7.0 :1 This was the first year in which the revised faculty tenure provisions became operative. It will be recalled that the ~oard at its May meeting in 1958 approved the recommendat10n of the faculty that permanent tenure be superseded by a system of twelve-year tenure appointments. The faculty are C<?nfident that real benefits will flow from this new system particularly in the form of earlier tenure appointments for younger members of the faculty than was formerly possible. The year also witnessed the first step toward placing all facu!ty .members on the new faculty salary scale. It is most gratifymg t~at tl_ie Board has adopted a budget for the next fiscal year which ~ill place most faculty members on the full new scale a_nd w~ich will transfer to the College the entire burden of annuity retirement payments. During the year just ended the Facult.Y Study Group worked in the area of biology. Unfortunately, this s~udy group ~ecomes a temporary budget casualty for the commg academi~ year· The Dean and I both consider it a matter of the utmost importance that the group be re-instituted a year hence. Junior Fellows The students who are the "junior fellows" in the St. John's community of learning numbered 225: 104 freshmen, 61 soph?mores, 33 juniors and 27 seniors. Men outnumbered women. m the ratio of two to one. The student body again reflected a wide range of geographical, economic and religious backgrounds. • 3 • �Attrition persists as the most pressing problem to which the faculty and administration must address themselves. Figures on student enrollment for the period 1949-1960 attest to this. The Class of 1959, for example, had 27 survivors out of an initial complement of 80. Next year's senior class represents an even sharper mortality with 24 members left out of 94 who began in 1956. STUDENT ENROLLMENT-1949-1959 Year Freshmen Soph. Junior Senior Total 1949-50 71 47 45 196 33 1950-51 63 36 38 173 36 1951-52 54 42 27 28 151 1952-53 42 41 30 20 133 1953-54 40 29 32 24 125 1954-55 66 23 30 20 139 1955-56 80 47 18 21 166 1956-57 94 44 29 12 179 1957-58 107 53 30 22 212 1958-59 104 61 33 27 225 1959-60 114 46 24 255 71 Greater selectivity in admissions is certainly part of the answer. This year for the first time the Class of 1963 will have been required to take the Scholastic Aptitude Tests of the College Entrance Examination Board. These tests will present an additional criterion upon which to reach an admissions judgment. The new class numbers 114 members selected from 200 applications growing out of some 1400 inquiries. The Admissions Committee has sought freshmen who give promise of intelligence, imagination, maturity, and individualism. Instruction The Dean reports a promising innovation in the work of the senior year. In seminar each senior was required to prepare three written statements during the year on three different reading assignments. In each case the reading of the statement initiated the seminar discussion and the student author was expected to take a major role in leading the seminar. This plan appears to have worked well and will be followed again. The laboratory was confronted by certain difficulties arising from the shift to the facilities in Mellon Hall. There were also problems as a result of changes in laboratory personnel. On the other hand, considerable progress was made in improving the quality and quantity of laboratory equipment. It is also significant that several of the newer tutors are taking a major hand in laboratory teaching and that important improvements are being made in the laboratory program, notably in the introduction of more adequate statistical techniques. The music tutorials benefited from the excellent music seminar rooms in the Key Memorial. It is hoped that a much more extensive use of magnetic tape and tape recorders can be made next year. The music tutorials have long suffered from a lack of materials for well-defined assignments to be completed outside of class. Melodies and other musical samples recorded on tape can now supply this deficiency. The Instruction Committee plans to discuss the language tutorials at length during the coming year in order further to clarify aims and methods. Among the problems to be discussed are the present omission of modern symbolic logic from the curriculum, the possibly excessive amount of time required in the two upper years for routine memorization of elementary rules and forms of German and French, the lack of adequate time for significant accomplishment in the senior French course. There is also heavy concentration in the sophomore year on work in grammatical, logical and rhetorical analysis, work which might better be distributed through the upper three years. Library and Book Store Books continue to preoccupy both senior and junior fellows. The Librarian reports that circulation exceeded any previous year. Borrowing of books by students increased by one-third while loans pf musical scores and records doubled, probably a result of the removal of these items to the music library in the Key Memorial. Total per capita circulation for students increased 3 7 % . At the same time the College Book Store reported an increase in sales over the preceding year of a thousand dollars. The Book Store has always served as a supplementary library and it seems quite significant that gross sales exceed $21,000 with a student body of 225 and a faculty of 32. During the summer the Book Store has moved to new quarters on the ground floor of renovated Humphreys Hall. Here books can be displayed to maximum advantage and there will be far more adequate facilities for the browsing or absorbed reader. One of the most pressing problems facing the College is that of more adequate and usable facilities. The Library Committee has already devoted considerable time and energy to the question of the desirability of a new library building as against reconstruction of Woodward Hall. A second and perhaps less momentous problem is to appraise the present collection more adequately, making the necessary discards and • 5 • �additions so that the Library can better serve the needs of the community. Infirmary Mrs. Louise E. Young, R.N., has proven to be a most ~or­ tunate choice as College Nurse. During the year sh~ regular;zed the operations of the Infirmary and at the sal!1~ time provided wise and efficacious nursing care needed b~ ailmg students. A general program of inoculations was carried <;m; f~rtunate~y, the College escaped a repetition of the epidemic .w~ich ran its course a year ago. There were 56 student admissions to the Infirmary and 643 dispensary visits. Alumni Warren Bomh~rdt of the Class of 1942 served his second te~m as. t~e president of the St. John's Alumni Association. l\;Tiss Miriam Strange s~rve~ as A~umni Secretary and contmue,d her eff?rts to. b~mg mto bemg the register of all St. John s Alumm both hvmg and deceased. On Homecoming day the Alumni Award of Merit was presented in absentia to Walter Baird, of the Class of 1931, Chairman of the Board of Baird-Atomic, Inc., of Cambridge, Massachusetts, and an alumni member of the Board of Visitors and Governors. Upon the same occasion the Alumni Association presented the College with a check for $1,000 toward the Third Century Fund. Physical Plant In my report of a year ago I expressed the hop.e that the College would be able to assimilate the Key Memorial, Mellon Hall and the Charles Carroll Barrister House. It now seems a safe conclusion that these t.hree struc~u~es have been ~ppro­ priately absorbed into the hfe and activity of St. J oh_n s Co~­ lege. All three have functioned remarkably well durmg this first year of their operation. Humphreys Hall was in process of restoration du~ing the year and is now ready to house 45 men for the . commg ~ca­ demic year. The ground floor has been converted. u;t? spaci~us and well lighted quarters for the Book Store adJommg which there is a dormitory common room. The total cost of reconstruction and of equipping the building was. approxima~ely $241,000. A construction loan ~f $.100,000 re~ams outstandmg, a loan which I trust can be hqmdated durmg the balance of the Third Century Fund drive. Significant additions to the 9ollege's land holdings were made during the year under review. From ~he Board of i:iublic Works of the State of Maryland, St. J oi;n s Qollege received title to the former Baltimore and Annapolis Railroad property between Roscoe C. Rowe Boulevard and the C,oll~ge campus and extending from the Housing Authority bmldmgs ~o College Creek. At the same time agreement was reached with the City of Annapolis whereby the College deeded away five feet of land along the northeastern edge of St. John's Street from College A venue to Calvert Street in return for any and all rights which the City had to extend St. John's Street b.eyond its present terminus or to construct any other. streets m the western corner ·of the campus except for Brice S~reet. ~t. John's Street has now been widened and an attractive brick retaining wall constructed from the Hall of Records to the main College parking lot entrance. Administration I am happy that the Board accepted my recommendation that Arland F. Christ-Janer be appointed Vice President of the College. This is a well deserved promotion for no one shoulders a wider range of responsibility whether in the financial operations of the College or in its more mundane daily functioning. To assist Mr. Christ-Janer in his new responsibilities, Mrs. Jane Foster has been appointed. She previously served as secretary to the Vice President of Johns Hopkins University. There were a number of personnel changes during the past twelve months. Peter Donchian, who had produced the excellent campaign materials in the Third Century Fund, resigned from his position as Assistant to the President for Development. Fortunately his interest in the College continues unabated as a member of the Board of Visitors and Governors. In the interest of economy it seemed wise to abolish the position of Superintendent of Buildings and Grounds. It was with real reluctan.ce that the College lost the services of C. Frederick Houston who had so capably supervised the construction of the new buildings. His work will be divided between Clifford Taber as Engineer and Marion Catterton as Buildings and Grounds Foreman. Mrs. Nancy Curtler who had been College Hostess and Mr. Houston's secretary accepted a position at Connecticut College for Women. · Other new administrative appointments include Mrs. Virginia Cade, secretary to the assistant deans, and Mrs. Dorothy Mann, assistant in the Treasurer's office. Mrs. Christine Behm Nunes left her position in the Development Office at the end of the academic year as did Mrs. John Price in the Alumni Office. Mrs. Jeannette Dixon resigned from her position as assistant in the Treasurer's Office. • 6 • • 7 • �It is interesting to summarize the gifts, grants and bequests which St. John's has received from all sources over the past decade. The chart below shows the sources of this income as received for all purposes from members of the Board, from the alumni, from other friends and corporations, from Old Dominion Foundation, from other foundations, and from the State of Maryland. Finances Last year's audit erroneously included an income item of $20,000 applicable to the current year's budget. This means that expenditures exceeded income by $4,149 during 1957-58, and that there was no surplus as reported a year ago. During the 1958-59 fiscal year income amounted to $800,148.72 as compared with expenditures of $785,421.20. This time I have every confidence that the College did operate well within the budget and that the net surplus amounted to $14,727.52. By way of summary for the past ten years, the Table below shows the steady increase in annual income and expenditures as well as the deficit or surplus for each year of operation. SOURCES OF GIFTS, GRANTS AND BEQUESTS-1949-1959 1949-50 1950-51 1951-52 1952-53 1953-54 1954-55 1955-56 1956-57 1957-58 1958-59 Expenditures Deficit Surplus 1949-50 $461,956 $458,849 $ 3,107 455,126 455,612 1950-51 486 433,117 1951-52 413,803 $19,314 500,365 1952-53 483,967 16,398 529,497 1953-54 555,170 25,673 484,489 504,080 19,591 1954-55 531,628 1955-56 528,025 3,603 622,430 1956-57 565,733 56,697 675,530 679,679 4,149 1957-58 800,149 785,421 14,728 1958-59 I am particularly proud to report that the permanent endowment funds of the College now total $5,647,004 as of June 30, 1959, with a market value of $6,144,437. This substantial increase over last year's figure of $2,190,151 is largely a result of the receipt of the Addison E. Mullikin bequest, together with matching funds from Old Dominion Foundation. The chart below shows the growth in the value of the College endowment funds over the last decade : ENDOWMENT FUNDS-1949-1959 Alumni Endowment 1949-50 1950-51 1951-52 1952-53 1953-54 1954-55 1955-56 1956-57 1957-58 1958-59 $ 8,074 22,409 70,796 167,229 190,336 198,521 200,809 201,701 205,331 336,344 General Endowment $ 247,557 251,738 279,193 483,660 559,932 1,104,598 1,357,218 1,749,506 1,984,820 5,310,660 • 8 $137,095 1,235 3,550 7,350 32,140 4,000 44,583 18,000 9,335 3,920 12,982 $ Friends 4,085 14,335 27,687 66,249 32,163 21,464 14,156 27,008 75,559 1,955,447 $ $2,238,183 Foundations State of Maryland 63,000 63,000 63,000 63,000 325,000 75,000 575,000 75,000 80,000 80,000 475 3,470 18,570 87,878 89,898 338,212 35,536 108,479 84,072 147,873 $ 150,000 480,238 196,299 678,440 316,850 540,801 419,398 667,362 1,275,528 1,658,031 $ $914,463 $6,382,947 $1,462,000 Bequests The Court of Appeals of the State of Maryland upheld the lower court in sustaining the will of the late Addison E. Mullikin of the Class of 1895. The executors thereupon set up the residuary trust in which St. John's College has a 25% share for the ten years ending December 30, 1966. The College immediately received $109,204 in accumulated income and has a share in the principal valued at $1,787,120 as of June 11, 1959, when the trust was created. Hall Harrison, of Baltimore, Maryland, left the College a double portrait and frame of King Charles I and Queen Henrietta Maria, copied from the original Van Dyke portraits in 1842. . Total Endowment Book Value Market Value $ 255,631 274,147 349,989 650,889 750,268 1,303,119 1,558,027 1,951,207 2,190,151 5,647,004 $ TOTAL INCOME AND EXPENDITURES-1949-1959 Income Alumni Board Third Century Fund Exclusive of the bequests listed above a total of $594,291 has been raised during the fiscal year just ended for endowment purposes. The sum of $201,515 was given or pledged by alumni and $170;066 by other friends of the College. Toward the renovation of Humphreys Hall $127,170 had been received in cash and $16,066 in pledges. Gifts and pledges for other purposes total $79,474. It is most disappointing to report that only 142 alumni have as yet given or pledged to the Fund. This remains as the major task in the campaign for the coming year. Individual alumni donors will be listed in an alumni bulletin. I $ 257,818 278,838 356,851 651,548 848,128 1,498,789 1,798,324 2,157,105 2,434,111 6,144,437 • • - 9 • �should like to express the gratitude of the College to each of them and, among others, to the following foundations, corporations and individuals who have made gifts or grants over the past year : Foundations A grant of $100,000 from A val on Foundation of New York City toward the restoration of Humphrey's Hall. A grant of $1,300 from the Dr. Charles C. Cook Foundation for Charities, Inc., of Baltimore, Maryland, for scholarship purposes. A grant of $700 from The William Deiches Fund of Baltimore, Maryland, for scholarship purposes. A pledge of $3,000 from the Fund for Tomorrow, Inc., to endow an annual lecture on a great book in the Eastern tradition. A grant of $5,000 from the Lesesne Foundation of Wilmington, Delaware, toward the Arthur deTalma Valk Tutorship. A grant of $4,600 from the National Merit Scholarships Corporation of Evanston, Illinois, for scholarship purposes. Grants from Old Dominion Foundation, of New York City, as follows: $78,300 for current purposes and $1,458,431 for endowment purposes. A gift of $1,000 from the Sears, Roebuck Foundation for scholarship purposes in its Merit Scholar Program. Corporation and Corporate Gifts The sum of $10,454 representing a share to St. John's College from corporate gifts received from business and industry by the Association of Independent Colleges in Maryland. A grant of $2,000 from the Esso Educational Foundation for current purposes. A grant of $630 from the First National City Bank of New York City in recognition of St. John's alumni in the employ of the bank. Four scholarships totaling $3,500 and a gift of $250 from the Food Fair Stores Foundation of Philadelphia, Pennsylvania. A grant of $1,600 from the Ford Motor Company of Detroit, Michigan, for scholarship purposes. A gift of $200 from Futures, Inc., of Philadelphia, Pennsylvania, for current purposes. A grant of $25,000 from the General Foods Fund in their current aidto-education program, this sum to be used for faculty salaries. A grant of $400 in the Gulf Oil Company's aid-to-education program. A gift of $500 from the Washington Steel Company for current purposes. A gift of a cathode oscilloscope from Westinghouse Electric Corp. A gift of a pedestal grinder from Revere Copper and Brass Company. Gifts and pledges in the Third Century Fund from the Arundel Corporation, Baltimore Gas and Electric Company, Black and Decker Manufacturing Company, Chesapeake & Potomac Telephone Company, the Daily Record Company, H. A. B. Dunning Foundation, Gordon Davis Linen Supply Company, the Eliasberg Fund, Inc., Fidelity & Deposit Co. of Maryland, Hochschild, Kohn Foundation, Household Finance Company, the Hutzler Fund, Inc., Henry P. Irr, H. E . Koontz 10 Creamery, Kuehnle-Wilson of Maryland, Inc., Loyola Federal Savings and Loan Association, John D. Lucas Printing Company, Monumental Machine Company, E. W. Newton Company, Riggs, Distler Foundation, James W. Rouse & Company, Inc., E. L. Stebbing & Company, Wilbur Van Sant, and Western Maryland Railway Foundation, all of Baltimore, Maryland; and from the Annapolis Banking & Trust Company, the Country Trust Company of Maryland, Farmers National Bank, J. F. Johnson Lumber Company, Walter Lee Lears, Marbert Motors, Inc., Thomas A . Smith & Sons, and Wheat & Mullen, all of Annapolis, Maryland. Individuals An anonymous gift of $25,000 toward the equipping of the stage in the Francis Scott Key Memorial Hall. A gift of optical equipment for the laboratory from Walter S. Baird of the Class of 1930 of Cambridge, Massachusetts. A gift of $1,250 from Mr. and Mrs. Henry H. Clifford, of Pasadena, California, for the Library of Congress Catalogue, 1958. A gift and pledge totaling ~500 from Jl:frs. William J. French, of Annapolis, Maryland, to furmsh a room m the 9~arles Carroll Barrister House in memory of her husband, Dr. Wilham J . French, for many years a member of the Board of Visitors and Governors. A gift of a set of Kurz and Allison .Prints of Civil War Battles from Dr. William Hinton of New York City. Seventy-four individual gifts from members of the Hillhouse High School Class of 1927 of New Haven, Connecticut, to start a scholarship foundation in r~cognition of my perio~ of service at .St. John'.s College, the income to be awarded to a child or grandchild of this Hillhouse Class. A gift of $150 000 from Mr. and Mrs. Richard H. Hodgson of Salisbury, Maryland, to endow a scholarship program for students from certain counties of the Eastern Shore. A gift of $5,000 annually for a three-year period from Mrs. qarleton Mitchell, of Annapolis, Maryland, to be used for landscapmg the campus. A gift of $1,000 from Mr. Edward S. Pinney of New York City, for scholarship purposes. Gifts from Charles Simon, of New York City, George Winslow, _of Pittsburgh, Pennsylvania, Dr. Charles Hartsock, of Cleveland, Oh1~>, Thomas O'D. Murray, Mrs. G. A. Johnston Ross, and Robert Otis Jones, of Pittsburgh, Peni;sylvania, toward the endowment of the Helen Barnes Jones Memorial Fund. Gifts from the General Electric Company, the Jones & Laughlin Steel Company, the McGraw-Hill Publishing. Company and the S!!ott P~per Company in their programs of matchmg employee alumm contributions. Gifts and pledges in the Third Century Fund from the following individuals: Mr. and Mrs. Mortimer Adler, Mrs. Charles Austrian, Norman W. Barrett, Mrs. Randolph W. Burgess, Mrs. Inez S. Campbell, Mr. and Mrs. Philip Clapp, Richard F. Cleveland, He.nry I. Cobb, Jr., Alexander S. Cochran, Sidney Q. Cohen, Peter Donchian, Joseph Donner, W. H. Ferry, Rabbi Emanuel Green, Lewis Hammon~, Daggett Harvey Robert Heller, Reuben A. Holden, D. Luke Hopkms, N. V. Ingrah~m Meyer Kestnbaum, Reuben Kutler, William A. Lydgate, Donald M~Cormick, Paul A. McGhee, Thomas O.D. Murray, George W. 11 �Overton, G. J. Requardt, Mr. and Mrs. Edward Storm, Adolph W. Schmidt, Mr. Edward Thornton, Mrs. Millard Tydings, Miss Celeste Webb, Captain and Mrs. P. V. H. Weems and Alan Wurtzburger. * * * * * In June the College was host to the annual conference of the Country Day School Headmasters Association. Approximately 80 headmasters were in residence on the campus for several days. The weather was propitious and the Slater System provided a sumptuous Maryland bill-of-fare. The letters which have poured in indicate that a number of new friends were made for the College. Because of the exigencies of the Third Century Fund it seemed wisest not to teach a mathematics tutorial during the past year, though I do plan to resume this fall. Much of my time was devoted to travel and to the solicitation of funds. There were a number of interesting lecture opportunities: the Medical Associations of New Hampshire and Vermont in September, the combined private schools of Seattle, Washington, in early December, the University of Kansas City in March, and participation on NBC's "Open Mind" panel in June to discuss the Ruml report on education. My term as President of Historic Annapolis, Inc., ended in December but the presidency of the Anne Arundel County School Board has continued to demand time and energy. In this connection there were two trips to attend School Board conferences, one to San Francisco and the other to Atlantic City. In both cases I was able to undertake useful work for the College at the same time. It is exactly ten years ago today that this Board did me the honor of electing me to the presidency of St. John's College. Mrs. Weigle and I have found this decade in our lives to be a rich and rewarding one in every respect. We are grateful for the opportunity for leadership which has been ours, and we wish to express to all members of the Board of Visitors and Governors, past and present, our warm gratitude for their personal friendship and confidence and for their abiding devotion to our common task. We are both more deeply committed than ever before to the ideals of education for which St. John's College stands. At the same time, like all of us in the College, we realize how much more must yet be done to come closer to these goals. RICHARD D. WEIGLE President September 17, 1959 • 12 • ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF REVENUES AND EXPENDITURES Fiscal Year Ended June 30, 1959 INCOME Educ!l'~ional and general Tu1t10n . .. ... .... ... . .......... .. ............ . .. ..... . Adult Education Fees .. .. .... .... . ........... . .. ...... . . Endowment Income ...... . .. . ... . . ......... . .... . .. ... . State Appropriation .. . ... ... .......... . . .. . . . .. . .... . . . Foreign Operations Administration Contract .... .. . . .. . .. . Grants and Gifts-net . .. .. ........ .... .. .. . . . .. .. ... .. . Miscellaneous Income . . ...... ... ..... .. .. . ... . . .. ... . . . . $212,218.85 2,012.00 184,517.68 80,000.00 15,000 .00 95,907.51 3,581.59 Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $593, 237. 63 Auxiliary Enterprises Dormitory and Dining Hall .. . ....... . .. . .. .... .... .. .. . Book Store ..... ...... ... ...... .. . . ... .... ............ . Other ... .. ....................... .. . ........... ... ... . $145,712.82 21, 591. 01 3,960 .26 Total. ........ .. . . ............. .. ... ... .. . . .. . ..... . $171, 264. 09 Other non-educational revenue. . . ... . . . .. .. .... . .. . .. ..... . $ 35 ,647 .00 Total Revenue . .. . . . . . ... . . . . .. . . . .. . . . .. ... . . . . . .. . . $800,148.72 Less-Current Expenditures . .... ...... ....... .... . ....... . 785,421.20 Excess of Revenue over Expenditures .. .. .. . ..... ... ... . $ 14,727.52 EXPENSES Educational and General Administrative .. ...... . . . . . . .. .. . . .. . ... ... . . .. . ..... . General. .. .... .. . . . . . . . ... .. ..... .... . . . . . . . .. ... .. .. . Instruction ... .. . . .... ..... . .. ... . . . . .... .. .... . . .. . .. . Library ... ...... ... ........ . .. .. . ......... ··· ········· Student Organizations and Art Studio ....... .. ... .. . .... . Adult Education .. . . . . .... ..... .. . . .. ...... .. ......... . Plant operation and maintenance . ... . .. ...... ... . ... . . . . Miscellaneous ........ . .... .... . .. ........... . .. . .. . . .. . $ 96,192 .29 56,280.63 222,212.07 15 , 797.82 8,093.58 1,432.32 175, 625.17 160 .77 Total. . . ....... . .... .. .. . .. ... . . .... . ...... . ...... . . $576,790 .46 Auxiliary Enterprises Book Store ... . ... . ... . .......... . .. .... ... ..... ...... . Dining Hall and Coffee Shop ........... ... . . ...... .. . .. . $ 17,573.52 79,319.47 Total. . . . .... .. ... . . . .. .. .............. . ........... . $ 96,892.99 Other non-education expenditures Scholarships . .. ........... . . . .. ....... . ........... .... . Grants-in-Aid ............. .. . . .. . ..... .. ............. . Miscellaneous . . .......... . . .... ..... .. .. .. ... ....... . . $ 93,722 .00 12, 125.75 5,890.00 Total... ... . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $111, 737 . 75 Total Expenditures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $785, 421. 20 • 13 • �ST. JOHN'S Annapolis, BALANCE SHEET, COLLEGE Maryland JUNE 30, 1959 LIABILITIES AND CAPITAL ASSETS CURRENT LIABILITIES AND RESERVES CURREN T FUNDS Cash in Banks and On Hand Accounts Receivable ... . . $ 26,558.65 $18,514.04 500.00 18,014.04 Inventories ...... . . ...... . . . . ... . . . Prepaid Expenses . .. ... . . . . . . .. . . . .. . ... . . . . . .. .. . . 10,131.49 6,564.35 Less: Reserve for Doubtful Accounts Accounts Payable Students' Deposits Deferred Income . . Due Other Funds $ Total- Current Liabilities . ... . . .. . . .... . $ 61,268.53 $ 88,193.30 ($21,652.29) ( 20,000.00) Excess of Revenue over Expenditures Total ...... . ... . .. . .. . .. .. .. . ... . .. . ........ . Restricted: Cash .. ... . . . .... . ... .. ..... .. . . . Accrued Deficit-7 /1/58 .... . ... .. . . . . Auditors Adjustment of 1957-58 Audit. 26,612.42 9,814.61 25,000.00 26,766.27 ( $41,652.29) 14,727.52 7,336.72 (26,924.77) $ Total 61,268.53 Principal- Student Aid and Prizes . $ 878.77 6,457.95 President's Discretionary Fund 68,605.25 Total- Current . . . . . . .. . . . .. . . . . . . .. .. . ..... . 7,336.72 $ Total 68,605.25 $ 3,219.69 5,647 ,004.00 9,026.48 1,729.29 6,004.41 ENDOWMENT FUND LIABILITIES AND PRINCIPAL ENDOWMENT FUNDS Cash Foundation Matching Funds Receivable ... . . . . . . . . . . Accounts Receivable . .. . .. . .... . .. . ... . . .. ... . . . . . Pledges Receivable ...... . . . . ..... . .. ..... . .. . ... . . . Investments .. . . . . . .. ... .. . Accrued Income and Purchased Interest .... . . . . .. . . $ 12,851.64 1,458,431.40 47,322.22 1,275.00 4,122,089.93 25,013.68 Total- Endowment .... . .. . . ... . .. .. .... . . . ... . $5,666,983.87 Due Other Funds Principal . . ... . ... . Unexpended Income . . . . ...... .. . .. . . . . . . . . . Real Estate Depreciation Reserve ...... . . Accrued Income Not Available for Distribution $5,666,983.87 Total- Endowment PLANT FUNDS LIABILITIES AND PRINCIPAL PLANT FUNDS AND ASSETS Cash Cash in Sinking Fund .... . . . . . . . . . .. . . ... . .. . . . .. . . Due from Other Funds . ... . . ..... .. . .. . . .. .. ...... . Pledges Receivable . . ... . .... .. .... . .. .. . . .. . . . ... . . Investments .. .. ... . .... . . .. . ... .... . . . .. . Land, Buildings and Equipment .. . ....... . . .. .. . ... . Buildings under Construction .... ... . .. . . . . .... . . . . . Prepaid Interest .. .. .......... .. . . .... . ... . ....... . Total-Plant and Assets $ 25,233.96 15,252.00 25,000.00 2,000.00 28,950.42 4,425,029.61 162,672.45 4,000.00 $4,690,138.44 14 • Mortgage Payable . . . . . . . . . . . . . . . . $ 300,000 Less Mortgage Certificates Acquired . . 254,800.00 Reserves Available for Mortgage Liquidation. Invested in Plant ...... .. . Note Payable- Farmers National Bank $104,333.33 Less: Funds Expended for Plant Expansion 53,124.70 $ 45,200.00 49,227.75 4,544,502.06 51,208.63 $4,690,138.44 Total-Plant 15 • �ST. JOHN'S COLLEGE PERMANENTLY ENDOWED FUNDS TUTORSHIP ENDOWMENTS Addison E. Mullikin '95 ... . ... . ...... . .. . . .. .. . . ... .. . $2,400,000.00 Arthur de Talma Valk '06 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162,932.00 SCHOLARSHIPS ENDOWMENTS Annapolis Self Help (Grant from William H . Labrot Fund) George M. Austin '08 . ........ . .... . . . ............. . . . . Class of 1898 (Bequest of Charles M. McNabb '98) .. . . . . . John T. Harrison '07 . ... . ... . ... ... ...... ..... ..... . . . Richard H . Hodgson '06 . . .. . . . ... ......... . . . .. . . ... . . Alfred Houston '06 ........ .. . . ....................... . Jesse H. Jones and Mary Gibbs Jones .... . ....... . .. . . .. . Massachusetts Regional (Gift of Walter Paine '45) .. . .. . Philip A. Myers II '38 ..................... . ...... .. . . . Oklahoma Regional (Gift of Eugene Adkins '53) .. .. .. .. . Clifton C. Roehle . . ........ ... . . ... ..... . ...... . ..... . Clarence J. Stryker Memorial . .. . . .. .. ... . .. . .... . .. . . . Friedrich Jonathan von Schwerdtner . . .... . ....... ... . . 24,000.00 50,000.00 84,601.36 30,015.34 300,000.00 5,000.00 48,000.00 35,370.00 28,362.47 52,000.00 7,055.56 6,050.00 1,551.91 LOAN FUND ENDOWMENT George Friedland Loan Fund .. . ..... . . ... . .. ... . ... .. . 40,000.00 ALUMNI MEMORIAL ENDOWMENTS Allen L. Fowler '15 ......... , ....... . ... . ...... . . .... . William S. Morsell, Jr. '22 ..... . . . . . ..... . . ... . .... ... . C. H . Schoff '89 .. . ... .... . .... .. . .. ... . .. . .... . .. . . . . Robert S. G. Welch '13 .. . .. .. ...... .. . ... . .. .. .. .. . . . . ' 1,000.00 8,000.00 1,000.00 250.00 OTHER ENDOWMENTS Richard Batt Memorial Library Fund . . .. . ... ... .. ..... Fund for Tomorrow .. .. ... . .... .. . . .... . . . .......... Helen Barnes Jones Memorial . ... .... ... . .. . .. . .. . ... Ellen C. Murphy Memorial Library Fund .... ... . . ... .. Cora Dodson Sasscer Newspaper Fund ... ... . . .. ... .... • 16 • . . . . . 800.00 6,000.00 11,300.00 3,000.00 200.00 �� 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. 20 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 July 1959-Vol XI No 3-Report of the President Title A name given to the resource Bulletin of St. John's College in Annapolis, July 1959 Description An account of the resource Volume XI, No. 3 of the Bulletin of St. John's College in Annapolis, Report of the President. Published in July 1959. Date A point or period of time associated with an event in the lifecycle of the resource 1959-07 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- President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/bd8a450d86a2c602aef825f8d90d20a1.pdf 68802bbf5497abaa48bdb9deb1e75585 PDF Text Text ���������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 16 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis, July 1960 Description An account of the resource Volume XII, No. 3 of the Bulletin of St. John's College in Annapolis, "Polity of the College" issue. Published in July 1960. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1960-07 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.)--Legal instruments Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXII_no3_1960_July Charter and Polity https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/eea6faf539d2414d2a34265033c35f03.pdf d4745d771a1d3896c45958b5fa15f319 PDF Text Text No. 2 VOLUME II BULLETIN I , OF ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND JUNE, 1950 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �Volume II JUNE, 1950 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. �REPORT OF THE PRESIDENT To THE MEMBERS OF THE BOARD OF VISITORS AND GOVERNORS: The academic year just ended has been one of consolidation and stabilization for St. John's College and of education and apprenticeship for its new president. It was on September 17, 1949, that the Visitors and Governors did me the honor of electing me as the eighteenth president of the College. It was a month later that I was able to sever my connections with the Department of State, and early November before Mrs. Weigle and I undertook our residence in Annapolis. All this has inevitably produced a certain sense of frustration as I have been forced simultaneously to orient myself, to learn the program, to resolve certain pressing problems of the College, and to inform the public and the alumni on the plans and purposes of the College. For me personally, the year has brought a deep and abiding commitment to the basic principles upon which St. John's unique educational program is based. Participation in a freshman seminar and observation of the many facets of life on the campus have convinced me that the liberal arts education at St. John's is a vital and necessary force on the American educational scene. As I have traveled around the country and talked with leaders in business, the professions and government, my convictions have been strengthened, for everywhere there is a demand for college graduates with broad perspective and the ability to reason and to think. It is my earnest hope that the influence which St. John's College has already exerted in contributing to a new emphasis upon general education in the colleges and universities of this country can be extended to the establishment of a number of liberal arts colleges throughout the country with St. John's as their prototype. The aim of the College, as stated in the current catalogue, well expresses the ends we have in view : 7hrough direct contact with the great minds of Western civilization and through rigorous exercise in language, mathematics and the sciences, St. John's College seeks to develop free and rational men with an understanding of the basic unity of knowledge, an appreciation of our common cultural heritage, and a consciousness of social and moral obligations. St. John's considers that such men are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free state.' At a time when a great open clash between ideologies is taking place on the battlefields of Korea, the education of free men becomes of even more vital significance. �' The Faculty The success of St. John's College can best be measured at any particular time in terms of the quality of its faculty, the vitality of its curriculum, and the excellence of its student body. In all truthfulness it may be said that the St. J~hn's faculty is a remarkably good one, but its constant recruitment and education remain one of the greatest problems facing the administration. Approximately half of the tutors may now be said to be well versed in the entire program, compensating for individual shortcomings by their considerable skill in handling seminars, tutorials. and laboratories, and by their understanding of the nature of learning. Others handle subject matters competently and efficiently, but lack a certain feeling for the intangibles of the learning process. Constant strengthening of the faculty remains one of our primary tasks. The faculty-student ratio over the past year has been one to seven, which represents an extraordinarily expensive type of education. Four new tutors joined the faculty: William A. Darkey; Joseph F. Hollywood, Jr.; James W . Johnston, Jr.; and Bert Thoms. Of these, Johnston remained only until December 31 when he resigned to accept a position in W ashington. John S. Kieffer and Raymond N . Wilburn were on sabbatical leave, and Ulrich S. Allers and William I. Harper on leave of absence. For the coming academic year, Raymond N . Wilburn; L. Harvey Poe, Jr.; and Curtis A. Wilson were granted leave of absence to continue their graduate study; and Ford K . Brown was given sabbatical leave. Claude S. Leffel, Jr., who this year headed the laboratory work leaves the college to complete his graduate work. The faculty will be strengthened this fall by the return of John S. Kieffer from his sabbatical leave and by two new appointments, those of Wiley W. Crawford> a biologist, and J. Wray Smith, a physicist. I should like at this point to make particular mention of the able manner in which Jacob Klein has fulfilled his duties as Dean of the College. His vast knowledge of the program and his comprehensive understanding of student and faculty problems have made him a source of great strength to a new president. The Curriculum Certain changes in the curriculum have been effected by the Instruction Committee, of which the Dean is Chairman. Most important of these has been a revamping of the laboratory work, so that it may truthfully be said that the laboratory functioned better this year than in any previous year. The single exception was in the field of biology and it is expected that this will be corrected during the coming year. A new schedule has been approved for the coming year, dividing work in the various �.sciences into segments stretching over one and one-half terms each. The new arrangement will provide a definite continuity and consistency of the exercises and will lighten somewhat the burden on the students. It will make the work in physics, biology and chemistry more meaningful in terms of the entire program. Further revision of the sheets used in the laboratory is projected for the summer. Under the effective leadership of the Director of Music, Victor Zuckerkandl, a voluntary chorus has been held one period per week throughout the year with attendance averaging from one-fourth to one-third of the :Student body. The Instruction Committee has decided to institute this fall an obligatory music tutorial for freshmen, to be conducted partly in collaboration with the laboratory. The aim is to promote musical literacy among the student body and to improve the activities of the chorus. It is planned to continue the concerts by outstanding artists and to introduce two formal Friday night lectures on great pieces of music with suitable auditory preparation and subsequent extensive discussion. Two changes were made in the general area of examinations. The Enabling Examinations, which have previously taken place in September at the beginning of the senior year, are now being given in two parts. The three written examinations in language, mathematics and laboratory theory, and the examination in laboratory practice were this year taken by the Class of 1951 in June. Of the thirty-eight candidates, all but four passed and will take the second or oral part of the Enabling Examinations in September. The two advantages expected to flow from this new arrangement are the elimination of cramming during the .summer months and the greater ease of transfer to other colleges for those students failing to pass. It is anticipated that the Enabling Examinations will now be subordinated to the natural learning process that takes place within the four years. A decision was also reached to make the rather -superficial Reading Knowledge Examinations in two of the three languages studied more serious. Mention should likewise be made of the decision of the Instruction Committee to emphasize the acquisition of better writing skills on the part of the student through more frequent essays and individual conferences between student and tutor. The list of books read in seminar was the subject of constant disrnssion and revision throughout the academic year. The major problem still facing the Instruction Committee is that of holding the work load ·o f the students within reasonable limits and of distributing it properly among the divisions of the program. The new laboratory schedule is an important initial step in this direction. Revision of certain texts used in the mathematics tutorial will likewise contribute materially toward this goal. Each student must have sufficient time to digest the tremendous amount of material with which he is confronted and must also have �sufficient time to participate in extra-curricular activities, whether athletic or otherwise. The Library At this point it is desirable to take cognizance of a successful year in the College Library. An increase was noted in the per capita circulation of books. A small Library Committee proved itself active in advising and assisting the Librarian with book purchases and other matters. The music collection was considerably enlarged and certain notable acquisitions of books were made, among them Commentaria in Aristotelem Graeca} fifty volumes of Migne's Patrologia} Voltaire's Complete Works} Laplace's Mecanique Celeste translated by Nathaniel Bowditch, Sargent's Silvae of North America} and Bailey's Standard Cyclopedia of Horticulture. Enrollment Enrollment figures have followed the national downward trend from the peaks reached immediately after World War II. Total enrollment for the year was 196, as compared with 233 in 1948-49. The entering freshman class in September 1949 numbered seventy, of whom thirty-one represented a substantial backlog, mostly veterans, dating from as far back as May 1948. The average age of the entering class is rapidly approaching that of prewar days. It should also be noted that fewer of the entering students are married. The College continues to maintain a wide geographical distribution of its students, the Class of 1953 coming from over twenty different states. For the first time in many years, an active procurement campaign was conducted throughout the academic year with Louis Graff handling the work as Director of Admissions and concurrently serving as Assistant Dean. Previously activities concerning solicitation and admission of students had been distributed among the various administrative offices and the members of the faculty. During the year Mr. Graff visited more than eighty high schools and preparatory schools in twelve states and the District of Columbia. A special effort was made to awaken the interest of Maryland boys in the unusual scholarship opportunities at the College. To some extent these efforts were negated this year by the establishment of a state-wide twelve-year elementary and high school system, which meant a minimum number of graduates from Maryland high schools this June. Systematic procedures were established for interesting prospective students and for processing applications. It is too early to predict the success of the Admissions Office, since this type of work can be judged only over a period of years. It is apparent, however, that popular interest in the College at secondary school levels has been definitely increased. , · �The rate of casualties among St. John's students continues high, although not appreciably above the national average. Of the entering freshman class, seventeen left during the course of the year, four for failure to submit to the academic discipline of the College, one for personal reasons, and two for obvious incapacity. Seven others are not expected to return in September, principally for academic reasons. It is interesting to note that of the thirty-five freshmen and sophomores lost during the year or not expected to return next year, seventeen or approximately one-half were holders of State Scholarships. This would seem to imply a responsibility on the part of the College to examine more carefully Senatorial appointees, and to acquaint prospective students more fully with the St. John's program. The suggestion has already been made by the College to the State Superintendent of Educat~on that the examinations for State Scholarships be held in March rather than in May to permit additional time for the processing of scholarship applicants. This should make it possible for prospective students to acquaint themselves more fully with the St. John's program before accepting a scholarship appointment. Of the thirty seniors .who completed the year, twenty-eight graduated and one other is expected to receive his degree upon completion of certain work this summer. Of this group, eleven . expect to enter graduate or professional schools; one will do a year of pre-medical work; three have teaching appointments; one plans to farm; two or three will enter family businesses and the others expect to enter some phase of business or industry. The Student Body or Polity has functioned smoothly under the Constitution which was adopted during the preceding academic year. Members of the Executive Committee have met with the administration each week to discuss common problems. I have made it a point to consult with the Executive Committee on many College matters, whether or not of direct concern to the student body. Certain of the extracurricular student activities have flourished, notably the Boat Club, which is now participating in intercollegiate racing, and the Film Club. The intra-mural athletic program has likewise been widely participated in by over three-quarters of the student body. In other areas there has been a discouraging apathy. Neither the studio of the artist-in-residence nor the shops have attracted the students as in other years. The King William Players were characterized by moribundity, and the Cotillion Board found difficulty in stimulating widespread interest in the dance; The Executive Committee of the Polity was likewise unable to muster sufficient votes to institute a Polity Budget Bureau, which would have gained autonomy for the Polity in the budgeting and expenditure of the funds of the student organizations. It is true that the small size �of the College and the relatively large percentage of married students militate against active extra-curricular student organizations. Perhaps there was a lack of vigorous student leadership in some organizations as well. The Infirmary The College maintained an unusually good health record during the year. As usual the College Infirmary operated smoothly under the guidance of Miss Eizabeth S. Hopkins, R.N. There were sixty-three bed patients and one hundred forty-five students treated in the dispensary during the year. Dr. Oliver Purvis, a graduate of the College in the Class of 19'00, served generously and well as College Physician. I should like at this time to express particular appreciation for his efforts since he is withdrawing in favor of Dr. Frank Shipley who not only will act as College Physician, but will likewise participate as a tutor in the seminars. Administrative Personnel Among the administrative personnel at the College there have been a considerable number of changes during the current year. Capt. Walter D . Sharp, (S.C), U.S.N ., Retired, served as Treasurer until his resignation on December 31, 1949. Capt. Sharp made an invaluable contribution in putting order into the Business Office. His place was taken by Henry Barton who has proved himself an able successor. Thomas Fulton, a graduate of the College in the Class of 1946, completed his term of service as Assistant to the Treasurer at the end of the academic year. His broad knowledge of the various activities of the College and his cooperative spirit will make him exceedingly difficult to replace. Miss Harriet Rich, who had become an integral part of the Alumni Office, resigned in January to accept a position in New York and her place was taken by Mrs. Rosalind Merriken of the Business Office. Mrs. Robert Parslow performed excellent work in setting up a publicity office for the College. She resigned April 15 for family reasons and was succeeded by Mrs. Virginia Hefner. Others who completed their contracts with the College were Mrs. Faye Bortell of the housekeeping department, Mrs. Dorothy Harnrne~schmidt in the book store, and Mrs. Evelyn Tucker of the telephone exchange. To all of these, I should like to express the appreciation of the College. Unfortunately, three of the College employees died during the year, Vinton F. Puckett, painter and plasterer; William Parker, groundsman ; and Roy Richardson, fireman. The sympathy of the College community has been extended to the families of these men. Mention should be made of the appointment of George Van Sant, a �graduate of the College in the Class of 1947, who has been most successful in setting up the College printing shop. By means of a new varityper and multilith offset press, he has been able to handle most of the College's requirements for printing texts, laboratory sheets, programs, form3 and other items. With the departure of Mrs. Hammerschmidt, it was decided to consolidate the operations of the book store and printing press under Mr. Van Sant's direction. Administrative Stability At the time I undertook the presidency, it was apparent that the three greatest immediate needs of the College were administrative stability, an improved financial situation and a vigorous public relations program with respect to all segments of the College constituency. I am happy to be able to report a measure of progress in each of these fields. All bear on the future success of the College. It will also be recalled that the first two of these problems were cited by the Committee on Accreditation from the Middle States Association of Colleges and Secondary Schools on the occasion of its visit to St. John's in early 1949. The principal achievement in the field of administration has been the evolution of a polity or constitution defining the responsibilities, functions, and working relationships of the various component parts of the College. This study was initiated by a Faculty committee which recommended a polity to the Faculty. The document then approved by the Faculty was submitted to the Board of Visitors and Governors. A polity committee of the Board studied it and added appropriate sections dealing with the Board, recommending the revised polity to the Board for adoption at its July 8 meeting. (Since this report was written, the Board has put this polity into effect.) Regulations concerning staff employment were worked out by the Administrative Council and put into effect. Similar regulations are now projected for grounds, dining hall and other College employees. With a view to creating a greater sense of security among members of the faculty and likewise with a view to relieving the College of financial responsibility for individuals who have attained retirement age, the administration worked out an overall retirement plan with the Teachers Insurance and Annuity Association of New York City. With few exceptions, all members of the faculty have agreed to participate. It is expected to make such participation obligatory on the part of all new faculty appointees. Similarly, a plan for collective, decreasing life insurance is being considered. Finally mention should be made of the continuing weekly meetings of the Administrative Council, consisting of the President, the Dean, the Treasurer, and the Assistant Dean, at which miscellaneous problems are resolved in satisfactory fashion. The decision was reached by the Council to invite faculty representation on a-- monthly �rotational basis commencing in the fall. It is believed that this .will contribute to a better understanding on the part of the faculty of the administrative problems facing the College. Financial Stability The College operated this year on a budget which anticipated a deficit of over $40,000. I regret that I cannot report the closing of the books without a deficit. Fortunately, however, the deficiency amounted to only approximately $12,000, with sufficient cash carried over from the previous fiscal year to meet most outstanding bills. Certain economies of operation have been effected, most of which will not make themselves felt in appreciable size until the year 19 50-51. The size of the staff in the Business Office wa' reduced from five per.sons to three. The College switchboard was removed and all telephones put on the city dial system with a considerable resultant saving in operators' salaries and fixed charges. A comprehensive study of the College insurance has been completed. An acceptance of the recommendations embodied in the report submitted will provide far more adequate fire and liability protection at a minimum additional cost to the College. Mention has already been made of the consolidation of of the book store and the College printing office under the direction of Mr. Van Sant. The College printing office has made possible substantial savings over the past year. Efforts will be continued to effect economies wherever possible in the operations of the College. Another aspect of the financial program for the College is to broaden the base of support and to obtain substantial gifts from interested friends. In this connection, the annual Alumni Giving Campaign has resulted in contributions to date of $4,042.00 from 218 alumni as compared with $4,404.50 from 212 alumni through October 1949. A total of $695.00 was contributed by 41 friends who have been among those on the mailing list for the Bulletin of the Friends of St. John's. Certain monies were likewise realized on the collection of delinquent accounts, principally through an arrangement established two years ago with the American Credit Bureau. With few exceptions, these accounts have now all been returned to the College which will probably write them off in view of the impending financial campaign. It is planned to launch upon a major endowment campaign sometime during the fall, setting as an initial objective the raising of $2,000,000 for the permanent funds of the College. Preliminary approaches to certain individuals have already been made and it is hoped that the successful completion of this financial effort prior to June 30, 1953, will provide the College with a greater degree of financial stability and security for the future. �Public Relations Program A necessary prerequisite to any financial campaign must be a vigorous and intensive public relations program with respect to the City of Annapolis, the State of Maryland, and alumni and friends of the College throughout the country. As a step toward this end, a publicity office was established in the College during the course of the winter making use of the outstanding talents of Mrs. Robert Parslow, the wife of one of the students. A determined effort was made to provide releases to newspapers in the State of Maryland and to send appropriate articles to the home town papers of St. John's students all over the country. The Bulletin of the Friends of St. John's was published throughout the year and sent to the 200 names on its mailing list, all of whom had expressed some positive interest in the College. The ·Adult Education program, under the leadership of Ford K. Brown, prospered with seminars being conducted by members of the College faculty in Washington, Baltimore, Annapolis, and Easton. A series of eight radio seminars were likewise conducted during the spring over the FM Continental Network on the general subject 1The Background of Democracy'. Mr. Ranlet Lincoln, a member of the Class of 1950, arranged for and produced the programs on which distinguished guests participated with members of the faculty and the student body. Finally mention should be made of a small new publication, 1 • • abo1tt St. John's', which is to appear ten times during the year and will be sent to a mailing list of approximately 5,000, principally in Annapolis, Baltimore, \Vashington, and the State of Maryand. This small pamphlet was conceived by a group of students and Mrs. Virginia Hefner who succeeded Mrs. Parslow in the publicity office, and two issues have already appeared. I have attempted to follow a policy of reintegrating the College in the life of the community and of the State. Accordingly, I have accepted membership on the Board of Directors of the Chamber of Commerce and of the Annapolis and Anne Arundel County Community Chest. I have also joined other civic organizations and have filled a number of speaking engagements in Annapolis and throughout the State. I am happy to report that there is perceptible improvement in the relations between the College on the one hand and the town and the Naval Academy on the other. We have consistently encouraged visits to the College of anyone interested in learning about the program. The major effort in this regard was an Open House for Maryland educators, including County Superintendents, high school supervisors, headmasters and high school principals. The long term results of this policy will be apparent only as able students in increasing numbers apply for admission to the College and as more people throughout the State demonstrate in this and other ways their favorable disposition toward St. John's. �It is my firm belief that the alumni of the College constitute one of its greatest sources of potential strength. Through the activities of Homecoming Day in October 1949 and through alumni dinners and meetings in Baltimore, Washington, Easton, Hagerstown, Cumberland, New York, Boston, Cincinnati; Pittsburgh and Chicago, considerable progress has been made toward informing the alumni of the College's educational program. It is noteworthy that a petition has even been received by the Board of Trustees of the Alumni Association for the Charter of a Northern California Chapter of the Association in Palo Alto, California. Edward F. Lathrop of the Class of 1938 has done a most commendable job as Alumni Secretary. He has edited the Alumni Bulletin, published quarterly by the Alumni Association, and has built up the mailing list of active alumni from less than 1,000 names to the present total of 1,154. Robert Otis Jones, of the Class of 1916, has provided stimulating leadership to the Association during the year and has initiated a number of projects, among them the Alumni Award of Merit presented this year to Dr. Amos F. Hutchins of the Class of 1906. It is my plan to continue to work closely with the alumni and to foster their active interest in the affairs of the College. Building Plans It is my hope that funds can be obtained in the near future for the completion of the physical plant of the College. In order to handle adequately what is generally considered to be an optimum enrollment of 300 students, four new buildings are necessary, a new heating plant to replace the dangerous boiler now located under Koogle House; a firstrate modern laboratory building to house the entire science program of the College; a beautiful and practical auditorium for lectures, concerts, plays and moving pictures, as well as the music and art work of the College; and a dormitory for approximately ninety students with adequate social room facilities for the entire student body. James R. Edmunds and Son, architects, of Baltimore, Maryland, have already completed preliminary drawings of the heating plant and the auditorium. Detailed drawings of the heating plant are now in process and it is expected that bids can be obtained and ground broken on or about November 1, 1950. Gifts to the College I should like at this point to express the appreciation of the College for the following gifts received during the year: A gift of $ 300,000 for a new heating plant by the Old Dominion Foundation. · The design of a die and the striking of ten silver medals by Mr. �Graham Carey of Fair Haven, Vermont, these medals to be awarded annually by the Visitors and Governors to the Senior with the highest standing; A gift of a dinghy to the St. John's College Boat Club by Mr. and Mrs. Carleton Mitchell; A gift of a dinghy to the St. John's Boat Club by the members of the faculty; A first edition of the Great Books of the Western W odd published by the Encyclopedia Britannica in collaboration with the University of Chicago by Mr. Paul Mellon; An oil portrait of Henry Lyon Davis, the third President of St. John's College, by John T. Harrison, of the Class of 1907; J. Vincent Jamison, Jr., of the Class of 1905; William Lentz, of the Class of 1912; Dr. Amos F. Hutchins, of the Class of 1906; Mr. Richard F. Cleveland, and Mr. Carleton Mitchell, all members of the Board of Visitors and Governors; A gift of paint for the shop building from Mr. .Bromwell Ault, a member of the Board of Visitors and Governors. Numerous gifts of books to the College Library, including sixty volumes from the Talbot County Free Library of Easton, Maryland, among which are beautiful editions of many of the books in the SL John's program. * * Finally, I should like to express the deep appreciation of Mrs. Weigle and myself for the cordial reception extended to us in our new position. It is a tribute to faculty, students, Board members and alumni alike that all should have contributed so materially to the well-being of the College during the past year under the presidency of a newcomer upon the St. John's scene. By all the laws of chance and vagaries of fortune, St. John's College should by this time have survived more than its proportional share of vicissitudes and tribulations. I look forward with confidence to the years ahead. I remind the Board that this College is the possessor of a vital and challenging idea. This idea is no longer an experiment, but has demonstrated clearly its vitality and its importance. A physical plant and an endowment cannot fail to follow when the heart of the College is so basically sound. RICHARD D. WEIGLE Annapolis, Maryland July 8, 1950 �GIFTS AND BEQUESTS St. John's College is ii- non-governmental, non-sectarian college deriving its income from students fees, from a limited appropriation by the Maryland General Assembly, and from the gifts of its friends and , alumni. The type of education for which St. John's stands is exceedingly expensive and it is impossible to establish student fees commensurate with the overall cost. The gap between income and expenses exceeds $150,000, which the College hopes some day to provide for through a substantial permanent endowment. All planning for the future has been based upon the conviction that the College enrollment should not exceed 300 students. To provide an adequate physical plant for this student body, there will be required certain renovations to existing structures. The College invites gifts and bequests to its current budget, its building program, and its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to the Visitors and Governors of St. John's College in the State of Maryland, an educational corporation existing by Charter of the General Assembly of the State of Maryland and situated in Annapolis, Anne Arundel County, in said State, the sum of dollars." If bequests are made for specific purposes, such can be fully stated. Attention is invited to the fact that Federal and State income tax deductions resulting from such gifts may mean a cost to the donor of only a fraction of the value of the gift to the College. �� 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. 15 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_vol2_no2_1950_June Title A name given to the resource Bulletin of St. John's College in Annapolis, June 1950 Description An account of the resource Volume II, No. 2 of the Bulletin of St. John's College in Annapolis, Report of the President. Published in June 1950. Date A point or period of time associated with an event in the lifecycle of the resource 1950-06 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- President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/58420c90fb499c4e92deb8a961ed0754.pdf 6d061abe361cd5d4f427c7f6e8bbab20 PDF Text Text N0.2 VOLUME III BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS ANNAPOLIS, MARYLAND JUNE, 1951 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �ST. JOHN'S COLLEGE 1951 COMMENCEMENT ADDRESS By J. WINFREE SMITH Volume III JUNE, 1951 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. Every St. John's student, or nearly every St. John's student, has not spent many days on this campus before he undergoes the experience of being and of feeling himself lost. His strongest opinions are challenged. He has difficulty finding reasons with which to defend them. Or, finding reasons, he soon becomes aware that those reasons themselves are but opinions. The very foundations of his thought and actions are threatened. He is lost. The experience that I am describing is, of course, the beginning of education. Immature, unconsidered, often wrong opinions have to be opposed, corrected, sometimes destroyed if they are to be replaced by mature, considered and perhaps right opinions. But it appears to me that the student's sense of being lost goes deeper than that. It would be a wonderful thing if in each case it were simply a matter of replacing a wrong opinion with a right one, or even a less adequate one with a more adequate one. It would be indeed a wonderful. thing if our teachers from Homer to John Dewey could, with the help of the various ways we have devised to listen to them, effect this transformation of opinions. It cannot be doubted that in large measure they do. The books that we read here and on which we base our curriculum are all so many glittering stars, of varying magnitude to be sure, in a firmament more glorious than the one we see with our eyes. By their light we see things that we never saw before. But behind their light there is darkness. They answer some questions that they raise, but there are many more that they do not answer. Together I suppose they raise nearly all of the major questions that have confronted men. We place an extremely heavy demand upon the St. John's student when we ask h im in the space of four years to deal responsibly with the major questions that have presented themselves to the human race over thousands of years. That he gets lost is no cause for wonder. Moreover, these stars often appear as different and mutually exclusive worlds or parts of worlds. Probably none of them has a claim to be a whole world. Probably not all of them together can claim to be a whole world. For, no doubt, there is something that each of them singly leaves out and that all of them together leave out. But there are some which have a better claim than others to being whole worlds. The world of Plato and Aristotle (which with some qualifications is the same world), the world of the Bible and the tradition that depends on it, the world of Thomas Hobbes, the world of Immanuel Kant, and perhaps others, have such a better claim. These worlds have a greater comprehensiveness �in relation to the range of problems with which they deal and reach a greater depth in the handling of these problems. Sometimes the student decides to make himself at home in one of them. A man does not like to remain in the uncomfortable state of having no home. But the home, in order to be a home, must satisfy. A man must be able to find in it meaning for his existence; for the thinking man this means that he must be able to find meaning for the whole of existence; since the thinking man makes the problems of the whole of existence his own problems. The St. John's student seldom chooses to make his home in, say, Gilbert's treatise on the magnet, however informative it may be with respect to its own particular subject. Unhappily, however, when the student has made his home in one of these splendid worlds and is surveying the wonderful order and harmony of his possessions, there is inevitably someone who is taking a pickaxe to the foundations. Or perhaps a flood comes and sweeps the whole thing away. When that happens, the student may salvage a few planks and cling to them to save himself from drowning; but a few planks tossed on an uncertain sea are no home. Once more, the student is in the position of not knowing where he is; he is lost. So far, this sense of being lost, however painful it may be, has been described only in terms of the growing knowledge of one's own ignorance or as the perplexity that is a part of the process of learning. But I believe that this sense of being lost is more than that and that it is intimately connected with the time in which we live. The first half of the twentieth century has seen not only destruction of human life on a larger scale than ever before, but also destruction of human traditions, human morality, human beliefs. Destruction of human traditions, change of human morality, correction of human belief can, of course, be made in the name of reason. But the destruction that has been taking place has not been made in the name of reason. It is partly the result of circumstances but also partly the result of a deliberate choice of certain men in the nineteenth century to take their stand not on reason, and certainly not on faith, but on nothing. This point of view has touched our own souls so that we are not only lost but despair of seeing any meaning in "finding" or "being found." To you who are now leaving St. John's let me, then, first recommend "conservatism" as an intellectual and moral attitude. Lest my use of this word be misunderstood let me hasten to say that I do not mean to recommend that which is happening among college youth on so many campuses, namely a withdrawal from free discussion of controversial political and economic issues for fear of the accusation of communism. I should hope and expect that you would always have minds free from such fear; free to consider without prejudice, among other things, the argument against capitalism to see what there is of truth or falsity in it. It is that kind. of freedom that is the true meaning of "liberalism." Such liberalism is not incompatible with the sort of conservatism about which I am speaking. What I mean is that it is an obligation of reason to "conserve" opinions, morality, traditions, institutions. This, of course, is not an unlimited obligation. It is limited by the prior obligation of reason to consider, criticize and examine opinions, morality, traditions, institutions. But while it is fulfilling its prior obligation, it must "conserve" the things that it is considering, criticizing and examining. Otherwise, it will have nothing to consider, criticize and examine; and since the arguments of reason are so often inconclusive, reason, if it follows my advice, will always continue to do quite a bit of "conserving." The second thing that I would like to recommend to you is something for which I had to do considerable arguing in my last freshman seminar, and that's "madness." It is well known that everybody at St. John's is mad. I hope that you will all continue to be a little bit mad. I say, "a little bit," because, as I think I should warn you, society won't allow you to be more than a little bit mad. Without madness you will never rise above the level of the accepted and the commonplace. This madness is, of course, the second kind of love that Plato speaks of in the "Phaedrus." It is the kind of love without which philosophy would be impossible. What I am recommending, then, is a kind of love- that is to say-a passion. We often hear it said that it is the mark of an educated man to be able to transcend the passions, to examine things dispassionately; and that is undoubtedly true. And yet there is a kind of dispassionateness, a kind of cold detachment that is as unphilosophic as the slavery of the mind to lust or ambition. I hope that you will always be in love with the truth. And by "the truth" I don't mean necessarily anything abstract and far distant. I may illustrate my meaning from an old movie called "The Gold Rush." In that movie Charlie Chaplin and another comedian run out of food in the Klondike. The other man, if I remember correctly, begins to see Charlie Chaplin as a chicken. Now, obviously, he loves Charlie Chaplin, but it is a love that is on the level with lust or ambition, a black horse love, if you will, which would do violence to the object of the love. If he had loved Charlie Chaplin for what Charlie Chaplin is rather than what he saw him as, then he would have had what I mean by the love of the truth. By the love of the truth I mean the love of Charlie Chaplin for what he is or the love of any man for what he is, or the love of a tree or a star for what it is. The third thing that I have to recommend is something closely akin to the preceding, something about which I once gave a lecture, and that's "wonder." Wonder has the same sort of respect for its object as the love that I was talking about. Wonder wants to keep its object the way �it is. Wonder approaches its object with awe. Wonder does not want to putits object to base uses. But the main point about wonder is that it contains the recognition that, no matter how much is seen in a thing or in a word, there is always more to be seen. Wonder preserves the mystery of things at the same time that it stirs us to explore the mystery. Modern mathematics and mathematical physics sometimes tempt us to forget that there is anything other than what's contained in their symbols and equations. Wonder is a reminder that the symbol is not the thing and that there's much more in the thing than in the symbol. May I invite you, then, to cultivate wonder? It appears that the life that I have in mind for you is the philosophic life. I should have to admit that that is the case. For in some ways I am speaking to you not in my own person but in the person of St. John's College, and it seems to me that insofar as St. John's College stands for &ny kind of life, it stands for the philosophic life, where the adjective "philosophic" is to be interpreted in the broadest sense. By that I only mean that St. John's College is devoted to the end of leading young men (and hereafter young women also) to understanding and, if it may be, knowledge. I do not mean that St. John's is devoted to the promulgation of any particular philosophic doctrines, whether they be th~se o~ Plato .or Leibniz or Hegel or John Dewey. Indeed, both the age m wh!Ch we live and the principle to which we ad~ere m~ke it impossible for .us to ta~e for granted any philosophy or ph1losoph1c system. Every philosophy 1s only a more or less coherent body of opinions which has first to be understood and then to take its chances in whatever tests our all too inadequate discussions may put it to. The enterprise is always governed by the hope of adding to our understanding or our knowledge. And when I say that I have the philosophic life in mind for you, all that I mean is that I hope that you will continue, insofar as your several occupations may allow, to serve the ends for which this College exists, i.e. to seek understanding and knowledge. It is often charged against us that we are in an ivory tower. I should admit it; only I should not admit that it is a charge. It would be a charge only if we were under the illusio.n that we have. none of the political responsibility about which Mr. Kieffer was speakmg to you on Saturday. We are responsible for the world in which we live. And this is true, by the way, even if the world ha~ become. a kind of Frankenstein over which reason has no control. Still, the ivory tower as such is good because understanding and knowledge are themselves sweet. I hope that, no matter how burdened you may be with th~ responsjbility of the world, you will keep something of the ivory tower m your lives. If I were to speak to you in my own pers~n _I sh?uld have to talk not about the philosophic life but about the Chnshan life, because from my • 'I point of view the Christian life is the only life; and if the philosophic life is to have worth, it must find its worth in relation to the Christian life. I should. speak again of the sense of being lost, of the sense of futility which is not just part of the pain of learning, but belongs to the mood of our time; and I should say that it is the consequence of man's alienation from God . I should invite you to base your lives not finally on reason, but on faith, and on reason only insofar as reason serves faith . I should speak to you of the mighty acts of God, of the creation of the world, of the giving of the law, of the coming of Jesus Christ, of the promises of the Gospel. In saying these things I should be saying only what I think is true. But I would have to say them only in my own person because they are not things that are agreed upon between us. From the point of view of St. John's College, the Christian religion may ~e all that it claims to be, that is to say, the one revelation exclusive of all others. It may be the only secure world in which man may make his home. But on those questions St. John's College cannot and does not pronounce. The Christian religion like, for example, one of its major rivals, the Platonic philosophy, has to take its chances in argument. The very great service that St. John's College can do for a Christian, and I think has done for me, is to bring the Christian to a clearer understanding of what Christianity is. That is an immense service, for most people who today call themselves Christians for failing to understand why confuse it with something that it is not-with, say philosophy or (a thing which should not be mentioned in the same breath) the American way of life. The Christian way of life is certainly not the American way of life. But if St. John's College assists Christians or non-Christians to such understandings, that only means that its purpose, our common purpose, upon which we all agree, is understanding and knowledge, if that may be. And so I am speaking to you not as a Christian minister, but as a tutor of St. John's College who, because he is, or would like to be, a Christian, is particularly concerned to call Christianity to your attention . I hope that you feel that it has been good for you to be here. If we who have been your teachers have done you any good, we are glad. And if we have done you any harm, we hope that you will forgive us. · �REMARKS ON HAMLET AND ARISTOTLE'S POETICS By JOHN R. GARLAND, 1950 These are excerpts from the introduction to Mr. Garland's senior thesis, submitted in candidacy for the degree of bachelor of arts. !he relation of the dramatic art to the realm of human experience i~ unique among the problems which arise out of speculation about "art and nature:" In a painting, for instance, we ask whether the beauty which an obiect ca:ises or persua?es the a~tist to portray, belongs to the object or_ to the mmd of the artist. But 111 a play, the same question may be raised not only about aesthetic elements such as verse or spectacle but also about the dramatic form itself. For it is difficult to decide whether a play wea~es events and intentions into the same patterns that experience does, and if so, whether those patterns are the character of experience or simply a small part of it or perhaps both .. . . The dramatic art, which itself is a search for the beautiful as well as for the good, cannot be considered as really imitative unless there is so~ething in human experience which passes judgment upon the acti_ons . of men. If there are no external tragic and comic judgments which impress themselves upon experience, then they must be created by the dramatist himself. His task would then be to seek truth as well as to imitate it. Aristotle said that the whole phenomenon of poetry was caused by t~e natural pleasure a~d ability held by men in learning through imitation . .Let us ~ccept this as at least a partial answer to the question we have iust considered and move on to some of the other statements which Aristotle makes about the specific form of the drama. For the Poetics, though primarily a formal treatise, used the source and purpose of Greek drama to point out general rules and justify a rigid dramatic formula; and these subordinate concerns, I think, suggest one aspect which unlike the whole problem does not immediately involve the general question of truth and knowledge. Much of what Aristotle says in the Poetics applies not only to the view of the poet but also to the understanding of human nature itself. For whether or not the dramatic art is a true mirror of nature nevertheless it reflects much of the attitude with which the mind fa~es experienc~ and translates itself into the acts of the will. The psychology of action, then, is connected with what seems at first to be the contrived image of the drama; and this form is also the pattern by which we try to arrange the remembered events of our own past. Aristotle says that man is, among other things, naturaily imitative; and from this it may be said that he has a dramatic viewpoint by which he imitates both in mind and in action either his fellow creatures or an idealized concept of himself. ~onsider the most. vivid form of memory as corresponding to what Anstotle called the highest form of drama, tragedy. Most definite is our memory of those states of mlnd and those circumstances of experience which are adaptable to the unities of plot. We most easily remember those events which are connected in a necessary relation of cause and effe_ct and which are understood in terms of complication, discovery, penpety and the unraveling or solution of a problem. There is also that n_atu:al tende~cy to idealize ourselves above reality by selecting the most ~ignificant actio~s of our own memory or by comparing or even identifymg ourselves with great men or fictitious idols encountered in the past. And finally, how often do we prefer to regard failure and wickedness as caused by errors in judgment rather than by some malice or lack of virtue. This relation of the Poetics to psychology is not essential to the Aristotelian view of Greek tragedy. What relevance it has stems more from the implications of poetry as an imitative art. For even as the im!tation of Aristotle as~umes the existence of truth and beauty in its object, s? does the tragic formula reflect primarily a dramatic quality o_ .e~penence. . . . What was most important to Aristotle was the posf sibi!ity that a g~od poe~ could find in the extreme episodic nature of experience the actions which approximate tragic dimensions and reveal the highest no_bility of man. _Th.at this is more than a possibility is, in the broadest view, the most sigmficant message of the Poetics. Aristotle's c?ncept!on of tragedy, though it may be thought to exaggerate and universalize from nature, nevertheless justifies its clear objective pi~ture by_ assuming_ a harm?ny between poetry and experience. Through its emot10nal medmm of pity and fear is seen a communication between the rationality of the mind and that of nature. The tragic hero by an error of judgment falls just short of this overwhelming natural just~ce a~d his flaw is ma?e ~ard like marble by a relentless pride which carries him through tragic discovery, peripety and downfall and defies fate and the gods even in defeat and in recognition of their power. It is superfluous to call him dramatic since he is known only through a tragic situation which defines who he is and in this way gives him his very nobility. To find a dramatic viewpoint inherent in human nature and apart from that which is given to men by tragic experience it will be more profitable to look beyond Aristotle to another age in literature and philosophy. For the dramatic nature of the Greek heroes is too buried in the dominance of plot to show forth clearly by itself. But another period with a different underlying philosophy would yield a new basis for the peculiar judgment that the dramatic art passes upon men by means of plot. The world of Shakespeare and Bacon, for instance, presents a different picture of man in relation to nature and in so doing offers a literature in which we may find examples of characters whose dramatic �viewpoint stands out in contrast to the situations m which they are depicted. Francis Bacon did not believe that the world was as rational as Aristotle held it to be. He was more inclined to say that nature and reason were two separate entities, which though connected in some ways were not as intimate as the Ancient and Scholastic philosophers depicted them in their logical systems of metaphysics. He is noted primarily for the Novum Organum and the doctrine that the inductive method was the true way to the understanding of nature. But in separating reason he also separated man or a part of him from the world of nature and thus contributed in a large degree to the philosophical basis of the literature written by his contemporaries. Concerning the nature of the human mind, Bacon remarks : * "The sense which takes everything simply as it is makes a better mental condition and estate than those imaginations and wanderings of the mind. For it is the nature of the human mind, even in the gravest wits, the moment it receives an impression of anything, to sally forth and spring forward and expect to find everything else in harmony with it: if it be an impression of good, then it is prone to indefinite hope; if of evil, to fear." This reflects a fear that the mind will always overreach nature and place man in a permanent disharmony with the world around him. Bacon was concerned almost as much with the waywardness of the intellect as he was with the security and truth to be achieved by the inductive method. Throughout the N ovum Organum we sense his conviction that reason habitually lies about nature and that its activities like those of the will are subject to desire and sin . . . . Shakespeare's art is much more conscious of the creative sense of the word and the tendency of the dramatist to alter experience rather than to find something inherently dramatic in it. But he felt this tendency not only in poets but also, as Bacon did, in human nature itself. Hence the scope of his drama does not reach up to heaven and the gods but contains itself within the world of men, within the state, and always within the strict bounds of nature. The plays rest partly upon the Christian doctrine insofar as they deal with the sin spoken of in scripture. But Shakespeare is more than a Christian poet; for he is concerned not only with the Commandments from heaven but also with the more dramatic search for some pattern of justice in nature or that part of nature over which men believe they have control. * Meditationes Sacrae, the short essay entitled "Of Earthly Hope" (Better is the sight of the eyes than the wandering of the desire ) . �� 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 June 1951-Vol III #2 Title A name given to the resource Bulletin of St. John's College in Annapolis, June 1951 Description An account of the resource Volume III, No. 2 of the Bulletin of St. John's College in Annapolis. Published in June 1951. Date A point or period of time associated with an event in the lifecycle of the resource 1951-06 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 Smith, J. Winfree Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4daf581b66d575c54ed7bd2f5e0bde84.pdf 68e440c21c726ec451a1a1f5cb6d4f60 PDF Text Text Learning for Living �Learning for Living The St. John's Approach to the Liberal Arts and Sciences • Puhlished by St. John's College, Annapolis, Maryland �Learning for Living EvERY young person choosing a college might well ask himself this question: Do I want to be trained, or Do I want to be educated? BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS VOLUME IV JUNE, 1952 NUMBEI!. 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 . • There is a great difference. It is relatively simple-as well as enormously important-to train people for specific jobs and skills-to become engineers, lawyers, doctors, accountants, salesmen or skilled craftsmen. But the more difficult job is the task of education. For true education must be far broader than training. To educate a person does not mean to educate him for a �specific job. It means rather to educate him in the liberal arts so th.at he understands himself and the society in which he lives. Only then can he choose intelligently, and on good grounds, the job he is best suited for-and more generally the kind of life he is going to live. Atomic energy, , the United Nations, penicillin, communism, jet propulsion, social security, universal mili' tary training- these are. all results of the struggles that have gone on and still go .on in the minds of men. These are part of the complicated world-the world of ideaswhich you have inherited. These are your problems. iTo be educated means to be able to understand this '. world and to take part inlhe struggle of ideas. You have to see how you and what you do are related to the world around you. You have to see the way facts and ideas fit together. Only the man with more than training-with education-will be able to use his training intelligently and guide his own life in an increasingly complex world. This stress on learning for living is an underlying principle at St. John's College in Annapolis, Maryland. How this principle is applied in practice is explained in the following pages. • How the St. John's Program Started ST.JOHN'S COLLEGE 1696 -··- 'Tov1uft<I KING WIWNvfS SCHOOL IN any good college or university it is possible for you to find and follow the way of the liberal arts. But St. John's College is perhaps the only college completely dedicated to this way. Established originally in 1696, St. John's has in effect restored and brought up to date the education which the founding fathers of our Republic received. The present program was put into effect in 1937, when a group of educators revolted against the trend toward excessive specialization in modern education, the trend toward placing students in narrow slots and pigeon-holes as future engineers, future doctors, future . lawyers, future technicians. These educators felt that · the compartmentalized courses of many colleges were producing,graduates who . had "majored" and · minored" in one subject or another, " �who were loaded with undigested information, but who were not prepared to think with breadth and balance. Such graduates found it difficult to develop fully their abilities as human beings. They had never grappled strongly with the basic questions, the eternal questions of living. They had never come into possession of the rich heritage of Western thought. St. John's College stands for the idea that the liberal arts college should be concerned with transmitting this heritage and with continually examining it and restating it in fresh terms that will have meaning for you and all other students. Whatever you expect to do in life, you will find a liberal arts education the best preparation for living. The liberal arts-skills of thinking clearly, expressing ideas, and making right decisions-really set free the mind of a man. They are not identical with any college course, but they can be developed by reading, discussion, study, and experiment. Let us now see how this is done at St. John's- The St. ] ohn's Program Learning through Discussion-The Seminar AT St. John's everything depends on the student's j ·~ • active participation. He does not have to sit passively, hoping that a notebook filled with lecture notes will pass for learning. The seminar is a good illustration of how the student participates. At a St. John's seminar, you and nineteen other students gather around a large table. Here, every Monday and Thursday evening, you will discuss, with two or three of your teachers taking part, some of the important ideas or questions which come out of the reading assignment. Mostly they are big questions, as important now as when first raised. You read Homer's Iliad, and might discuss why wars are fought . �different kinds of language-the language of mathematics, for example, or the language of music. Every morning you will have two classes--called tutorials-where you and eleven of your classmates will study the symbols of language and mathematics, with a faculty member taking part as tutor-and again with maximum student participation. In one tutorial you will study foreign languages in .order better to understand and use your own language, English. In another tutorial, by working with mathematical proofs and problems, you will come to understand the language of numbers and figures. During your first year you will also spend two hours a week learning about music. You might consider whether it is ever right to disobey an unjust law, after reading Plato's Crito. You might ask whether the Declaration of Independence is correct in stating that "all men are created equal." You might ask why Moby Dick is a great novel, or how the ideas of Freud or Darwin stand up today under examination. Your reading will involve the great books of our heritage-ranging from Homer to the Federalist Papers, and from the Bible to Tolstoi. You will learn how to read them, how ·to understand. the ideas.:In them, how to put across your opinions in conversation, how to see both sides of a question clearly, and how to make an intelligent choice or decision. This is the seminar-you learn to think in the give and take of argument and discussion. Learning through ExperimentT hr; Laboratory Learning through Symbols-The Tutorials you read, discuss, write or figure you use symbols -letters, words, numbers, figures, and sounds. Man can have no understanding without them. At St. John's you will explore these symbols and learn to understand their use. You will learn that there are WHENEVER • ' You can hardly expect to understand the world around you without acquainting yourself with the ways in which science has changed it and continues to change it. You will, therefore, have to explore the principles and methods of science. The best way to do this is to �work in a laboratory, and thus come to grips with science and the scientific method. Twice a week you will meet with nineteen of your classmates in the laboratory and learn how to measure, how to observe and how to conduct experiments. During your four years at St. John's you will thus learn how the sciences of physics, biology and chemistry are built up. And you will discover how what you do in the laboratory is related to your tutorial and seminar work. A Community of Learning Learning through Listening The Formal Lecture THE seminar, the tutorials, the laboratory, and the WHILE there is no lecturing in the seminars and tutorials, every Friday evening the whole college gathers to listen to a formal lecture. The lecturer may be a member of the faculty or a guest-a scholar, a poet, a man of public affairs. He speaks on some subject of general interest, which is followed by an extensive and informal discussion period. This is where you learn to listen attentively-without taking notes-and where you are able to put into practice the intellectual skills which you have acquired. Occasionally a concert replaces the formal lecture. At such times, it is the custom for the visiting artists to remain on the campus over the week-end, giving informal concerts and talking with students . • formal lecture support each other. What you learn in one of the branches of the program always has some bearing on what you learn in the others. There is coordination of learning throughout, as there should be in a well-planned course of study. But such coordination cannot be achieved merely by fitting pieces of your learning together. It is the teachers who really make it possible. At St. John's, no member of the faculty is confined in his teaching to a single subject, or to one branch of the program. Each teaches in various tutorials, seminars, and laboratory sections. He knows what the student is learning in all of them. The teacher acts as a link between the various branches . of the program and-more important-as a link between �you and the great heritage of ideas. He considers himself as much a learner as a teacher. He learns with you as you learn with your classmates. The faculty and students are a true community of learning. Classrooms, of course, are not the only places where learning goes on. At St. John's students learn wherever they find themselves, whether inside the classroom or I out-in the dining hall, in the coffee shop, in the bookstore. Extra-curricular activities at St. John's are many and varied. There are good intramural athletic programs, sailing in the college fleet, theatrical performances by the King William Players, movies, dances, art activities, a college paper-there are also Bible classes. Most of these activities are in the hands of the students-controlled by the student government. All of them fit into the main goal of the College, which is-to give you an education. • What Do St. John's Graduates Do? THis all makes sense, you might say, but what will I be able to do when I finish at St. John's. I will not have majored in anything. Can I enter graduate school? Will I be able to get a job? After all, I have to make a living! Here is the answer. The graduates of the College over the last dozen years have gone into almost every field of activity. One quarter are in the professionsteaching, law, medicine, and the ministry. One out of five have gone into industry or commerce. Others are in farming, labor union offices, newspaper work, radio and television, the theatre, social service work, and government jobs. In short, St. John's alumni do practically anything. St. John's graduates have built up a good reputation for themselves in graduate and professional schools. More than half of all recent alumni have entered upon graduate work, studying in over twenty different fields, including law, philosophy, literature, medicine, education, mathematics, and physics. They have chosen sixty universities for this study, many of them going to Columbia, Chicago, Yale, Harvard, Virginia, and the Johns Hopkins University. This is the record . / �I I In Summary The Most Important Task Tms college holds that its most important task is the development of a man's mind to an understanding of himself and the world about him. It also holds that education should not stop with graduation from college. A man or woman must grow throughout life by the wise use of leisure. St. John's wants to impart the impulse to keep on with your education so that your life may become meaningful and satisfying. Choosing Your Goals FEW students know now what they want to be. Their experience at the start of college is not yet broad enough to guarantee a wise choice of specialized training. At St. John's-and this is an important point-you are not forced to make up your mind about your career while in college-and that is often an advantage. How much more sensible to develop your intellectual capacities so that you are able to know what you can and should do when you graduate! You will then make the choice ~eely, and with greater maturity and wisdom. It is of course possible to decide upon your future before you graduate-the St. John's curriculum then allows you to devote more time to the area of your major interest. • Effect on Your Future Career IN this world of specialists and technicians, the man or woman most in demand is the one who understands the broad picture, who can think, express ideas, and make wise decisions. A lawyer must be more than a law clerk, an engineer more than a draftsman, a government official more than a bureaucrat. The skills you learn at St. John's--critical analysis, logical reasoning, clear expression-will enable you to perform the particular requirements of any job with greater effectiveness and understanding. The Good Life more important than the choice of a career is the way you will live your life. You have and will continue to have intellectual and spiritual needs which you cannot escape. Man does not stand still in his questioning. He is perpetually seeking. And that means . that he must educate himself continually. There is no limit to your education. The four years at St. John's will be learning for living. They will impel you to go on with your learning throughout your lifetime. Living and learning must always go together. This is the way man should live. This is the only way to achieve the good life. VASTLY �T St. John's College limits its enrollment to 300 students. It is non-sectarian and admits both men and women. There are no racial, religious or economic bars. Entrance requirements are contained in the Catalogue, a copy of which may be obtained addressingThe Director of Admissions St. John's College Annapolis, Maryland -by • � 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. 18 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 Learning for Living- The Bulletin June 1952- Vol IV #2 Title A name given to the resource Bulletin of St. John's College in Annapolis, June 1952 Description An account of the resource Volume IV, Number 2 of the Bulletin of St. John's College in Annapolis, "Learning for Living." Published in June 1952. Date A point or period of time associated with an event in the lifecycle of the resource 1952-06 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/38d739177569f087a0ff906e5ce565ee.pdf 4b973175a7dde96a77c2ca543fd6382e PDF Text Text / '/1..? 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MILL · DARWIN · MARX · TOLST ZCHE · DOSTOEVSKI · WILLIAM JAMES · POINCARE · FREUD · WHITEHEAD · DEWE ER · HERODOTUS · AESCHYLUS · SOPHOCLES ·EURIPIDES ·ARISTOPHANES · HIPPOCRATES ·PLAT CYDIDES · ARISTOTLE · EUCLID · NICHOMACUS · LUCRETIUS · VIRGIL · THE BIBLE · EPICTET TVS · PLUTARCH · GALEN · PLOTINUS · JUSTINIAN · AUGUSTINE · THOMAS AQUINAS · DANT STITUTION . FEDERALIST p BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS IONS . GOETHE . JANE AUSTE L · DE TOCQUEVILLE · K VoLUME311!: JUNE, 1953 NUMBER 2 L · DARWIN · MARX · TOLST Published quarterly W£ ZCHE . DOSTOEVSKI . w Entered as Second-class matter, February 18, 1949, at the Post UD . WHITEHEAD . DE R . HERODOTUS . AESCH Office, at Annapolis, Md., under the Act of August 24, 1912. PHANES . HIPPOCRATES . PLA'f CER · PICO DELLA MIRANDOLA · MACHIAVELLI · LUTHER · CALVIN · BACON · GILBERT · KEPL NE· SHAKESPEARE· CERVANTES ·MONTAIGNE · RABELAIS · DESCARTES · HOBBES · SPINOZ ON· BUNYAN· PASCAL· LOCKE· BERKELEY· LEIBNIZ· SWIFT· VICO ·FIELDING· MONTESQUIE j ' c:P;,ving 0-rerifage 1 f '. " .. I lfrr-, ". .\. A MEMORANDUM REGARDING ST . JOHN'S COLLEGE in ANNAPOLIS, MARYLAND �" ... I do know that here and there, in this country and abroad, there are men who see that the onset of barbarism must be met not only by programs of re-armament but by another revival of learning. It is the fact, moreover, that after tentative beginnings in several A merican Universities, . .. a revival is actually begun.... The scene of this enterprise is the third oldest center of higher learning in the United States, St.1ohn's College, at A nnapolis, in Maryland.. .. And I venture to believe that ... in the future men will point to St. 1ohn's College and say that there was the seedbed of the American Renaisssancv." 7Valter Lippmann FREEDOM IS Freedom i s the living heritage which OUR HERITAGE was bequeathed to us by the founding · fathers of this Republic~freedom of thought, freedom of religion, f reedom of a ssociation, freedom of enterprise. Without freed om our way of life perishes. Freedom can fl ourish only a s men are themselves free; that i s as they are educat ed to understand themselve s and the world in w hich they live. Men must have free minds to wat_ and ch insure that they shall be able t o do what they ought to do and know why. __ -- --~ - ....__ - - - - - -- --------- - - -- -- �- 4 - - 5 - FREE MINDS MEAN The great task of education is St. John's College is whole-heartedly committed to this end. A FREE PEOPLE to develop the mind of a man so It believes that education is far more than specialized or that he is able to use that mind technical training. freely and constructively to solve the problems confronting It believes that education transcends the simple acquisition of information. him. Education once prepared free men of this type to create the principles of our society and government. Education must now provide a continuing succession of such men to ST. JOHN'S COLLEGE Since 1937, it has pioneered a A PILOT COLLEGE modern equivalent of the cen- preserve and strengthen this heritage. turies-old liberal arts education which effectively develops the mind of a student. Its Men who can think rationally and imaginatively, who can write all-required, closely-knit curriculum, its seminar discusand speak clearly and effectively, who can choose wisely and sion type of teaching, its challenging exposure to the great well are the best guarantee against regimentation and the supminds of the past, its coordinate emphasis upon mathematics pression of freedom. They can resist the pressures toward and science, and its intimate and rewarding faculty-student blind conformity on the one hand and radical demagoguery on relationships help to translate into reality the claims and the other. They can supply the broad perception of execuplans of St. John's College for a true liberal arts tive leadership, the continuing critical appraisal of develeducation. oping institutions, the personal initiative for bold enterprise, and the constant responsiveness to social obligations. As a pioneer, it has already reestablished a beachhead for the traditional liberal arts and has profoundly influenced LIBERAL ARTS FREE MEN'S MINDS This is what - liberal arts a ~~ ~ ~~ ~ the curricula in many colleges and universities throughout education ~· The arts which the country. It has successfully shouldered the responsi- such an education seeks to bility of being a pilot college in liberal arts education develop are simply the basic skills of thinking, communiand must continue to exert its significant impact upon eating, analyzing, and judging. They are "liberal" arts or American higher education. skills because they have the effect of freeing a man's mind, that is, of developing and sharpening it into a convenient and useful tool, always at his disposal. �- 7 - - 6 - LIBERAL ARTS St. John's is a small coeducational AT ST. JOHN'S college with a maximum enrollment of 300 students. It offers a single unified course in the liberal arts which is taken by all students. English. Next to having ideas, nothing perhaps is more important than the ability to communicate them to other people. There are no departments, no majors or minors. The emphasis is rather on developing in each student skills of thought, expression, and judgment. St. John's also strives to have its students come into possession of the rich heritage of Western thought. It believes it has a responsibility to transmit this heritage, Laboratory All students at St. John's take four years of laboratory science, more than is required at any other liberal arts college in the country. Two afternoons each week students work in physics, biology, and chemistry, and thus come to grips with science and its methods. Formal Lecture One night each week the entire college is convened to listen to a formal lecture by an outstanding scholar on some subject of broad importance~always followed by a discussion period. Concerts replace lectures four times a year. continually examining it and restating it in fresh terms that will have new meaning for all men. Each branch of this program supports every other branch. There is coordination of learning throughout. At St. John's The average week for a student includes:everything depends on the student's active participation. Seminars Two evenings a week twenty students and two or three teachers meet around a table to discuss important ideas or basic questions arising out of the great documents of our heritage~from Homer to the Federalist Papers, from the Bible to modern physics. Here the student learns to think in the give and take of argument and discussion. He does not have to sit passively, hoping that a notebook filled with lecture notes will pass for learning. Nor do the tutors ever stop learning with their classes. In a very real sense St. John's is a community of learning. So through the seminars, tutorials, laboratories and lee- Tu tori a ls There are two tutorials daily for each student~one in language and one in mathematics. Here a dozen students, with one teacher serving as tutor, study the symbols of language and mathematics, and twice a week, music. Here through foreign language study, the student improves his facility with his own language, tures the student meets the great minds of all times and is stimulated to think for himself~to read and listen criti- cally and analytically, to evaluate carefully, to see alternatives, and to reach intelligent conclusions on the basis of fact and reason. �- 9 - - 8 - HOW PRACTICAL IS Since the St. John's program As Frank W. Abrams, Chairman of Standard Oil Company of New THIS PROGRAM? allows for no specialization, Jersey says, in commenting on the College, "It is a very the question immediately interesting program and I believe that it provides the kind arises as to whether St. John's students are prepared to of educational experience that should prove most valuable earn a living after graduation. to a man in the long run." St . John's replies that it is not concerned with training a man or woman for a particular job. The primary purpose of education is to help man to attain his full growth as a ST. JOHN·s IS PART It is both fitting and right OF OUR HERITAGE that St. J ohn's College in Annapolis, M aryland, should thinking being. It must satisfy his many needs. be the scene of this modern restoration of the liberal arts However, insofar as it is educating men to think, to express education of the Adamses and Jefferson, of Jay and M adison, ideas clearly, to analyze problems, and to make rational and of Hamilton and Washington. intelligent decisions, St. John's believes it is providing the best and most practical education in this country. Third oldest of American colleges, St. John' s traces its Experience has demonstrated that the young graduates can origin to 1696 w hen it was founded as King W illiam's Scho ol. move with almost equal facility into any a rea of graduate In the days of the American Revolution when Annapolis was work or into any field of activity. known as the Athens of America, four signers of the Declara- Furthermore, because they know themselves, they can choose more intelligently tion of Independence were actively associated with its that field of public life, business, or the professions for chartering as a college. which they are best fitted. was numbered among its graduates. Soon thereafter, Francis Scott Key The advantage to a St. John's graduate is twofold: Here then is a college, itself a pa rt of our heritage, now (1) He finds that his liberal arts education provides an excellent base upon which to superimpose gradua te work or the particular skills of his chosen vocation or profession; and (2) He receives at St. John's an impulse to keep on with his education so that his life becomes meaningful and satisfying. Living and learning must always go together. dedicated to the preservation of tha t heritage, through the education of young men and women to an appre ciation and understanding of themselve s a s free and responsible citizens of this Republic. �- 10 - - 11 - TO ASSURE THAT It is seldom that one has an THIS HERITAGE LIVE opportunity to help assure so YOU GIVE MORE THAN YOU GIVE directly the continuation of that great living heritage of freedom. The endowment and An interested donor has agreed 1£ match dollar for dollar any memorial .2.!: other gift :!:!E to ~ !!!!:!!!! of ~ million dollars for endowment purposes and building plan of St. John's College offer the kind of oppor- ter of ~ million dollars for tunity which thoughtful, intelligent, and patriotic men and contribution is made or pledged prior to June 30, 1953. women seek. Such a pledge may run over a period of several years. Gifts to the College will be fitting memorials to their donors-evidence of their faith and vision. ~ ~ maxiquar- construction, providing the Such memorials will endow future generations with this same great For your utmost satisfaction and for greater value to the living heritage of the past and present. College, your gift should combine generosity and wisdom. Current tax laws, particularly the recent increase in the The College needs endowment for tutorships, scholarships, personal income tax gift deduction to 20 per cent, permit lectureships, concerts, library books, equipment, and and encourage intelligent investment in the work of St. prizes. John's College. It needs additions to its historic physical plant, particularly a new women's dormitory. The benefits of giving apply not only to gifts of money but to gifts of property, to gifts from capital gains and to estate gifts as well. A graded list of typical opportunities available in the St. John's program appears in the following pages. Practical Tax experts can suggest a plan which will be most advanta- and impressive monuments to the generosity of the donor, geous to both the donor and the College. they may be established in the name of an individual, a analysis, however, only you will know the deep spiritual family, a society, or a business. satisfaction from participating in a memorial like this at Suitable recognition by In the last bronze tablet and inscription in the Heritage Book of the St. John's College-to assure in some small measure the con- College will perpetuate the name of each donor. tinuation of the great living American heritage of freedom. �- 13 - GRADED LIST ENDOWMENTS COST TO DONOR TUTORIAL CHAIRS ........... TOTAL MATCHED $100,000 $200,000 The effectiveness of the St. John's program depends upon the ability of the College to continue to attract able and outstanding teachers to its faculty. Establishment of tutorial chairs will contribute materially to this end, for it will assist the College to achieve a more adequate salary scale. VISITING TUTORSHIPS • • • • ..... 100,000 The College believes that its students should come into contact not only with the great minds of the past, but also with outstanding scholars of today. Visiting tutorial chairs will permit the College to bring such world figures to Annapolis for shorter or longer periods of residence during the college year. REGIONAL SCHOLARSHIPS • • • • • • .. St. John's College seeks to make its educational impact felt throughout the United States. It therefore encourages the endowing of regional scholarships to make possible a St. John's education for young men and women from each of these areas who could not otherwise afford it. After graduation many of them will return to their homes and help spread more widely the educational philosophy of St. John's. TOTAL MATCHED Scholarships may be established by individuals, societies, foundations, or corporations under such name and upon such terms as the donor may desire. Special or regional scholarship funds will be matched with the single proviso that one quarter of all income accrue directly to the College to help defray the administrative and general expenses not covered by the fees of the scholarship recipient. SCHOLARSHIP AID • 50,000 COST TO DONOR UNIT .......... 5,000 10,000 $ 5,000 $ 10,000 5,000 5,000 4,000 4,000 4,000 4,000 4,000 10,000 10,000 8,000 8,000 8,000 8,000 8,000 Many promising and worthy students find themselves in urgent need of partial financial. assistance to supplement other sources of income. Memorial scholarship aid funds would provide an annual income which could be devoted to such grants-in-aid, thus often making possible the completion of a student's college career. BURSARY ENDOWMENTS 25,000 50,000 St. John's College believes that students should work for at least a portion of the financial aid extended by the College. A variety of bursary jobs are therefore available to students, most of them closely related to the instructional ends of the College. Endowment of these bursary positions would guarantee their continuance as an important adjunct of the College's educational program. Chief Laboratory Assistantship • • • Senior Library Assistantships (3) Senior Athletic Assistantships (2) • Laboratory Assistantships (8) Library Assistantships (8) • • • • • Music Assistantships (2) • • • Athletic Assistantships (6) • • • • Student Shop Assistantships (2) �- - - - - -- - - ----- -- - 14 - - 15 - COST TO DONOR UNIT TOTAL MATCHED LECTURE ENDOWMENT FUNDS COST TO DONOR TOTAL MATCHED AWARD AND PRIZE FUNDS Every Friday evening during the academic year there is a lecture by a tutor or a visiting scholar on some subject of general interest. This is attended by the entire college and is followed by an extensive and informal discussion period. It is proposed that the series be endowed, again in the name or memory of an individual or a group. The entire series costs the College $1 0 500 per annum for honoraria and travel expenses. Full Lecture Series Individual Lectureship The College invites donors to endow individual scholarship, leadership, and athletic awards in recognition of student accomplishment. Leadership Prize • • • • • • • • • • $ Awarded for evidence of leadership in the service of the College community. ......... 2,500 $ 37,500 1,000 2,000 $ 30,000 7,500 $ 60,000 15,000 LIBRARY ENDOWMENT FUNDS 625 Essay Prize • • • • • • • • • Awarded for writing the best annual essay. 125 250 2,750 5,500 Individual Sport Awards •••• College blazers awarded to champions in individual sports such as tennis, squash, handball, and badminton. 438 875 5,000 $ 10,000 EQUIPMENT FUNDS • .......... $ The Laboratory has a continuing need for new equipment in order that it may keep pace with developments in the field of science. Donors may establish endowment funds to purchase such equipment in the fields of biology, chemistry, or physics. Books are the heart of the St. John's curriculum. The Library must not only supply those volumes in the teaching program; it must also supplement them with the best of current books, periodicals, and newspapers. A good music collection is likewise essential. Memorial funds may be established in any amount to help the St. John's Library with these important annual accessions, as for example: • • • • • $ Book Fund Periodical Fund Newspaper Fund • • • • • • • • • Phonograph Record Fund • • • • • • • 313 Team Sport Awards • • • • • • • College blazers awarded to the intramural teams with the best record for the season in football, basketball, and softball. $ 18,750 Music is an integral part of the St. John's program. Four times each year outstanding artists play carefully planned programs, remaining at the College over the week-end for informal recitals and for discussions of musical topics with interested students. Cost of these four concerts is $2,400. ........ $ Mathematics Prize Awarded for proficiency in mathematics CONCERT ENDOWMENT FUNDS Full Concert Series Individual Concert •• 1,250 GENERAL ENDOWMENT 1,250 625 250 500 $ 2,500 1,250 500 1,000 Interested donors, realizing the need ~f the College for unrestricted endowment funds, often make gifts for general purposes. St. John's College welcomes such investments in its program, for they enable the administration to achieve a greater degree of flexibility and independence in determining its annual budget. Each unit will be matched. �- 16 - PROPOSED CAMPUS DEVELOPMENT PLAN COLLEGE A--Women's Dormitory B BU I LO I NG PROGRAM CREEK WOMEN'S DORMITORY (A) • • • • cience Building ....... $500,000 Women were first ?dmitted to St. John's for the first time in the fall of 1951. Converted men's dormitories will provide adequate facilities until 1954, by which date a new women's dormitory must be completed. Half of this amount is pledged if the balance is given prior to June 30, 1953. C-Dining Hall D--Francis Scott Key Memorial E-McDowell Hall Administrative and Class Rooms SCIENCE BUILDING (B) . ·: .· F-Pinkney Hall Men's Dormitory G--Humphreys Hall Laboratories .' J .~ ~~' ·.··· H-Paca-Carroll House Men's Dormitory DINING HALL (C) ... ... ... w I-Chase-Stone House Women's Dormitory . . ·. " .. a: J-Woodward Hall :~{ Library ::~· ... Cl) \\ "' C!> a: 0 hop Buildings "' Cl> M-Heat ing Plant Cl> N-Reverdy Johnson z Music Rooms ¥ 0--Iglehart Hall Gymnasium P-Boat House Q--Maryland State Hall of Records COLLEGE AVENUE $1,000,000 ~ ............. $275,355 By 1956 it will be necessary to erect a new dining hall seating 300 students. The existing kitchen will be utilized, and the present dining hall converted into a social center and reception hall. I K-Randall Hall Dining Hall and Women's Dormitory ~ Inadequate facilities have always hampered the science phase of the St. John's program throughout the four years of a student's course. It is essential that better facilities be provided to replace the 115-year old building now in use. ... : . ' .... , .. ·. . . · '· .... ...... FRANCIS SCOTT KEY MEMORIAL (D) ...... The historical tradition of St. John's College is almost as old as our nation itself. Among the College's founders were four signers or the Declaration of Independence, William Paca, Samuel Chase, Thomas Stone, and Charles Carroll of Carrollton. George Washington's step-grandson graduated here in 1799. Francis Scott Key was the founder and first president of the St. John's Alumni Association. The education which our founding fathers received has persisted at St. John's and is now, in revitalized form the heart of its present-day curriculum. It seems appropriate that the College should recognize this tradition by memorializing one of its most famous graduates, Francis Scott Key. It is proposed to erect on the historic St. John's campus a building worthy of his name. $751,720 �- 19 - - 18 - FLOOR PLANS 9 10 II ,,,...,.,,- 8 D. &.I\. 14 13 12 .D . a.~ A 6.~ 16 1!5 J),L>..... .l>.1>,,-, . Third Floor ~/J.1', . Second Floor 24 .Z>.4~ 2!5 f}.f;.'1- 27 26 D. & .I\ . JJ .a.I',. 30 " ·6 -">- .IJ.&.I'). 32 31 J),L> ..... 29 28 .l>....... . ..... ~,. GRADED LIST 1/0-'o" WOMEN'S DORMITORY 33 First Floor 41 42 43 ~ ~ ~· 44 ~ 4!5 Ao.& COST TO DONOR 46 ~. COST OF BUILDING • • • • • • • TOTAL MATCHED $250,000 $500,000 46, 750 67, 750 67, 750 67, 750 93,500 135,500 135,500 135,500 3,000 5 ,500 7,000 3,250 1 7,000 25,000 4, 750 4,000 6,000 11,000 14 ,000 6,500 34,000 50,000 9,500 8 ,000 MAJOR UNIT _______ .... Entire Entire Entire Entire 50 ....._ ~~.,.. Ground Floor Ground Floor First Floor Second Floor Third Floor ... ..... INDIVIDUAL UNITS 15 25 1 FURNISHINGS 1 15 25 3 1 .. . . . . • . . . . . . . • $3,100.00 575.00 • • • • • . •• •• 975.00 . . • . . 1,050.00 • • • • • . 1,800.00 .. ..... • Common Room • Single Bedrooms, each. Double Bedrooms, each. Studio Apartments, each Resident's Apartm~nt • • • • • • 3 1 1 1 1 . . Single Bedrooms, each Double Bedrooms, each Resident's Apartment Studio Apartments, each Common Room Recreation Room Snack Kitchen Entrance Hall .. . . .. . .... .... .... .... .... �- 20 - - 21 - FLOOR PLANS fl4df'C5 'J..4•':1.+ 2 8 , r II 12 1' 18 19 Second Floor GRADED LIST , SCIENCE BUILDING , r 29 COST OF BUILDING • 37 36 First Floor 46 .. ~ 47 , r 48 l~ 54 r 55 INDIVIDUAL UNITS 1 1 4 4 2 1 1 1 1 1 1 10 1 1 4 2 8 2 3 Ground Floor . . . . . . . . . . $1,000,000.00 ........$ .• ... . • ...... ...• . .. • • . • . • .....• • .....• .... ....... ... . ... ... .....• • .. ....... ...... ... .. ...• .. .. • . • . .. Animal Room Balance Room Biology Laboratories, each Chemistry Laboratories, each Classrooms, each • Conference Room Electronics Shop Issue Room Lecture Room Machine Shop Observation Theatre Offices, each Optics Darkroom Photographic Darkroom • Physics Laboratories, each Preparation Rooms, each • Research Laboratories, each Stock Rooms, each • Storage Rooms, each 5,760.00 37,160.00 42,560.00 48,560.00 23,040.00 23,040.00 23,040.00 5,760.00 58,900.00 23,040.00 33,500.00 6,400.00 23,040.00 4,700.00 38,060.00 12,020.00 6,960.00 10,900.00 16,000.00 �- 22 - - 23 - FLOOR PLANS t/ .-- ' 4• • • I \ ~ I & - r ~ •. . . !~ . ~7• r: ·~ Sun Deck 'i' n /· .0$ __ I -I ~,,~ .. r/ . I \, ' e~ ; ~-~-~11:; - \\ , !1 ,' -<- ~ -... ~ -- ~r..,,,.,,., 17 . ~, ' <t ... GRADED LIST tL..3fZ ... DINING HALL r.6- a . •1.•7 Main Floor COST OF BUILDING • • • • • • • • • • • • $275,355.00 BASEMENT .. ... .. Offices • • • Post office • • ... • $ 58, 700.00 ,, • 16,300.00 • • • • • GROUND FLOOR "!' 8 .. ... .. ..• ...• • • ... .. . ... • ... • .Jo l. Cafeteria • • • • Dishwashing • Dining Hall • • • Dining Terrace • • • • • Dining Hall Furnishings • • • • • • • 15,100.00 6,1 0 0.00 155 ,000 .00 1 2,900.00 1 2 ,500.00 Basement FIRST FLOOR ... .......... .. Sun Deck. Serving Room • • • • • • • • • • 5 ,650.00 6,250 .00 �- 24 - - 25 - FLOOR PLANS : Second Floor -_--::~· ' ·_ - --- ----·•c -:--· ::-_ 2 GRADED LIST fl FRANCIS SCOTT KEY MEMORIAL 3 p,.K ~ ..... l COST OF BUILDING Mezzanine • • • • • • • • • • • $ 751, 7 20.00 ! FIRST FLOOR ~ Audi tori um and Stage Chamber Music Room • Green Room • • • • Office • • • • • • 4 ..,,. Equipment. • • • • • • • • • • • • • • • • • • • • • • • • ~ • • 30,400.00 . . . $ 651,500.00 3,800.00 • • • ... 3,650.00 ... .. ... . 11,000.00 11,000.00 7, 500.00 .............. • • • ... ...... ... 11 , 000.00 11,000.00 3,850.00 1,17 0.00 • • M EZZANINE Audio-visual Room Meeting Room • • Projection Room • First Floor ........./,~ .~ ,..., • • • • • • • • • • • • • • • • • • SECOND FLOOR Art Studio M usic and Art Library • • • Quartet Room • • • • • • • Music Practice Room (6) each ~ 4• - • 1 .\t ~ �- 26 - - 27 - BOARD OF VISITORS AND GOVERNORS Chairman Richard F. Cleveland, Lawyer, Baltimore, Md. Vice-Chairman William Lentz, Lawyer, Baltimore, Md. Richard Scofield, Tutor St. John's College Annapolis, Md. Dr. Amos F. Hutchins, Surgeon, Arnold, Md. Secretary Adolph W. Schmidt, Vice-President T. Mellon & Sons Pittsburgh, Pa. Bromwell Ault, Vice-Persident Interchemical Corporation New York City Robert Otis Jones, Vice-President Mellon Nat'l Bank & Trust Co. Pittsburgh, Pa. Henry H. Callard, Headmaster Gilman School, Inc. Baltimore, Md. Jacob Klein (Ex Officio) Dean, St. John's College Annapolis, Md. Robert L. Campbell, Jr. LIFE Magazine New York City Joseph M. Scribner Singer, Deane, and Scribner Pittsburgh, Pa. Mr. Paul P. Swett, Jr. Vice-President Baltimore Life Insurance Co. Baltimore, Md. Dr. Thomas B. Turner School of Hygiene Johns Hopkins University Baltimore, Md. Stewart C. Stackhouse S. J. Stackhouse & Son Baltimore, Md. Mark Van Doren, Professor Columbia University New York City Clarence w. Stryker, (Honorary) Professor Emeritus St. John's College Annapolis, Md. Richard D. Weigle (Ex Officio) President, St. John's College Annapolis, Md. John C. Luber (Ex Officio) Speaker of the House of Delegates Baltimore , Md. George w. Della (Ex Officio) President of the Senate Baltimore, Md. ,,./ Dr. William J. French (Honorary) Director Annapolis, Md~ _,,.,.,;;' Reuben A. Holden, Assistant to the President, Yale University New Haven, Connecticut Hon. Theodore R. McKeldin (Ex Officio) Governor of Maryland Annapolis, Md. St. John's College asks your earnest consideration of the facts and figures Carleton Mitchell, Author Annapolis, Maryland Lawrence L. Monnett, Jr. Monnett & Vickrey, Inc. New York City Arthur A. Houghton, Jr. , President Steuben Glass, Inc. New York City Mrs. Walter c. Paepcke Chicago, Illinois J. Vincent Jamison Jamison Cold Storage Door Co. Hagerstown, Md. Walter c. Paine, Associate Editor Morning Sun Baltimore , Md. presented above and invites your active participation in the program to build a sound financial base for this pilot college in liberal arts education. �O:MER · HERODOTUS · AESCHYLUS · SOPHOCLES · EURIPIDES ·ARISTOPHANES · HIPPOCRATES · PLATO ttlJCYDIDES · ARISTOTLE ; EUCLID · NICHOMACUS · LUCRETIUS · VIRGIL · THE BIBLE · EPICTETUS crrus. PLUTARCH. GALEN. PLOTINUS. JUSTINIAN. AUGUSTINE. THOMAS AQUINAS. DANTE j\lJCER ·PICO DELLA MIRANDOLA ·MACHIAVELLI· LUTHER· CALVIN· BACON· GILBERT· KEPLER or.JNE · SHAKESPEARE · CERVANTES · MONTAIGNE · RABELAIS · DESCARTES · HOBBES · SPINOZA ILr oN . BUNYAN . PASCAL . LOCKE . BERKELEY . LEIBNIZ . SWIFT . VICO . FIELDING . MONTESQUIEU u:ME · VOLTAIRE · ADAM SMITH · GIBBON · ROUSSEAU · KANT · LAVOISIER · UNITED STATES r.JSTITUTION ·FEDERALIST PAPERS· CHARTER OF THE UNITED NATIONS· GOETHE· JANE AUSTEN EGEL · DE TOCQUEVILLE· KIERKEGAARD · MELVILLE · J. ~· MILL · DARWIN · MARX · TOLSTOI JEfZCHE · DOSTOEVSKI · WILLIAM JAMES · POINCARE · FREUD · WHITEHEAD · DEWEY oMER · HERODOTUS · AESCHYLUS · SOPHOCLES · EURIPIDES · ARISTOPHANES · HIPPOCRATES · PLATO u cYDIDES . ARISTOTLE . EUCLID . NICHOMACUS . LUCRETIUS . VIRGIL . THE BIBLE . EPICTETUS }\CITUS · PLUTARCH · GALEN · PLOTINUS · JUSTINIAN · AUGUSTINE · THOMAS AQUINAS · DANTE j-fAUCER ·PICO DELLA MIRANDOLA ·MACHIAVELLI· LUTHER· CALVIN· BACON· GILBERT· KEPLER NNE · SHAKESPEARE · CERVANTES · MONTAIGNE · RABELAIS · DESCARTES · HOBBES · SPINOZA IL TON · BUNYAN · PASCAL · LOCKE · BERKELEY · LEIBNIZ · SWIFT · VICO · FIELDING · MONTESQUIEU UME · VOLTAIRE · ADAM SMITH · GIBBON · ROUSSEAU · KANT · LAVOISIER · UNITED STATES NSTITUTION · FEDERALIST PAPERS · CHARTER OF THE UNITED NATIONS · GOETHE · JANE AUSTEN EGEL · DE TOCQUEVILLE · KIERKEGAARD · MEL VILLE · J. S. MILL · DARWIN · MARX · TOLSTOI IETZCHE · DOSTOEVS D · WHITEHEAD · DEWEY OMER · HERODOTUS · A ES · HIPPOCRATES ·PLATO UCYDIDES · ARISTOTL ·.; f~·~·-· fl>~~~ ~ --· L · THE BIBLE · EPICTETUS ._.. _;:-:~-~·; :. CITUS ·PLUTARCH· G OMAS AQUINAS· DANTE r'ill'i!ll-IAUCER ·PICO DELLA M ACON ·GILBERT· KEPLER ~fl>o.JNNE ·SHAKESPEARE· C TES · HOBBES · SPINOZA LTON · BUNYAN · PASC IELDING · MONTESQUIEU ME · VOLT AIRE · AD . : .. . .. ~-' OISIER · UNITED STATES c:mnrr-.-'• STITUTION · FEDERA ~ _ ~¢JJ;c_:m;_~ : GOETHE · JANE AUSTEN EGEL · DE TOCQUEVILL ..-~~-". -~ :,;/.:.~: '· ·· R WIN · MARX · TOLSTOI IETZCHE · DOSTOEVS ·· · ~,~,. . ·-·· ,. D ·WHITEHEAD· DEWEY OMER · HERODOTUS · A ~ --~-~· .. ES· HIPPOCRATES· PLATO ---J.in UCYDIDES · ARISTOTLE · EUCLID · NICHOMACUS · LUCRETIUS · VIRGIL · THE BIBLE · EPICTETUS CITUS · PLUTARCH · GALEN · PLOTINUS · JUSTINIAN · AUGUSTINE · THOMAS AQUINAS · DANTE AUCER ·PICO DELLA MIRANDOLA ·MACHIAVELLI· LUTHER· CALVIN· BACON· GILBERT· KEPLER ONNE · SHAKESPEARE · CERVANTES· MONTAIGNE · RABELAIS · DESCARTES · HOBBES · SPINOZA ILTON · BUNYAN · PASCAL · LOCKE · BERKELEY · LEIBNIZ · SWIFT · VICO · FIELDING · MONTESQUIEU UME · VOLT AIRE · ADAM SMITH · GIBBON · ROUSSEAU · KANT · LAVOISIER · UNITED ST ATES --w~NSTITUTION ·FEDERALIST PAPERS· CHARTER OF THE UNITED NATIONS· GOETHE· JANE AUSTEN EGEL · DE TOCQUEVILLE · KIERKEGAARD · MEL VILLE · J. S. MILL · DARWIN · MARX · TOLSTOI IETZCHE · DOSTOEVSKI · WILLIAM JAMES · POINCARE · FREUD · WHITEHEAD · DEWEY OMER · HERODOTUS · AESCHYLUS · SOPHOCLES ·EURIPIDES · ARISTOPHANES · HIPPOCRATES· PLATO HUCYDIDES · ARISTOTLE · EUCLID · NICHOMACUS · LUCRETIUS · VIRGIL · THE BIBLE · EPICTETUS CITUS · PLUTARCH · GALEN · PLOTINUS · JUSTINIAN . AUGUSTINE · THOMAS AQUINAS · DANTE HAUCER ·PICO DELLA MIRANDOLA ·MACHIAVELLI· LUTHER· CALVIN· BACON· GILBERT· KEPLER ONNE · SHAKESPEARE· CERVANTES ·MONTAIGNE · RABELAIS · DESCARTES · HOBBES · SPINOZA ILTON · BUNYAN · PASCAL · LOCKE · BERKELEY · LEIBNIZ · SWIFT · VICO · FIELDING · MONTESQUIEU UME · VOLT AIRE · ADAM SMITH · GIBBON · ROUSSEAU · KANT · LAVOISIER · UNITED ST ATES ONSTITUTION ·FEDERALIST PAPERS· CHARTER OF THE UNITED NATIONS· GOETHE· JANE AUSTEN EGEL· DE TOCQUEVILLE· KIERKEGAARD· MELVILLE · J. S. MILL · DARWIN.· MARX · TOLSTOI IETZCHE · DOSTOEVSKI · WILLIAM JAMES · POINCARE · FREUD · WHITEHEAD · DEWEY OMER · HERODOTUS · AESCHYLUS · SOPHOCLES ·EURIPIDES · ARISTOPHANES · HIPPOCRATES· PLATO l-IDCYDIDES · ARISTOTLE · EUCLID · NICHOMACUS · LUCRETIUS · VIRGIL · THE BIBLE · EPICTETUS A.CITUS ·PLUTARCH· GALEN· PLOTINUS ·JUSTINIAN· AUGUSTINE· THOMAS AQUINAS· DANTE l-IA.UCER ·PICO DELLA MIRANDOLA ·MACHIAVELLI· LUTHER· CALVIN· BACON· GILBERT· KEPLER ONNE · SHAKESPEARE ·CERVANTES ·MONTAIGNE · RABELAIS · DESCARTES · HOBBES · SPINOZA ILTON · BUNYAN · PASCAL · LOCKE · BERKELEY · LEIBNIZ · SWIFT · VICO · FIELDING · MONTESQUIEU DME · VOLTAIRE · ADAM SMITH · GIBBON · ROUSSEAU · KANT · LAVOISIER · UNITED STATES ONSTITUTION · FEDERALIST PAPERS · CHARTER OF THE UNITED NATIONS · GOETHE · JANE AUSTEN EGEL ·DE TOCQUEVILLE ·KIERKEGAARD · MELVILLE · J. S. MILL · DARWIN · MARX · TOLSTOI IETZCHE · DOSTOEVSKI · WILLIAM JAMES · POINCARE · FREUD · WHITEHEAD · DEWEYi - W"! J 'J'.' �\· � 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. 27 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-A Living Heritage-Vol V #2-June 1953 Title A name given to the resource Bulletin of St. John's College in Annapolis, June 1953 Description An account of the resource Volume V, Number 2 of the Bulletin of St. John's College in Annapolis, A Living Heritage. Published in June 1953. Date A point or period of time associated with an event in the lifecycle of the resource 1953-06 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/500ead541773fa70333390bfbb848a2e.pdf 7bbdffc3af6675712a640cb4f8207a46 PDF Text Text ._ '· ·.: . ·~ . ' ·~·-' BULLETIN OF CATALOGUE NUMBER FOR 1930-1931 ANNAPOLIS, MARYLAND MARCH, 1931 a �VoLu'~E I MARCH, 1931 NUMBER 1 BULLETIN OF ST. JOHN'S COLLEGE ." IN ANNA PO LIS CATALOGUE NUMBER FOR 1930-1931 Founded as King William's School, 1696 Chartered as St. John's College, 1784 Published four times a year by St. John's College, Annapolis, Maryland. Application for entry as second-class matter at the post office in Annapolis is pending. �1930 1931 JULY S 1932 JANUARY JANUARY JULY 2 3 4 9 10 11 1617 18 23 24 25 30 31 .. .. 5 . . .. 12 4 5 6 7 19 1112 1314 26 18 19 20 21 25 26 27 28 1 8 15 22 29 2 9 16 23 30 3 10 17 24 31 .... 5 12 19 26 6 lS 20 27 •. 7 14 21 28 1 2 8 9 15 16 22 23 29 30 .. 3 4 -·· .... 10 11 3 4 5 6 17 18 10 11 1213 24 25 17 18 19 20 31 24 25 26 27 . . . 31 . .... .. .. .. .. .. . . .. .. .. .. .. .. .. .. .. . ... .... .. . AUGUST . . .. .. .. 4 5 1112 18 19 25 26 6 13 20 27 .. 7 14 21 28 FEBRUARY 1 2 8 9 1516 22 23 29 30 1 B 15 :32 2 9 16 23 3 10 17 24 4 5 1112 18 19 25 26 6 13 20 27 .. .. .... . . . .1 7 14 2 s 4 5 6 7 8 21 9 10 1112 13 14 15 28 1617 18 19 20 21 22 23 24 25 26 27 28 29 30 31 .• .. 1 7 8 1415 21 22 28 29 2 9 16 23 30 3 10 17 24 .. 4 5 6 1112 13 18 19 20 25 26 27 . •. . .. . . .. .. .. . . .. 2 3 4 II 10 11 16 17 18 23 24 25 30 31 .. . . . . . . .. OCTOBER . . .. 6 13 20 27 .. 1 7 8 1415 21 22 28 29 2 3 9 10 1617 23 24 30 31 5 12 19 26 .. . . .. .. .. .. 5 6 7 1 2 8 9 12 1314 1516 19 20 21 22 23 26 27 28 29 30 7 8 1415 21 22 28 29 SEPTEMBER 7 14 21 28 .. . . 6 13 20 27 3 10 17 24 .. .... 1 2 6 7 8 9 lS 14 15 16 20 21 22 2S 27 28 29 30 6 9 10 1112 13 16 17 18 19 20 2S 24 25 26 27 .. . 4 5 1112 18 19 25 26 MARCH .... 1 2 6 7 8 9 lS 14 15 16 20 21 22 23 27 28 29 30 3 4 5 10 11 12 17 18 19 24 25 26 31 .. . ... .. .. . . .... . ... .. .. .. .. .. .... .. .. . . APRIL 4 11 18 25 .. .. FEBRUARY 1 2 s 4 5 .... ... .. .. .... .... .. .. .... .. MARCH 1 8 15 22 29 .. 1 2 7 8 9 1415 16 21 22 23 28 29 30 .... ... . ... AUGUST . . . . . . . . .... .. . . .. .. . . .. . . . ... .. .. .. .. .. SEPTEMBER 5 12 19 26 1930-31 1930 September IS, Monday ............ Examinations for admission l11i'L' lwl Tl Fi S sl11iTlwlTIFls siMjTjwjTIFls slMIT\wlTiFls .... 1 6 7 8 lS 14 15 20 21 22 27 28 29 3 10 17 24 31 COLLEGE CALENDAR OCTOBER 3 10 17 24 APRIL .. .. .. 4 ·-· 1 2 3 11 4 5 6 7 8 11 10 .. 1 2 s 4 5 6 7 8 9 18 1112 1314 15 16 17 10 1112 13 14 1516 25 18 19 20 21 22 23 24 17 18 19 20 21 22 28 25 26 27 28 29 30 Sl 24 25 26 27 28 29 30 . . .. . . .. . . . . 2 11 16 23 30 8 4 5 6 7 10 1112 1814 17 18 19 20 21 24 25 26 27 28 .. . .. .. . .. MAY 1 8 15 22 29 .. .. . . .... .. 3 4 10 11 17 18 24 25 31 . ! I I 1 2 3 8 9 10 1516 17 22 2S 24 29 30 Sl .. .. .. 4 11 18 25 5 12 19 26 6 13 20 27 .. 1 2 3 4 5 8 11 10 11 12 15 1617 1819 22 28 24 25 26 29 so .. . . 6 18 20 27 .. 7 14 21 28 JUNE 2 s 4 DECEMBER .... 1 2 s 4 1 5 6 8 9 10 11 12 13 6 1516 17 18 19 20 13 22 23 24 25 26 27 20 29 30 . .. . . 27 7 14 21 28 8 9 10 1516 17 22 23 24 29 30 Sl 11 18 25 .. 7 14 21 28 1 2 3 4 5 8 11 10 1112 15 16 17 18 19 22 23 24 25 26 29 30 SJ. .. (> " L..: f· (, ( ~ ' Formal opening of College. September I8, Thursday .........•• Oasses begin. November 8, Saturday . ........... November hour-examina- tions end. November 26, Wednesday 7 14 21 28 JUNE 5 12 19 26 .. .... 5 6 12 13 19 20 26 27 •• 7 14 21 28 (I2 m.) .. Thanksgiving recess begins. November 30, Sunday (6 p. m.) ... Thanksgiving recess ends. December 20, Saturday (I2 m.) .... Christmas recess begins. 1931 January 4, Sunday (op. m.) ..... . Christmas recess ends . January 24, Saturday ............. Mid-year examinations end . January 26, Monday ............. . Second half-year begins. February 23, Monday ............. Washington's Birthday: a holiday. 6 lS 20 27 1 2 3 4 8 9 10 11 1516 17 18 22 2S 24 25 29 30 .... .. .. . .. .. .. . . .. . . . ... .. . . . . .. .. .. . . .. .. . . . . .. .. .. .... .. .. t.-11 September I7, Wednesday (II a.m.). First half-year begins. MAY .. .. .. . . .. .. . .. .. .. .. . . .. .. . ... .. .. . . .. . . .. . . . ... .. DECEMBER .. 7 14 21 28 5 6 1218 19 20 26 27 1 2 7 8 II 1415 16 21 22 23 28 29 30 NOVEMBER September I6, Tuesday .... .... , ... Registration of all students. January I9, Monday . ............. Mid-year examinations begin. .. .. .... .... .. .. .. .. .. .. . . . . .. . . . . . . .. . . .. .. .. .. .. . . .. .. .. .. .. . . .. . . NOVEMBER and make-up examinations. March 2I, Saturday .............. . March hour-examinations end. April I, Wednesday ( I2 m.) ....... Easter recess begins. April 8, Wednesday ( 6 p. m.) . .... Easter recess ends. May 22, Friday .................• Final examinations begin. May 28, Thursday . .............. Final examinations end. May 30, S aturaay, to June 3, Wednesday . ........... Commencement. �CATAlOGUE OF ST. JOHN'S COLLEGE 4 CATALOGUE OF ST. JOHN'S COLLEGE 5 SUMMER VACATION. June 4 to September 20, inclusive BOARD OF VISITORS AND GOVERNORS * His Excellency, ALBERT C. RITCHIE ...••••••••. Annapolis, Md. 1931-32 I93I September September 2I, 22, Monday .......... .. Examinations for a~i~sion and make-up examinations. HERBERT NoBLE ..•........•.. II5 Broadway, New York, N. Y. Tuesday .......... .. Registration o.f all students. WALTER H. Bucx ..... 009 Union Trust Building, Baltimore, Md. September 23, Wednesday September 24, (I I a.m.). First half-year. begins. Formal opening of College. Thursday ......... .. Oasses begin. November I 4, S(J,turday . ........... N overpber hour-examinations end. November 25, Wednesday (I2 m.) .. Thanksgiving recess begins. November 29, Sunday (6 p. m.) .... Thanksgiving recess ends. December 22, Tuesday (I2 m.) ... .. Christmas recess begins. I932 January 3, Sund(J,y ( 6 p. m,) ....... Christmas recess ends. January 2I, Thursday ............ . Mid-year examinations begin. January 30, Saturday . ............ Mid-year examinations end. February I, February 22, Monday . ............. Second half-year begins. Monday ............ . Washington's Birthday: a holiday. March I9, S(J,turday ............. March hour-examinations end. March 23, Governor of Maryland. President Ex-Officio. Wednesday (I2 m.) ... .. Easter recess begins. March 30, Wednesday (6 p. m.) ... . Easter recess ends. May 26, Thursday .............. .. Final examinations begin. June 4, Saturday ............... . Final examinations end. June 8, Wednesday . ...........••• Commencement Day. Noble, Morgan, and Scam11Je11, Attorneys-at-Law. Chairman. Lemmon and Buck, Lawyers. Vice-Chairman. DOUGLAS H. GORDON, 800 Baltimore Life Building, Baltimore, Md. Lawyer. Secretary. }AMES A. WALTON .......................... Annapolis, Md. President, Annapolis Banking and Trust Co. Treasurer. WILLIAM WoonwAIID ......... . 70 Broadway, New York, N. Y. Chairman of the Board of the Central Hanover Bank and Trust Company. JunGE WALTER I. DAWKINS ... Fidelity Building, Baltimore, Md. Associate Judge;Supreme Bench of Baltimore City. *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. WALTER J. MITCHELL, President of the Senate ............... . La Plata, Md. FRANCIS A. MICHEL, 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, WILLIAM H. ADKINS, Associate Judge ...•....... , ...••....•• . Easton, T. ScOTT OFFUTT, Associate Judge .•.••..••.....•..... , ...... Towson, W. MITCHELL DIGGES, Associate Judge .•... ,., •... , •••.•• , .. . LaPlata, FRANCIS NEAL PARKE, Associate Judge ...••...........• Westminster, D. LINDLEY SLOAN, Associate Judge .•.................•• . Cumberland, Md. Md. Md. Md. Md. Md. Md. Md. �CATALOGUE OF ST. JOHN'S COLLEGE CA"rALOGUE OF ST. JOHN'S COLLEGE 1'. WEST CLAGGETT ... 1908 First Natl. Bank Bldg, Baltimore, Md. COMMITTEES OF THE BOARD OF VISITORS AND GOVERNORS 6 Manager, Philadelphia and Reading Coal and Iron Company. RIDGELY P. MELVIN ..••................••••.. Annapolis, Md. Attorney-at-Law. JOHN H. LATANE .•••.••.....•.•.•.......•.... Baltimore, Md. Professor of American History, Johns Hopkins University. FRANK R. KENT ..•.•...••.•.....•... The Sun, Baltimore, Md. Vice-President, A. s, Abell Publishing Company; member of sta.iJ, the Baltimore Sun. J. VINCENT JAMISON, JR... 102 Prospect Street, Hagerstown, Md. President, Jamison Cold Storage Door Co. DR. CHARLES c. MARBURY 1615 16th St. N. W., Washington, D. C. Physician. JOHN HAYS HAMMOND .. 2221 Kalorama Rd., Washington, D. C. Mining Engineer. LEWIS W. BALDWIN .... II03 Railway Ex. Bldg., St. Louis, Mo. President, Missouri Pacific Railroad. SYLVESTER W. LABROT •...••••........... ; .. Annapolis, Md. Labrot & Company, Bankers. DR. AMos F. HUTCHINS .. 1010 N. Charles Street, Baltimore, Md. Surgeon. ELMER G. P ARSLY ......... 1500 Walnut Street, Philadelphia, Pa. Parsly Bros. & Company, Bankers. 7 Executive Co'ln!mittee MR. BucK, Chairman DR. HALSEY MR. WALTON MR. NOBLE DR. PEARL Buildings and Grounds MR. LABROT, Chairman DR. BORDLEY DR. HALSEY MR. HAMMOND DR. HUTCHINS MR. WOODWARD Elections to the Board MR. CLAGGETT, Chairman JUDGE DAWKINS MR. w ARFIELD MR. JAMISON MR. MELVIN Faculty, Instruction, and Degrees DR. LATANE, Chairman DR. MARBURY MR. KENT Finance MR. WALTON, Chairman MR. GILLET MR. PARSLY DR. JAMES BORDLEY, JR ..... 330 N. Charles Street, Baltimore, Md. Physician. DR. RAYMOND PEARL .. 1901 East Madison Street, Baltimore, Md. Director, Institute for Biological Research, Johns Hopkins University. CHARLES B. GILLET .. Light and Redwood Streets, Baltimore, Md. Gillet & Company, Bankers. EDWIN w ARFIELD, JR.... rs East Saratoga Street, Baltimore, Md. Editor. R. T. H. HALSEY ...•....••.... Randall Court, Annapolis, Md. Trustee, Metropolitan Museum of Art, New York City. RrcHARD F. CLEVELAND ... Baltimore Trust Bldg., Baltimore, Md. Lawyer. WILLIAM H. STAYTON .......................... Smyrna, Del. Captain U.S. N. (Retired). PRESIDENTS EMERITI THOMAS FELL .............................. ~· .. Carvel .Hall President Emeritus Graduate, King's College, London, 1876; University of London, 1879; Ph.D., St. John's College, 1889; LL. D., Hampden-Sidney College, 1889; University of Pittsburgh, 1912; William and Mary College, 1921 ; D. C. L., University of the South, 1907; Litt. D., University of Maryland, 1923. President of St. John's College, 1886-1923. ENOCH BARTON GAREY ......... r Englewood Road, Roland Park President Emeritus B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29. �8 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 9 OFFICERS OF ADMINISTRATION ROBERT EARLE BACON, A. M ................ II McDowell Hali Dean EDWIN HUNTER. CROUCH .............•..... 13 McDowell Hall Comptroller FACULTY ROBERT EARLE BACON .•..•••...••....•.. 16 Maryland Avenue Dean and Associate Professor of English MIRIAM STRANGE, A. B. .................... 11 McDowell Hall Registrar and Secretary to the Dean Ph. B., Lafayette College, 2917; A. M., Harvard University, 2918. Instructor in English, Trinity College, Jan. 291g-June 2919, 2919-20; Assistant in English, Harvard College, 2920-28; Assistant in English, Radcliffe College, 2920-23 and 2927-28; Assistant Dean, Harvard College, 1923-28; Dean and Associate Professor of English, St. John's College, 2928-. LULU VIOLA EBAUGH .•....•..•.....•......•. Woodward Hall Librarian JACOB BERNARD SEGALL ••••.••••••.•• 206 Prince George Street Professor of French MARJORIE SMITH LAYNG ...•............... 11 McDowell Hall Secretary ""' B. L. and B.Sc., Lycee of Jassy, Roumania, 2884; Ph.D., Columbia University, 2893. Fellow in Romance Languages, Columbia University, 2892-93; Instructor in French, Cornell University, 2893-96; Sorbonne, Paris, 1896-97 ; Instructor in French, Cornell University, 2897-1900; Instructor in French, College of the City of New York, 2901-03; Professor of Romance Languages, University of Maine, 1903-20; Professor of French, University of Maine, 2920-28; Visiting Professor of French, Summer Session, Northwestern University, 2928; Professor of Romance Languages, St. John's College, 2928-29; Professor of French, St. John's College, 1929-· ARTHUR CHEW MEADE, C. P.A .•........... 13 McDowell Hall Auditor JAMES JOSEPH MURPHY, M. D .................. -.... Infirmary College Physician MAURICE TALBOTT RIGGS, B. S .................... Gymnasium Dire.ctor of Athletics CLARENCE WILSON STRYKER •••••••••.•••••• St. John's College Professor of llistory EVERETT WELCOME SMITH ................. 53 College Avenue Superintendent B. A., Union College, 2885; A. M., Columbia University, 2914. Acting Professor of Economics, Kenyon College, 2912-13; Professor of History and Economics, St. John's College, 2904-12, 2916-23; Professor of History, 2923-. R. T. H. HALSEY ..............._ .............. Randall Court Professor of Colonial Art B. A., Princeton University, 2886; Honorary A. M., Columbia University, 2914; D. Litt., St. John's College, 2928. Chairman of the Library Committee of the New York Stock Exchange, 2912-24; Trustee of the Metropolitan Museum of Art, 2912-; Trustee in charge of the American Wing of the Metropolitan Museum of Art, 1924-; Professor of Colonial Art, St. John's College, 2928--. �11 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE REGINALD HEBER RIDGELY ....•••••••••••. 2 Cumberland Court Professor of Biology HERMANN BERNHARD ............... I76 Prince George Street Professor of Chemistry B. S., 1895, A. M., 1902, St. John's College; D. Sc., University of Maryland, 1920. Professor of Biology, St. John's College, 1912-. Ph.D., University of Berlin, 1913. Student, Univer.sities of Pe~rograd, Wuerzburg, and Leipzig; Assistant in Chemistry, Institute o_f Agncu~ture, Berlin, 1913-14; Chemical Resea~ch, 1914-23; Instructor. m Chem1strr, Swarthmore College, 1923-25 i Assistant Professor ofi Chem.tstry, St. Johns College, 1925-26; Associate Professor of Chemistry, St. J ()h~'s College, 1926-30; Professor of Chemistry, St. John's College, 1930-. 10 JAMES J osEPH MURPHY ............... I39 King George Street Lecturer in Hygiene M. D., University of Maryland, 1896. College Physician, St. John's College, 1919-; Lecturer in Hygiene, St. John's College, 1929-. MARION ALONZO EASON ••.•......•••.••••••• 6 Franklin Street Assistant Professor of Physics E. E., University of Virginia, 1909. Student Engineer, General Electric Company, 190g-11; Instructor in Mathematics and Physics, Fitchburg (Massachusetts) High School, 1911-13; Electrical Maintenance Department, Du Pont Powder Company, 1914-15; Instructor in Electrical Shop Practice, Department of Manual Arts, Boston, Mass., 1915-16; Instructor in Mathematics, United States Naval Academy, 1916-20, Assistant Professor, 1920-25; Instructor, Mathematics and Physics, Naval Academy ~reparatory School, 1925-27; Assistant Professor of Physics, St. Johns College, 1927-. GEORGE ALTHOFF BINGLEY ••••••.•... 248 Prince George Street Associate Professor of Mathematics B. A., 1910, M.A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; Graduate Student, University of Goettini;en, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in 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-. THOMAS AUSTIN FITZGERALD ............ 91 Southgate Avenue Assistant Professor of Spanish Ped. B., Missouri Teachers' College, 1911; A. B., University of Missouri, 1913; A. M., University of Illinois, 1921. Instructor in Ancient and Modern Languages, Pensacola Classical School, 1913-14, Burlington (Iowa) High School, 1914-18, Terrill School (Dallas), 1918-20~ Assistant in Romance Languages, University of Illinois, 1920-21; Assistant Professor of Spanish, University of Kansas, 1921-23; Instructor in Romance Languages, University of Illinois, 1923-27; Assistant Professor of Romance Languages, St. John's College, 1927-29; Assistant Professor of Spanish, St. John's College, 1929-. GEORGE CLARENCE VEnovA ..•.....•....•.... 73 Conduit Street Assistant Professor of Mathematics B. A., International College, Smyrna, 1913; A. M., Columbia Unive_rsity, 1925. Instructor in Mathematics, International College, 19~4-19; Ass1st~nt in Mathematics, Columbia University, 1925-27; Instructor m Mathematics, Columbia University, 1927-28; Instructor in Mathematics, St. John's College, 1928-29; Assistant Professor of Mathematics, St. John's College, 1929-. MYRON McLAREN ....••..•........•.. Linthicum Heights, Md. Assistant Professor of Psychology A. B., University of Michigan, 1914; LL. B., University of Michigan, 191?· Associate Professor of Law, University of Alabama, 1922-23 ; Instructor m English, College of the City of Detroit, 1923-26; Assistant Professor of Psychology, St. John's College, 1929-· JosEPH BusH KINGSBURY .•...•.•........ 3 Cumberland Court 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, 1919-21; Assistant Professor of Political Science, Washington University, 191g-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, 1929-. ADAM ALLES ............................... 95 Charles Street Assistant Professor of PAflosophy .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, 1922-23; 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, 1927-. �T 13 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE NATHAN COMFORT STA.RR .............. 254 King George Street Associate Professor of English *THOMAS p ARMELEE BROCKWAY Dartmouth College, Hanover, N. H. Associate Professor of History 12 A. B., Harvard College, 1917; A. B., Oxford University, 1922; A. M., Harvard University, 1924; A. M., Oxford University, 1925; Ph.D., Harvard University, 1928. Assistant in English, Harvard College, 1921-24; Assistant in English, Radcliffe College, 1923-24; Instructor in English and Tutor in the Division of Modern Languages, Harvard College, 1924-28; Tutor in E~lish'. Radcliffe College, 1926-28; Associate Professor of English, Colgate Umversity, l92g-30; Associate Professor of English, St. John's College, 1930--. PAUL ALLEN, J:R .................. ·'· ...... 24 Murray Avenue Assistant Professor of Chemistrv A. B., 1919, A. M., 1922, Ph. D., 1924, Harvard Univ~rsity. Instructor in Ch~istry, New York University, 1923-24; Research Chemist, 1924-29; Assistant Professor of Chemistry, St. John's College, 1929-. RICHARD SCOFIELD .• ~ ........•................. 40 East Street Associate Professor of Art and English B. A., 1919, M. A., 1920, University of California; B. A., Oxford Unive.rs~ty, 1924 Assist~nt in English, University of California, 1919-20; Com~mssion for the Rehef 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 ....••.•....•... 250 Prince George Street Professor of English A: B., U~versity of Washington, 1920; D. Phil., Oxford University, 1926. As~ista~t m Englis.h, 191g-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's College, 1925-29; Professor of English, St. John's College, 1929-. Louis 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 Technology, 1923-28; Assistant Professor of History, Smith College, 1929-30; 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-. ' B. A., Reed College, 1921; B. Litt. (Modern History), Oxford University, 1925. Instructor in English, Oregon Agricultural College, 1921-22; Summer Course, University of Grenoble, 1924; Instructor in History, St. John's College, 1925-26; Acting Dean, St.)ohn's College, January to September, 1928; Assistant Professor of History, St. John's College, 1926-29; Associate Professor of History, St. John's College, 1929-. LEONARD ELusoN ARNAUD .•.•••••••. 204 Prince George Street Assistant Professor of French B. es L., University of Paris, 1922. Faculte de Droit, and FacultE des Lettres, University of Paris, 1922-23; Columbia University Law School, 1925-2(); Instructor in Romance Languages, St. John's College, 1927-29; Assistant Professor of French, St. John's College, 192g--. RICHARD KuEHNEMUND ........•................ Brice House Assodate Professor of German Ph.D., University of Goettingen, 1922. Assistant at the Philological Seminar, University of Goettingen, 1920-24; Instructor in Modem Languages, St. John's College, 1924-26; Assistant Professor of Modem Languages, St. 'John's College, 1926-29; Associate Professor of German, St. John's College, 1929-. EDMUND ERSKINE MILLER .................•..... Brice House Instructor in German B. A., Washington Missionary College, 1922; M. A., University of Maryland, 1929· Graduate Assistant in Spanish, University of Maryland, 1928-29; Instructor in German, Johns Hopkins College for Teachers, 1gzg-30; Instructor in German, St. John's College, 1930-. FREDERICK WHIPPLE APPEL ..•.•••.•...••••• 165 Green Street Associate Professor of Biology Ph. B., 1924, Ph. D., 1927, University of Chicago. National Research Fellow, University of Chicago, 1927-28; Assistant Professor of Biology, St. John's College, 1928-29; Associate Professor of Biology, St. John's College, 192g--. WILLIAM HENRY BAYLIFF •••••...••••••..•.. I65 Green Street Assistant Professor of Biology B. A., 1924; M.A., 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. John's College, 1930--. *on· leave of absence, 1930-31. - �14 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 15 GEORGE HAROLD McFARLIN ................•••.. Pinkney Hall Instructor in Chemistry A. B., 1925, A. M., 1926, Indiana University. Instructor in Chemistry, Southeast Missouri State Teachers College, 1926-27; Graduate Student University of Chicago, 1927-29; Instructor in Chemistry, St. John's u;llege, 192g-. JoHN SPANGLER KIEFFER ...•......... 248 Prince George Street Instructor in Classical Languages A. B., 1927, as of 1926, A. M., 1929, Harvard University. Master in French and English, Litchfield School (Connecticut), 1927-28; Instructor in Oassical Languages, St. John's College, 192g-. PHYSICAL TRAINING STAFF MAURICE TALBOTT RIGGS ••...•••.....••••••• 450 West Street Dirt1ctor of Athletics; Head Coach of Football B. S., University of Maryland, 1920. WILLIAM FRANK STROMEYER ......••..••••... I66 West Street Graduate Manager of Athletics; Coach of Freshman Football B. S., St. John's College, 1916. WILLIAM HANSON MooRE, JR .. 9II Falls Road Terrace, Baltimore Head Coach of Lacra,sse B. A., Johns Hopkins University, 1923. CLOVIS DELADRIER .................••....... 90 Charles Street Coach of Fencing JOSEPH NOVAK .•...........•.•....•........••.. Brice House 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, Md. Coach of Basketball; Assistant Coach of Football B. S., St. John's College, 1918. JOHN JosEPH DOUGHERTY ....... 178 First Street, Eastport, Md. Coach of Boxing and Wrestling; Assistant Coach of Football I I I. I �16 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 17 Committee on Public Information MR. WYCKOFF, COMMITTEES OF THE FACULTY Advisory Council Chairman MR. McLAREN Faculty Members of Athletic Council Chairman THE DEAN, THE DEAN MR. BROWN MR. RIDGELY MR. ARNAUD MR. SEGALL MR. RIDGELY . MR. STRYKER Committee on Admission and Advanced Standing Chairma.n MR. ALLES, MR. BACON MR. FITZGERALD Committee on Curriculum Chairman THE DEAN, MR. ALLEN MR. KINGSBURY MR. APPEL MR. SCOFIELD . MR. WYCKOFF Committee on Scholarships and Prizes MR. VEDOVA, Chairman THE DEAN MR. BAYLIFF MR. KIEFFER Committee on the Library MR. BROWN, Chairma.n THE DEAN MR. BERNHARD Committee on Lectures and Concerts MR. BINGLEY, Chairman THE DEAN MR. APPEL C01nmittee on Student Activities MR. ARNAUD, Chairman THE DEAN MR. KUEHNEMUND MR. McFAR~IN Committee to Confer with the E.~ecutive Committee of the Board of Visitors and Governors MR. APPEL· MR. STRYKER MR. BROWN MB- WYCKOFF �18 CATALOGUE OF ST. JOHN'S COLLEGE HISTORICAL SKETCH The story of St. John's College begins in 16g6 with the establishment at Annapolis of King William's School. In that year the following act was passed : At a SESSION of ASSEMBLY, begun and held at Port of ANNAPOLIS, on the Ist day of July, in the 8th year of the reign of our Sovereign Lord William the third, by the Grace of God, of England, Scotland, France and Ireland, King, Defender of the Faith, &c. annoque domini 1696, and ended the 9th day of the same month. FRANCIS NICHOLSON, ESQUIRE, Governor. CHAP. XVII A Petitionary ac.t for free-schools. Lib. LL. No. 2. fol. n5. 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 Latin, 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 lord-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. -Extract from Laws of Maryland. King William's School, established in accordance with this Act, flourished until the Revolution, when, according to tradition, its building became a gunshop. In 1784 the Legislature granted the charter for St. John's College; in the following year an act was passed which transferred the masters, students, and funds of King William's School to St. John's. The college has, therefore, a tradition reaching back to the earliest colonial times. CATALOGUE OF ST. JOHN'S COLLEGE 19 The General Assembly wrote into the charter of the college the principles of freedom which, from her first beginnings, 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 : II. 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 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 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. President Washington visited the college in 1791. After his visit he addressed this letter to the faculty of the college: To the Faculty of St. John's 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. GEORGE WASHINGTON. April 17, 1791. �20 CATALOGUE OF ST. JOHN'S COLLEGE Three signers of the Declaration of Independence, Charles Carroll of Carrollton, Samuel Chase, and Thomas Stone, served as trustees 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 1812. Founded at a time when politics 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 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, President Enoch Barton Garey, a St. John's man of the class of 1903, served until June, 1929. The 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 Kinlcich 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. Enoch Barton Garey, 1923-1929. CATALOGUE OF ST. JOHN'S COLLEGE 21 THE PURPOSE OF THE COLLEGE St. John's is a non-sectarian ~allege for men. The enrollment is limited. The purpose of St. John's is the purpose expressed in the charter of King William's School-education of youth in "good letters and manners." To this end attention is directed upon liberal arts and sciences leading to the degree of Bachelor of Arts. Realizing that professional schools are demanding well-grounded men, St. John's prepares for further study such students as intend to continue their special training after graduation. LOCATION St. John's College is situated on a campus of thirty acres in the city of Annapolis. This beautiful town, so rich in tradition and in stately pre-Revolutionary buildings, is unique in America for the way in which it has preserved the flavor of American Colonial culture. Built at the mouth of the Severn River, a mile from Chesapeake Bay, the capital of Maryland and the site of the United States Naval Academy, it is within an hour's ride of Washington or Baltimore. Both of these cities offer many educational resources to the student at St. John's. The departments of the National Government, the museums, the libraries and the art galleries of the one, the musical and intellectual advantages of the other are easily available and of the greatest service. 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 are many reminders of the early history of Maryland. The most ancient of the old trees is the Liberty Tulip-poplar,* under which in 1652 the colonists concluded *This tree has been preserved through the generosity of James T. Woodward, Esquire, and has been marked by an appropriate tablet through the efforts of the Peggy Stewart Tea Party (Annapolis) Chapter of the Daughters of the American Revolution. �22 23 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE a treaty of peace with the Susquehannock 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. A dinner and ball in his honor were later given in the present Great Hall of the college. In 1781 French forces under Rochambeau camped in Annapolis on their way to Yorktown. A memorial was erected in l9II to perpetuate the memory of the French soldiers and sailors who were buried on the campus. The Biology Hall, on the corner of College Avenue and King George Street, houses the laboratories and lecture rooms of the Biology Department. This building was acquired by the college in 1929 and is pmvided with new equipment.. Here also are the offices of the Biology staff. Woodward Hall, the college library, erected in 1899, houses approximately twenty-three 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 by William the Third in 1696 to the Maryland clergy. They 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 library has received for the last five years an annual grant 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 the foremost 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), the Pinkney House (1750), and the Bordley-Randall House (1727) are also recent additions to the college property. The Infirmary is housed in a separate building just across from the college green on St. John's Street. Here the college physician holds daily office hours and there are three hospital wards and two private rooms, in addition to an isolation ward. The Infirmary attendants. live in the Infirmary and at least one attendant is always on duty. The Gymnasium; built in 1910, is equipped with a maximum size basketball floor, handball and squash tennis courts, 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 five fraternity houses which are owned by the college. Randall Hall contains the college dining hall. COLLEGE BUILDINGS McDowell Hall, the central building on the College Green, was begun in 1744 by Thomas Bladen as the Governor's Palace. Taken over by the college in 1784, it now houses the offices of the administration, class rooms, and the Student Union. The center portion of the first floor is occupied by the Great Hall, in which Lafayette was entertained by the people of Annapolis. Flanking the Great Hall on either side are the offices of the Dean and Registrar, and the offices of the Comptroller. 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 provided ; 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 and third 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 Department has his individual private laboratory and office in this building. iI I �24 CATALOGUE OF ST. JOHN'S COLLEGE THE DEGREE The college offers the degree of Bachelor of Arts. This degree includes the work formerly covered by the degree of Bachelor of Science and is accepted by institutions of advanced learning wherever the latter degree was formerly required. PROFESSIONAL PREPARATION Though primarily a college of the Liberal Arts, St. John's prepares its graduates to enter professional schools. Its degree is accepted by these institutions and in many cases is approved for advanced standing. For those who are interested in professional preparation the following information is offered : Medicine. Students wishing to study medicine are given special attention at St. John's. Although a two-year pre-medical course is offered which will fit the student for admission to some schools of medicine, the student is strongly advised to spend at least three and preferably four years in preparation. The best medical schools require a bachelor's degree for admission. Under the supervision of a faculty adviser, the pre-medical student pursues courses in Chemistry, Biology, Physics, Mathematics, and Modern Languages. Based upon the success of his pre-medical work, an application is made in his senior year for admission to the medical school of his choice. The degree from St. John's is recognized by the best medical schools of the country, and the graduate who has maintained the necessary scholastic standard may expect to be admitted to any of these schools. Any student completing satisfactorily the special two-year premedical course may, if he prefers, take the two additional years and receive his degree. The two-year course is identical with the first two years of the four-year course except that Physics in the former course is taken in the second year instead of the third. Schedules for pre-medical students are arranged to satisfy the requirements stipulated b) the various medical schools for admission. Engineering. Three years of Mathematics covering the subjects of Advanced Algebra, Trigonometry, Analytics, Calculus, Differential Equations CATALOGUE OF ST. JOHN'S COLLEGE 25 and Mechanics, a fourth year of Mathematical Analysis, General Chemistry, Organic Chemistry (introductory and advanced) and Quantitative Analysis, General Physics, General Economics, Corporation Finance, Government, History and English are recommended. Advanced standing is offered St. John's graduates who plan to take engineering degrees. At Johns Hopkins University three scholarships are offered in engineering to graduates of St. John's College. Law. Students who are planning to study law are advised to take their major either in Social Science or in History, Government, or Economics. Additional courses will be suggested to supplement these major requirements. Business Administration. Students who anticipate either going into business after graduation, or continuing in graduate studies in this field are advised to major in Economics. Schedules of study will be arranged to include courses in Psychology, Statistics, and Government. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE REQUIREMENTS FOR ADMISSION 26 27 ELECTIVE SUBJECTS Application for admission should be filed by every candidate before May first. A complete tra;nscript of the subjects offered for adndssion should be submitted before September first by the principal of the last school attended. At the same time every candidate must present the names of two persons who are able· ta submit testimonials of good character. The school principal or headmaster is also asked to submit lll recommendation concerning the character and personality of the candidate. Methods of Admission. Students may enter by certificate, by examination, by a combination of both when the units offered are insufficient, or as special students. General Requirements. The general requirement for admission is a high school education, including the standard fifteen units of college entrance requirements. Students who have pursued technical, commercial, or agricultural subjects which are not acceptable as entrance units may take examinations in subjects in which they are unable to present the required credits. Courses acceptable as entrance units are listed under "Table of Requirements for Admission." Credit Units. A unit of entrance credit signifies credit received for a full year of high school work in one subject with not less than four periods a week. In the case of English, four years of high school study receive three units of credit. Table of Requirements for Admission. For admission in good standing candidates for admission must present fifteen units, of which five and one-half units may be elective. Nine and one-half units are required of all candidates as follows: English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 units Algebra and Plane Geometry. . . . . . . . . . . . . . . . . . 2! units History . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 unit Foreign Languages ......... , . . . . . . . . . . . . . . . . 2 units * Laboratory Science . . .. . . .. . . .. . .. . . . .. . . . . . I unit 9! units in his school work at least one full year of science in which he has himself performed the laboratory work, he will be required to elect one full course in science in colle,ge. * Unless the student has passed (At least s! units must be offered in elective subjects) History ....... I to 5 units (in addition to prescribed unit) Foreign Languages I to 8 units (in addition to prescribed units) Solid Geometry . . . . . . . . . . . . • . . . . . . . . . . . . . . • • . . Plane Trigonometry . .. .. .. . .. . . . .. . . .. .. . . .. . Plane and Spherical Trigonometry. . . . . . . . . . . . . . Physical Geography .. .. . .. .. . .. . .. .. . . .. . . . .. Biology , , . , , , .. , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Botany , . , , , , . , , ......... , . , .... , , ..... , .. , , , , Zoology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Physics , , . , , , , , .. , , , , , , , , , .. , , , ..... , . , , , ... , Chemistry .. .. . .. . .. . .. .. . .. .. .. .. .. . .. .. . .. .. General Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mechanical Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . Free Hand Drawing ..................... ~ .. .. • Civics .................................... · · • · Problems of American Democracy. . . . . . . . . . . . . . Economics . .. . . .. . .. . . . .. . . . . . . . . . . .. .. . . . .. .. 1 unit 1 unit unit unit I unit I unit I unit I unit I unit I unit I unit I unit 1 unit I unit I unit I I In order that the candidate. may learn promptly what action is to be taken on his application for admission, blank fom1s on which grades and subjects are to be recorded are sent directly to the principal of his school. The candidate should send the name and address of the principal to the Dean early in the spring of the year in which the candidate hopes to enter. Admission by Certificate. ·Graduates of accredited high schools giving a four-year course, and graduates of accredited private schools, academies, and preparatory schools are admitted without examination provided their certificates of graduation fully cover the fifteen units required for admission. Adi;p.ission by Examination. Candidates who are not able to present the fifteen units of entrance credits in the regular manner will be permitted to take entrance examinations. Detailed information as to the work required in any subject will be supplied by the Dean upon application. Entrance examinations will be given at the college in September as indicated on the College Calendar. �~ ii 28 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE In place of the examinations at St. John's, the candidate may take the regular examinations of the College Entrance Examination Board in June. The place nearest Annapolis where these examinations are held is the Johns Hopkins University, Baltimore, Md. Candidates desiring further information about these examinations should communicate with the Dean. Every application for examination which reaches the Secretary of the Board on ,or before the scheduled date should be accompanied by an examination fee of $10.00, which may be remitted by postal order, express order, or draft on New York to the order of the College Entrance Examination Board. An application which reaches the Secretary later than the scheduled date will be accepted only upon payment of $5.oo in addition to the regular examination fee. When a candidate has failed to obtain the required blank form of application the regular examination fee will be accepted if the fee arrive not later than the date specified above and if it be accompanied by a memorandum with the name, and address of the candidate, the exact examination center selected, and a list of the subjects in which the candidate is to take the Board examinations. Candidates who have failed to file applications for examination may be admitted by the supervisor to all examinations except the Scholastic Aptitude Test upon payment of a fee of $s.oo in addition to the regular examination fee. Such candidates should present themselves at the beginning of the period of registration. They will receive from the supervisor blank forms of application which must be filled out and transmitted to the Secretary of the College Entrance Examination Board. In order to exhibit their tickets of admission, to learn their examination numbers, and to obtain seats in the examination room, candidates should report for a morning examination at 8: 45 and for an afternoon examination at l: 45. An examination will close for candidates admitted late at the same time as for other candidates. The examinations will be held in accordance with the time, Standard Time or Daylight Saving Time, observed in the local schools. No candidate will be admitted to the Scholastic Aptitude Test late, that is, after 9 : oo a. m. The Scholastic Aptitude Test, which will be held on the morning of Saturday, June 20, 1931, may be taken upon the completion of the school course or at the end of the third year of secondary school work. Each candidate desiring to take this test, even though he is to take no other examination, must file with the Secretary of the College Entrance Examination Board the usual application for COLLEGE ENTRANCE EXAMINATION BOARD EXAMINATIONS OF JUNE. 15-20, 1931 The College Entrance Examination Board will hold examinations in June 1931 at nearly 400 points in the United States and abroad. A list of places at which examinations will be held will be published about March l, l93I. Requests that the examinations be held at particular points should be transmitted to the Secretary of the College Entrance Examination Board not later than February l, l93I. Detailed definitions of the requirements in all examination subjects are given in a circular of information published annually about December I. Upon request to the Secretary of the College Entrance Examination Board a single copy of this document will be sent to any teacher without charge. In general, there will be a charge of twenty-five cents, which may be remitted in postage. All candidates wishing to take these examinations must make application by mail to the Secretary of the College Entrance Examination Board, 431 West n7th Street, New York City. Blank forms for this purpose will be mailed by the Secretary of the College Entrance Examination Board to any teacher or candidate upon request by mail. The applications and fees of all candidates who wish to take the examinations in June 1931 should reach the Secretary of the Board not later than the dates specified in the following schedule : For examination centersIn the Uni.te~ ~ta~es east of the Mississippi River or on the M1ss1ss1pp1 ................................... May 25, 193 1 In the United States west of the Mississippi River or in Canada .......................................... May 18 1931 Outside of the United States and Canada, except in Asia .. May 4: 193 1 In China or elsewhere in the Orient. ................... April 20, l93l 29 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE examination. Application blanks will be sent to any teacher or candidate upon request by mail to the Board. If the Scholastic Aptitude Test is taken in connection with other examinations no additional fee is required; if taken alone the fee is $ro.oo. A week or more in advance of the Scholastic Aptitude Test each candidate who is to take the test will receive a booklet containing, with explanations and instructions, a specimen test, the blank spaces of which are to be filled in by the candidate. In order to secure admission to the test the candidate must present not only his ticket of admission but also this booklet with the spaces filled in as requested. The supervisor will admit no candidate to the examination room without this booklet. _ Students who have graduated from an approved college may also be admitted as special students, but in no case are they admitted as candidates for a graduate degree. 30 Admission on Trial. Certain students who, although they are unable to present certificates covering the required fifteen units, give sufficient evidence of their ability and their will to do satisfactory college work are admitted on trial. Students who are admitted on trial are, at the time of admission, told exactly what prescription must be fulfilled to atone for their deficiencies. As soon as these prescriptions are fulfilled and the student has presented a satisfactory record in his college work, he is relieved from trial. Admission as Special Students. Mature students presenting evidence of exceptional intellectual ability, who lack the requisite entrance units, may be admitted as special students. If, at the end of the second year, such students have attained a general average of C 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. Candidates for admission whose previous schooling has been interrupted or irregular, who desire credit for information gained vocationally or by private study, or who graduated from high school a number of years before seeking admission, will be required to take examinations whenever a question of preparation arises. It is also advised that all those who expect to take examinations communicate with the Dean in regard to their credit by June 1st. 31 Admission to Advanced Standing. All students coming to St. John's from other institutions and desiring advanced standing, must first submit official statements from such institutions showing a list of courses pursued after entrance at those institutions, grades attained, and an honorable dismissal. Examinations may be required by the Committee on Admission. EXPENSES For students entering St. John's College in September, 1929 and thereafter the fixed charges are as follows : Tuition . . . . . . . . . . . • . . . . . . . . . . . . . Room rent • . . . . . . . . . . . . . . . . . . . . • Board . . . . . . • . • . . . . . . . . . . . • . . . . . . Medical fee . . • . • . . . . . . . . . . . . . . . . Athletic fee . . . . • . . . . . . . . . . . . . . . . Student activities fee. . . . . . . . . . . . . per per per per IO per m per $300 I 50 300 IO year year year year year year Total ........... ~ . . . . • . . . . • . $78o per year This total of $78o for the year will be payable as follows : $240 on September 25th, $225 on November 30th, $165 on February 13th, and $150 on April 30th. No fees or charges will be refunded. The following table indicates the distribution of these charges: Payable Sept. 25 Payable Nov. 30 Payable Feb. 13 Payable April 30 $60 30 60 $300 ISO 300 IO IO IO $ISO $780 $90 Tuition Room rent ············· 45 90 Board Medical fee .•........... 5 Athletic fee ············ 5 Student activities fee .... 5 ················ ················· $90 45 90 $60 30 60 5 5 5 Total .............. $240 $:a25 $I65 Total For each new student there is also a matriculation fee of $15 payable when the application for admission is filed. With the exception of traveling expenses, laundry, laboratory fees, and incidentals, $800 will cover actual college expenses for the year. �CATALOGUE OF ST. JOHN'S ,COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE State appropriations and endowment funds enable St. John's to maintain its faculty, its living conditions, and its physical plant at these reasonable charges. Except for the first payment, bills are issued fifteen days before the date on which they are due. Delinquent accounts are reported to the Dean, fifteen days after the date on which installments are payable. For students who have been registered at any time prior to September, 1929, the tuition fee is $250 so that the total expenses for the year for these students is $730. These charges are payable as follows: $225 on September 25th, $210 on November 30th, $155 on February 13th, ·and $140 on April 30th. The distribution of these charges is the same as in the table above except for the tuition which is divided as follows: $75 for each of the first two payments and $so for each of the latter payments. In the case of all Seniors, Juniors, and those Sophomores who took five courses in their Freshman year, the regular tuition fee provides for four courses only. Courses in excess of four for these men will involve an extra charge of $6o.oo for a full course and $30.00 for a half-course in the case of Sophomores and $45.00 for a full course and $25.00 for a half-course in the case of Juniors. Sophomores who took only four courses (including English 1) in their Freshman year are allowed to take five courses without involving extra course fees. In the case of students under the year-hour system, the maximum of work provided for by the regular tuition fee must not exceed three year-hours more than the number required for promotion. year-hours in excess of this maximum will involve an extra charge of $15.00 per year-hour. Additional course fees are not payable until April 30th. 32 Special Fees. Special fees are charged in scientific courses to cover the expenses for material, specimens, etc. The laboratory fee is specified under the description of the individual courses in Biology, Chemistry, and Physics. Laboratory fees for half courses in the first half-year are payable September 25th; for half courses in the second half-year on February 13th. Fees in full courses are payable half on September 25th and half on February 13th except where the fee for the full year is $25 when the payments are $15 on September 25th and $10 on February 13th. Students are also charged for breakage for which they may be responsible in the laboratories. For all graduates there is a diploma fee of $10.00 payable before Commencement Day. Additional ·Course Fees. The regular tuition fee provides for a limited number of courses. No freshman may carry a program of less than four courses or more than five courses, except with approval of the Dean. Courses in excess of five will involve payment of a $60.00 fee for a full course and $30.oo for a half course. Students who are successful in anticipating English 1 by examination are charged the additional course fee for all courses in excess of four both in the Freshman and Sophomore years. . 33 Students in Residence. All students not living at home with their parents are required to live in college buildings (all fraternities are housed in college buildings) and to eat in the college dining hall. Room Assignments. / Any student previously registered in college may, if he wishes, retain the room to which he has already been assigned. Each student must indicate his desire concerning rooming arrangement for next year before May first. Application blanks will be distributed by the Comptroller's office. Men wishing to room together must file their applications together. Assignments will be announced before May fifteenth. Freshmen are assigned to rooms in the order of their acceptance by the Committee on Admission. Whenever practicable, the assignment is announced before college begins. No room assignment can be made and no reservation held until the candidate has paid his matriculation fee of $15 to the Comptroller. Rooms. Rooms in the halls of residence may not be occupied before noon of the Saturday preceding the opening of college except in the 2 �34 CATALOGUE OF ST. JOHN'S COLLEGE case of men who are returning to coUege early with the permission of the Dean. R.ooms in the halls of residence may not be occupied during Christmas or Easter recess except by permission of the Comptroller with the approval of the Dean. Each room is provided with the necessary articles of furniture: bed, ~attress, and. pillow ; chiffonier; study table ; chairs. Rugs and wmdow draperies are not provided. Bed linen and blankets are to be supplied by the student. Dining Hall. The dining hall will 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 Wednesday before the. Thanksgiving ~ecess and only supper on Sunday, the day precedmg the r~sumpt10n of classes after Thanksgiving. Only _breakfast will be served on the morning of the first day of the Chnstmas and Easter recesses, and only supper will be served on the dav preceding the resumption of classes. CATALOGUE OF ST. J6HN'S COLLEGE 35 SENIOR FELLOWSHIP The Senior Fellowship was 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: 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 Resol'Ued: 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. 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, and 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 College 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; Qr 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 immediately 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 1929-30. Robert John Klingenburg, '30. 1930-31. , Philip Irvin Bowman, '3r. Samuel Peaco Chew, Jr., '31. �36 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE STUDENT AID Foreign Scholarships. To foreigii students a limited number of scholarships providing free tuition and room rent. Holders of such scholarships may be required to do five hours' work weekly, if the college so requests, assisting language departments, tutoring, etc. The scholar is expected to pay the regular charge for board ($300), the matriculation fee ($15), and the medical, athletic, and student activities fees ($10 each). Students are aided somewhat in meeting the expenses of a college education at St. John's by certain scholarships paid from the income of funds in the hands of the Treasurer or in return for the aid appropriated each year by the State of Maryland. Student waiters, who are employed in the dining hall, are ordinarily upperclassmen, men who have proved themselves worthy of this aid by their records in scholastic work and in activities. A few upperclassmen are employed each year as technical assistants in laboratories. By the generosity of friends and alumni of the college, there is also a Student Aid Fund, the income of which is used in loans to students who unaided could not meet the necessary expenses. These loans are executed under the same conditions as bank loans, but they bear interest at the low rate of I per cent per annum, and are not payable until two years from the date on which the student graduates or leaves the college. Upon some payment on the principal, they may at that time be renewed at the legal rate of interest, 6 per cent. Recipients of these student aid loans are required to maintain an average of C in their college work to retain the aid. Applications from students now in college who have not maintained , a C average can not be approved by the Committee on Financial Aid. Aid awarded for one year does not commit the college for any future award. All of these aids (except the scholarships awarded by the State of Maryland) are to be applied for formally on a blank provided by the Comptroller. Students in St. John's College must apply before June 1st. Prospective students must file their applications before September rnth. SCHOLARSHIPS Merit Scholarships. Two scholarships providing free tuition will be awarded by the Faculty on recommendation of the Dean, one to a member of the freshman class, and one to a member of the sophomore class, who by their character and their attainments in scholarship and undergraduate life have demonstrated their capacity for leadership. These scholarships are tenable for one year. 37 Reverdy Johnson Scholarship. To a student planning to go into the graduate study of international relations, a scholarship providing free tuition. Awarded in memory of Reverdy Johnson, of the Class of 1812, Minister to Great Britain in 1868. The Jusserand Scholarship. To a French student, a scholarship providing free tuition, board, and room rent. Awarded annually in honor of Former Ambassador Jusserand. The schofar is expected to pay the matriculation fee ($15), and the medical, athletic, and student activities fees ($IO each). The Matthew Fontaine Maury Scholarship. Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and 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 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 �38 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 39 tuition, board, and room rent and is awarded for four years unless the appointee fails to maintain the required standard in his academic record. The Clifton ·C. Roehle Scholarship. The income of six thousand dollars, the bequest of Mrs. Anna M. D. Roehle, awarded annually in memory of her son, Clifton C. Roehle. State Scholarships. To one student from each county of Maryland, and one student from each of the legislative districts of Baltimore City, a "Senatorial schc;larship," providing free tuition, board, and room rent. Candidates for these scholarships should consult their County Board of Education for information regarding the competitive examination. To one student from each county of Maryland and one from each of the legislative districts of Baltimore city, a " tuition scholarship " providing free tuition. Candidates for these scholarships should .consult their County Board of Education for information regarding the competitive examination. Retention of Scholarships. In case any student holding a scholarship fails to pass all 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 a student holding one of these scholarships leaves college for any reason before the end of the year, the scholarship held by him shall be declared vacant and cannot be re-awarded before the beginning of the next academic year. COURSES OF INSTRUCTION Freshman courses are numbered from 1 to 10 and I 1 to 20, Sophomore courses from 21 to 30, Junior courses from 31 to 40, Senior courses from 41 to 50. A course offered to any specific class is ordinarily open to any member of a higher class. A student may register for any course offered to a higher class provided he obtains the permission of the instructor concerned and the approval of the Dean. Courses not given in the current academic year are bracketed. All courses are full courses running throughout the year except where designated by 1 hf or 2 hf. I. DIVISION OF THE LANGUAGES, LITERATURE, AND ART PROFESSORS BROWN (Chairman), ARNAUD, BACON, FITZGERALD, HALSEY, KUEHNEMUND, SCOFIELD, SEGALL, AND STARR, AND MESSRS. KIEFFER AND MILLER. ART Art 21. Survey of the History of Art. 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 10. PROFESSOR SCOFIELD. Student Aid Loan Fund. Awards from the Student Aid Loan Fund are made in different amounts varying according to the need and merits of the candidate. In order that the greatest number of worthy men may be aided, loans are ordinarily made to cover tuition or room rent or board, rarely two of these. The regulations governing the fund provide that repayments are immediately available for additional loans. The amount of money for use each year varies, therefore, considerably. Art 31. The History of Painting in Western Europe. From the beginnings to impressionism. During the first half-year special attention will be given to the Sienese and Florentine primitives 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 M-W-F at 8. 21. PROFESSOR SCOFIELD. �'.,] I '1 40 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE [Art 32. The Art of Classical Antiquity.] A study of the Greeks and Romans as we know them through their fine and applied arts. M-W-Fat8. Omitted in r930-3r; to be given in 1931-32. PROFESSOR SCOFIELD. Art 41. The Background of American Life. A study of Colonial America, its architecture, its furniture, its silver, glass, and pottery. Lectures, discussion, and. conferences .. Frequent opportunity will be given the student to examme the materials of the course at first hand. W-F at rr. 41 English 23. Contemporary Literature. A study of American and European art and social thought in poetry, prose fiction, and the drama. M-W-F at 2. PROFESSOR BROWN. English 24 2hf. The Modern Drama. A course in rapid reading in the nineteenth and twentieth century drama, with special attention to the period after Ibsen. T-Th-S at 9. Second half-year. PROFESSOR SCOFIELD. PROFESSOR HALSEY. [English 26 1 hf. The Bible as Literature: The Old Testament.] ENGLISH English r. Grammar, Composition, and Prose Forms. 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 fulfillment of major or distribution. Section A; T-Th-S at IO. PROFESSOR SCOFIELD. Section B ; T-Th-S at 9. PROFESSOR STARR. Section C; M-W-F at 9. PROFESSOR BROWN. English IO. General Literature. An introduction to the study of literature, with class discussions, independent readings, and written reports. This course is offered· as an elective for students who are excused from the prescribed course in English Composition. T-Th-S at 8. PROFESSOR BROWN. A reading course in the literature of the King James Versio111 of the Bible. T-Th-S at 8. First half-year. Omitted in r930-3r. [English 27 2 hf. The Bible as Literature: The New Testament.] T-Th-S at 8. Second half-year. Omitted in 1930-31. English 28 1hf. The Legend of King Arthur. The historical Arthur of the sixth century will be discussed in relation to the romantic figure of the Middle Ages, especially in Geoffrey of Monmouth and in Malory. The later stories of Arthur down to Tennyson and Edwin Arlington Robinson will be included. M-W-F at 9. First half-year. PROFESSOR STARR. English 2r. Survey of English Literature. 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 all Sophomores who propose to major in English. M-W-F at IO. PROFESSOR BACON. English 29 2 hf. English Nautical Literature. The course will discuss particularly sea-stories in English from Beowulf to John Masefield. Especial emphasis will be placed on the sea-novel. Defoe, Smollett, Marryat, Cooper, Melville, and Conrad will be studied carefully. M-W-F at 9. Second half-year. PROFESSOR STARR. �I I 42 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE English 37 2hf. Romantic Poetry of the Nineteenth Century. [English 30 2 hf. Advanced Composition.] Practice in the writing of prose, chiefly narrative. Admission by the consent of the instructor. Hours to be arranged. Second half-year. Omitted in 1930-31. [English 31. Types of Literature.] Browning, Tennyson, and Swinburne PROFESSOR STARR. Omitted in 1930-31. PROFESSOR BACON. . Particular attention will be paid to J oho Donne and his School, Ben Jonson, Milton, Dryden, and the Restoration Dramatists. Hours to be arranged. Omitted in 1930-31; to be given in I931-32. PROFESSOR STARR. English 34 hf. The Drama from I588 to I8oo. 1 A study of the English Drama, exclusive of Shakespeare, from Marlowe to Sheridan. Pre-requisite : English 21. T-Th-S at 9. First half-year. PROFESSOR SCOFIELD. [English 35. The Eighteenth Century.] English Literature from 1688 to the death of Shelley. The important writers of the Restoration, the Eighteenth Century, and the French Revolution will be studied with their political, social, and intellectual backgrounds. Admission by consent of the instructor. Pre-requisite: English 21. M-W-F at II. Omitted in I930-31. English 36 1 hf. 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. Byron, Shelley, Keats, Arnold, will be studied in detail. Tuesday at IO. Second half-year. A study of the various types of poetry in the first half-year, of pr?se in the second half-year. Intended primarily for students whose ma3or subject lies without the field of literature. [English 33. The Seventeenth Century.] [English 38. American Literature.] Puritan and Colonial writings, the literature of the Revolution; the New England school; Cooper, Poe, Hawthorne, Melville, and 'Whitman; the Frontier and the South. When possible this literature will be 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 1930-31; to be given in 1931-32. PROFESSOR BROWN. English 39. American Literature from I870. M-W-F at 1. PROFESSOR BROWN. English 41. Chaucer. 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 II. Required of English Majors. PROFESSOR STARR. [English 43. Medi::eval Literature.] A Study of the most important writings in English from the twelfth to the fifteenth Centuries. Pre-requisite: English 21. M-W-F at 8. Omitted in 1930-31; to be given in I93I-32. PROFESSOR STARR. [English 45. Shakespeare]. The plays and poems. Intensive study of four plays. PROFESSOR STARR. 43 M-W-F at 9. Omitted in 1930-31; to be given in 1931-32. ! �CATALOGUE OF ST. JOHN'S COLLEGE 44 [English 47. Prose of the Nineteenth Century.] Detailed study of Lamb, Hunt, and Hazlitt in the first half-year; of Carlyle and Ruskin in the second half-year. Attention will be given to biography and character of the authors as well as to their works. The course, however, is chiefly concerned with matters of content and style. Omitted in 1930-31; to be given in 1931-32. PROFESSOR BACON. [English 49. The Novel.] 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 I930-3I; to be given in l93I-32. PROFESSOR BROWN. FRENCH French I. Beginning French. Elements necessary for acquiring the language : grammar, pronunciation, conversation, reading of simple texts, composition. M-W-F at II. PROFESSOR ARNAUD. French 2. Intermediate French. Review of basic principles : grammar and composition, conversation, reading from the works of nineteenth century and contemporary authors. Pre-requisite: French l, or two years of high school French. Section A, M-W-F at 9. PROFESSOR ARNAUD. Section B, T-Th-S ·at II. PROFESSOR ARNAUD. French 11. Introduction to French Literature. A summary view of French literature illustrated by reading from representative works of the more important periods. Collateral reading and reports. Pre-requisite: French 2, or three years of high school French. M-W-F at II. PROFESSOR SEGALL. CATALOGUE OF ST. JOHN'S COLLEGE 45 French I3. French Composition and Conversation. Required of French Majors. Pre-requisite: French I, or two years of high school French. M-W-F at I. PROFESSOR SEGALL. French 15 1 hf. French Literature and Civilization. From the origins to the French Revolution. In English translations. M-W-F at IO. First half-year. PROFESSOR SEGALL. French I6 2hf. French Literature and Civilization from the French Revolution. M-W-F at IO. Second half-year. PROFESSOR SEGALL. [French 21. Voltaire.) A study of his life and works. Aspects of Voltaire as a poet conteur dramatist, historian, wit, correspondent, etc. His debt to forei~n litera~ ture; his influence. Lectures and collateral reading in French and English. T-Th-S at 9. Omitted in 1930-31. PROFESSOR ARNAUD. French 25. Sixteenth Century French Literature. Hours to be arranged. PROFESSOR ARNAUD. French 31. Eighteenth Century French Literature. 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. A good reading knowledge of French is required. Pre-requisite: French 11. M-W-F at 2. PROFESSOR SEGALL. �11 CATALOGUE OF ST. JOHN'S COLLEGE 47 CATALOGUE OF ST. JOHN'S COLLEGE 46 [French 4I. Nineteenth Literature.] Century and Contemporary French 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 nee-romanticism will be considered. Students taking this course should be able to read French with ease. Pre-requisite: French 11. M-W-F at 2. Omitted in I930-3I; to be given in I93I-32. PROFESSOR SEGALL. GERMAN German I. Beginning German. Elements necessary for acquiring the language : grammar, pronunciation, conversation, reading of simple texts, composition. Section A; M-W-F at 8. MR. MILLER. Section B; M-W-F at II. MR. MILLER. German IO. Intermediate German. Review of basic principles : grammar and composition; conversation; reading from works of nineteenth century and contemporary authors. Pre-requisite: German I, or two years of high school German. Section A; M-W-F at 9. PROFESSOR KuEHNEMUND. Section B ; T-Th-S at 8. MR. MILLER. German 20. Modern Literature. Training to enable the student to translate German rapidly. Oral and written reports on prepared translation; sight translation. Pre-requisite: German IO, or three years of high school German. M-W-F at 2. PROFESSOR KuEHNEMUND. German 2I. Scientific German. Intended for students specializing in sciences. Pre-requisite: German IO, or three years of high school German. M -W at I ; S at 9. MR. MILLER. [German 25. Introduction to the History of German Civilization.] A lecture course in English, with outside reading and written reports. To give any student an opportunity to become acquainted with German life, thought, and art in the past and present time. M-W-F at r. Omitted in I930-3I; to be given in I93I-32. PROFESSOR KuEHNEMUND. German 26. History of German Civilization during the Nineteenth and Twentieth Centuries. 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 in the past and present time. Some account of the Germans in America will be included. Pre-requisite: German 25, or History 21 with consent of the instructor. M-W-F at r. PROFESSOR KuEHNEMUND. [German 30. Survey of German Literature.] Representative examples of German prose, poetry, and drama from the seventeenth century to the present. Discussion; reports. Pre-requisite : German 20. Hours to be arranged. Omitted in 1930-31; to be given in I931-32. PROFESSOR KUEHNEMUND. German 40. Problems of Current German Life and Thought. Open only to men majoring in German. Tuesday at 7: 30 p. m. PROFESSOR KUEHNEMUND. GREEK Greek r. Beginning Greek. Elements of grammar and composition; readings from simple texts. M-W-F at II. MR. KIEFFER. �48 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Greek 21 1 Greek 34 2hf. History of Greek Tragedy. hf. Xenophon. Reading of the first four books of the ANABAsrs. Pre-requisite : Greek at IO. First half-year. I. 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 I. Second half-year. M-W-F MR. KIEFFER. Greek 22 2hf. Homer. MR. KIEFFER. Greek 36 2hf. Greek Cults and Religious Practice. Readings from the ILIAD ; study of the epic. Pre-requisite: Greek M-W-F at IO. Second half-year. A study of the origins and development of the forms, rites, and beliefs of Greek religion from the earliest times to the establishment of Christianity. 2I. Open only to Juniors and Seniors with the consent of the instructor. T-Th-S at I. Second half-year. MR. KIEFFER. Greek 23 1 hf. History of Classical Mythology. This course is designed to give students knowledge of the principal material of Greek and Latin Literature and of one of the chief features of English literature. Mythology will be studied from the historical, anthropological, sociological, and religious points of view as well as from the literary aspect. No knowledge of Greek or Latin is required. M-W-F MR. KIEFFER. Greek 4I hf. Greek Prose Composition. Study of the structure of the language by means of composition in Greek. Both set exercises for translation and original composition will be used. Half-course running throughout the year. at 8. Hours to be arranged. MR. KIEFFER. MR. KIEFFER. < [Greek 31. 49 Plato; Greek Tragedy.] Readings from Plato. Study of two representative plays of the tragic poets, together with the historical development of the Greek theatre. Pre-requisite : Greek 21 or 22. M-W-F at 9. Omitted in 1930-3I; to be given in LATIN Latin I. Beginning Latin. Elements 0f grammar and composition; first four books of Cresar's Gallic Wars. T,..Th-S at IO. I931-32. MR. KIEFFER. MR. KIEFFER. 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 Archilochtts, Sappho, and Anacreon. Pre.,.requisite: Greek T-Th-S at 11. 21 or 22. MR. KIEFFER. Latin ll 2hf. Readings from Nepos and Sallust. Readings principally from Cornelius N epos, together with advanced study of Latin prose composition. General introduction to Roman civilization. Pre-requisite: Latin Latin. T-Th-S at II. Second half-year. I, or two or three years of high school MR. KIEFFER. �50 CATALOGUE OF ST. JOHN'S COLLEGE Latin 12 1 hf. Virgil, lEneid. Reading of the first six books of the Aeneid. Study of the literary and historical value of Virgil and the epic as a poetic form. Collateral study of the literature and history of the Augustan Age. Pre-requisite: Latin Latin. T-Th-S at II. First half-year. I, or two or three years of high school 51 [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. at 2. Second half-year. Omitted in 1930-31; to be given in 1931-32. M-W-F MR. KIEFFER. MR. KIEFFER. Latin 21 1 hf. Lyric Poetry of the Golden Age. Careful survey of Latin poetry from Ennius to Juvenal, completed with intensive study of the works of Horace and Catullus in their literary and historical backgrounds. Pre-requisite: Latin Latin. M-W-F at 2. First half-year. CATALOGUE OF ST. JOHN'S COLLEGE II Latin 31 hf. Latin Prose Composition. Study of the structure of the language by means of Composition in Latin. Both set exercises for translation and original composition will be used. Half-course running throughout the year. Thursday at 2. MR. KIEFFER. and 12, or four years of high school SPANISH Spanish 1. Elementary Spanish. MR. KIEFFER. Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. M-W-F at 8. Latin 22 2 hf. Silver Latin: Tacitus, Martial, Juvenal. M-W-Fat2. Second half-year. MR. KIEFFER. [Latin 23 1 hf. Letters of Cicero and Pliny.] Detailed studies of those aspects of Roman civilization portrayed by these authors. Collateral readings in English. Pre-requisite: Latin I I and 12, or four years of high school Latin. M-W-F at 2. First half-year. Omitted in 1930-31; to be given in 193I-32. MR. KIEFFER. PROFESSOR FITZGERALD. Spanish 2. Intermediate Spanish. Review of basic principles : grammar and composition; conversation; reading from the works of nineteenth century and contemporary authors. Pre-requisite: Spanish 1, or two years of high school Spanish. M-W-F at 9. PROFESSOR FITZGERALD. Spanish 11. Introduction to Spanish Literature. 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 II. PROFESSOR FITZGERALD. �! 11 '';I 52 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 53 [Spanish 13. Spanish Composition and Conversation.] A study of Spanish syntax; original compositions; practice in speaking Spanish. Required of all men majoring in Spanish. Pre-requisite: Spanish 2, or three years.of high school Spanish. Omitted in 1930-31. II. DIVISION OF THE SOCIAL SCIENCES AND PHILOSOPHY PROFESSORS ALLES (Chairman), HUNTER, KINGSBURY, McLAREN, STRYKER, AND WYCKOFF [Spanish 25. Spanish Life and Culture.] A study of the cultural background of Spanish civilization as seen ir the literature, and to some extent in the art and architecture, of the Spanish people. No knowledge of Spanish required. Lectures, readings, discussions, reports. Not open to Freshmen. Hours to be arranged. Omitted in 1930-31 ; to be given in 1931-32. PROFESSOR FrnzGER.ALD. [Spanish 31. Modern Spanish Novel.] A study of the development of the Spanish novel from the nineteenth centu~y on .. Readi.ng .o~ novels from the more important authors; reports and d1scuss1ons; md1;1dual collateral reading and reports. Pre-requisite: Spanish II, or four years of high school Spanish. M-W-F at 3. Omitted in I930-3I; to be given in 1931-32. PROFESSOR FITZGERALD. Spanish 41. Spanish Drama. Lectures o? the literary movements affecting the drama. Reading of representative plays from the Golden Age to the present; discussion; collateral reading; reports. ECONOMICS Economics 2r. General Principles. A study of the economics of living and an analysis of economic laws. M-W-F at IO. PROFESSOR WYCKOFF. Economics 3r. Industrial Problems. This course will consider problems of industrial relations and the significance of tendencies in the forms of business organization. . Pre-requisite: Economics T-Th-S at 9. 21. PROFESSOR WYCKOFF. Economics 32. Financial Problems. The subject of money, credit, and banking will be studied in its relation to investment and corporation finance. A survey rather than specialization will be the purpose of this course. Pre-requisite : Economics T-Th-S at IO. 2 I. PROFESSOR WYCKOFF. Economics 4r. History of Economic Thought. Pre-requisite: Spanish II, or four years of high school Spanish. M-W-F at 3. PROFESSOR FITZGERALD. A conference and reading course in economic theory and the major subjects of economic controversy. Open only to Seniors majoring in Economics. M-W-F at i:I. PROFESSOR WYCKOFF. �55 CATALOGUE OF ST. JOHN'S COLLEGE 54 CATALOGUE OF ST. JOHN'S COLLEGE GOVERNMENT Government 11. American Government. 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. M-W-'F at 9. PROFESSOR KINGSBURY. [Government 21. Governments of Europe.] An analysis of the structure and functioning principal European states, and a comparison and practices. The shift from monarchical rise of autocracies in Italy and Russia, and will be studied. of the governments of the with American institutions to democratic forms; the other recent developments Pre-requisite : Government I I. T-Th-S at 9. Omitted in I930-3I; to be given in I93I-32. PROFESSOR KINGSBURY. [Government 23. State and Local Government.] A. more detailed study of the organization and functioning of state, municipal, and local governments for the student who may go into publie 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 I I. M-W-F at II. Omitted in I930-31; to be given in 193I-32. PROFESSOR KINGSBURY. Government 3i. History of Political Ideas. 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 with the consent of the instructor to students whose interests and training fit them for the course. M-W-F at IO. PROFESSOR KINGSBURY. Government 41 1hf. International Relations. / · 1 relations : A survey of the present-day factors affecting internat~ona . · 1· ·mperi"alism exploitation of backward nations, racial minat10na tsm, 1 ' . norities, militarism and armaments, tanff wars, etc. Pre-requisite: (I) Government II; (2) Government 2I, or Government 3I, or History 31. M-W-F at II. First half-year. PROFESSOR KINGSBURY. Government 42 2hf. International Organization. The development of international cooperation, and the peaceful settlement of international disputes, with particular reference to t~e work of the League of Nations and the World Court, and the evolution of a law of pations. Pre-requisite: (I) Government II ; ( 2) Government 2I, or Government 3I, or History 3I; (3) Government 41. M-W-F at 11. Second half-year. PROFESSOR KINGSBURY. Government 43 1hf. Political Parties. .. . The history, organization, functions, and m~thod~ ~f political ~art.1es particularly in the United States. Topics studied w1l~ mclude nommat~ng and election methods, the boss, the machine, the s~01ls ~:;:stem, campaign methods, and the problems of government by public opm10n. Pre-requisite: (I) Government II ; ( 2) Government 23, or Government 3 I. T-Th-S at 9. First half-year. PROFESSOR KINGSBURY. Government 44 2hf. Constitutional Law. A study of the leading cases in American constituti?nal law i.llu~t1:"ating. the evolution of governmental powers and the rights of md1v1duals under the constitution. Pre-requisite : (I) Government I I ; ( 2) Government 23, or Government 31. T-Th-S at 9. Second half-year. PROFESSOR KINGSBURY. �56 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE HISTORY History I. Historical Survey. An outline of human development, political, economic, religious, intel- , lectual. Intended for students taking but one course in history and as a · pre-requisite for men majoring in history. . Section A; T-Th-S at 9. Section B ; T-Th-S at 8. PROFESSOR STRYKER. History 2r. Medi~val European History. A course in the foundations of modern Europe and America from the breakdown of the Roman Empire in the west to the establishment of the national state. T-Th-S at i 57 fiistory 34. American Economic History. The study of the development of American economic life from the colonial beginnings to the present. Conducted as a seminar. Pre-requisite: History Monday at 8 p. m. I. PROFESSOR HUNTER. fiistory 41. The History of the United States. The social history of the United States from Colonial times to the present. Conducted as a seminar. Pre-requisite: History M-W-F at 2. 2r and History 3r. PROFESSOR STRYKER. History 42. History of American Life. II. PROFESSOR STRYKER. History 23. English History. A survey of English history. The study of the economic, religious, intellectual, and cultural aspects of American life as experienced by the individual American during the period since the War for Independence. Conducted as a seminar. Thursday at 7 : 30 p. m. PROFESSOR HUNTER. Tuesday at 7 : 30 p. m. Quiz Section: Monday at 3. PHILOSOPHY PROFESSOR HUNTER. History 3r. Modern European History. An outline of the history of Europe from the emergence of the national state to the European War of 1914-1918. Section A; M-W-F at 8. Section B ; T-Th-S at 8. PROFESSOR HUNTER. Philosophy l l 1hf. Logic. The course is c}-_;efly concerned with the study of valid and invalid forms of reasoning in deductive and inductive logic. Open to qualified freshmen after consultation with the instructor. T-Th-S at II. First half-year. PROFESSOR ALLES. [History 32. Constitutional History.] A study of constitutional development in England and the United States. A lecture course with required readings and semester reports. Pre-requisite: History I or History 23 or Government r r. T-Th-S at IO. Omitted in I930-3r. PROFESSOR HUNTER. [History 33. England in the Eighteenth Century.] Hours to be arranged. Omitted in 1930-31. Philosophy r2 2 hf. Introduction to Philosophy. 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 II. Second half-year. PROFESSOR ALLES. �CATALOGUE OF ST. JOHN'S COLLEGE 58 Philosophy 15. 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. . Open to qualified freshmen after consultation with the instructor. T-Th-S at 9. PROFESSOR ALLES. Philosophy 3r. History of Philosophy. A study of philosophic speculation from the early Greeks to modern . times.. T-Th-S at IO. ST~ JOHN'S COLLEGE 59 Pre-requisite: A half-course in Philosophy or Psychology, or the permission of the instructor. M-W-F at 2. Second half-year. Omitted in 1930-31; to be given in 1931-32. PROFESSOR ALLES. Philosophy 41 1hf. Plato. An interpretation of Plato's philosophy based on the reading of his dialogues includfog the REPUBLIC. Pre-requisite: Philosophy 3r. M-W-F at 3. First half-year. PROFESSOR ALLES. PROFESSOR ALLES. [Philosophy 34 hf. Locke; Berkeley; Hume.] 2 An interpretation of their philosophy based on the reading of their works. Pre-requisite: Philosophy 12 or 31, or the permission of the instructor. M-W-F at 3. Second half-year. Omitted in 1930-31; to be given in 1931-32. PROFESSOR ALLES. [Philosophy 35 1 hf. History of Religion.] A study of the development of religion including primitive religion· (Mana, Fetiches, Magic), Buddhism, Zoroastrianism, Judaism, Mohammedanism, and Christianity. M-W-F at 2. First half-year. Omitted in 1930-31; to be given in 1931-32. PROFESSOR ALLES. [Philosophy 36 2hf. Psychology and Philosophy of Religion.] 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. I. CATALOGUE OF Philosophy 42 2hf. Schopenhauer. An interpretation of Schopenhauer's philoi;ophy based on the reading of THE WoRLD AS WILL AND lnEA. Pre-requisite: Philosophy 3r. M-W-F at 3. Second half-year. PROFESSOR ALLES. PSYCHOLOGY Psychology 2r. General Introduction to Psychology. This course will aim to give the student a general knowledge of human nature and development. It should give a good survey view of dynamic, applied psychology. It will serve as a basis for any future study in the field. Section A; T-Th-S at Section B ; T-Th-S at IO. 1 r. PROFESSOR McLAREN. Psychology 31 1hf. Social Psychology. A course in social behavior, and the contributions of psychology to the solutions of its problems, rather than a course strictly _in the psychology of social behavior. It will stress the individual's social relations, social adjustments, and social control. Pre-requisite: Psychology 21, or the equivalent. T-Th-S at 8. First half-year. PROFESSOR McLAREN. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 60 Psychology 32 2hf. The Nature of Human Nature. In this course an attempt will be made to discover and explain how , ' habit patterns are built into the human organism. Pre-requisite: First half of Psychology T-T-S at 8. Second half-year. 21, PROFESSOR RIDGELY. . [Psychology 34 2 hf. Mental Hygiene and Abnormal Psychology.] • This course will present the common deviations from the normal, but . with the main purpose of pointing out the ways and means of achieving, · preserving, or restoring the normal. It will lay minimum stress on the morbid, and maximum on those principles which have constructive value : for healthful living. 1 21, or the equivalent. PROFESSOR BAYLIFF. Biology 19 2hf. History of the Germ Cells. 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. ,, Psychology 4r. Modern Educational Practices. This course should be taken by prospective teachers as fundamental : background for future study. The course will aim to set up a sound concept of the purpose of education in the broadest sense, and then to disco~er the best means of achieving the ends of such education. Particular emphasis will be given to organization, administration, : teaching methods,. curriculum contents, and student activities in high : · school and college. 1 21, Section B ; (Pre-medical students). Recitation, W-F at 2. Laboratory, T-Th from r to 4. Pre-requisite: One year of college biology. Laboratory fee, $ro.oo. Recitation, W-F at 8. Laboratory, T-Th from r to 4. Second half-year. PROFESSOR McLAREN. Pre-requisite: Psychology T-Th from 2 to 3.30. Laboratory fee, $20.00. Section A ; Recitation, M -F at r r. Laboratory, W-F from r to 4. or the equivalent. PROFESSOR McLAREN. Pre-requisite: Psychology T-Th-S at 8. Second half-year. Omitted in r930-3r. 61 or the equivalent. PROFESSOR APPEL. Biology 20 1 hf. Readings in Biology. 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 bioJogical literature which is of a general rather than a technical interest. The content of the course will vary from year to year. Two hours of recitation. T-Th at r. First half-year. PROFESSOR McLAREN. PROFESSOR RIDGELY. III. DIVISION OF THE SCIENCES AND MATHEMATICS PROFESSORS BERNHARD (Chairman), ALLEN, APPEL, BAYLIFF, BrNGLEY,. EASON, RIDGELY, AND VEDovA, AND MR. McFARLIN. BIOLOGY Biology 11. Beginning Zoology. General principles of animal life, with an introduction to Histology, ' Embryology, and Genetics; and a survey of the common groups of animals, with laboratory work on the anatomy and physiology of type forms. · Two hours of recitation and six hours of laboratory. Biology 21 1 h£. Comparative Anatomy of Vertebrates. A history of the highest type of animal structure as r~veale9 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, $ro.oo. Recitation, W-F at ro. Laboratory, T-Th from 9 to 12. First half-year. PROFESSOR APPEL. �CATALOGUE OF ST. JOHN'S COLLEGE 62 Biology 22 2 hf. Embryology of the Vertebrates. A history of the highest type of animal structure as seen in the develop~ ment of the chick and the pig. An introduction to human biology. Two hours of recitation and six hours of laboratory. 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 30 1 hf. Histology. 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, M-W-F at 8.20. Laboratory, M-W from 1 to 4. First half-year. PROFESSOR APPEL. Biology 33 2hf. Microscopical Technique. 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 1 to 4. Second half-year. PROFESSOR APPEL. Biology 34 2 hf. Genetics. A study of the principles of heredity and variation. Laboratory work will consist of experiments in breeding and problems for calculation. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college biology. Laboratory fee, $IO.oo. Recitation, T -Th at IO. Laboratory, W-F from 9 to 12. Second half-year. PROFESSOR BAYLIFF. CATALOGUE OF ST. JOHN'S COLLEGE 63 Biology 37 1 hf. Parasitology. A .study of parasitic organisms as related to medicine and daily life. This course alternates in successive years with Biology 38 'hf. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college Biology. Laboratory fee, $IO.oo. Recitation, T-Th at IO. Laboratory, W-F from 9 to 12. First half-year. PROFESSOR BAYLIFF. [Biology 38 1 hf. Invertebrate Zoology.] A survey of the invertebrate animals, their morphology, physiology, and embryology. Special attention to forms transitional among the phyla. This course alternates in successive years with Biology 37 'hf. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college Biology. Laboratory fee, $IO.oo. Recitation, T-Th at IO. Laboratory, W-F from 9 to I2. First half-year. Omitted in I930-31; to be given in 1931-32. PROFESSOR BAYLIFF. CHEMISTRY Chemistry 1. General Chemistry. An introductory course in which phenomena of chemistry and the underlying principles are studied. Experimental lectures on the elements and their compounds are given. 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 12. Section B; Recitation, M-W-F at IO. Laboratory, T -Th from 2 to 4. Make-up for both sections, M at 1. PROFESSOR ALLEN AND MR. McFARLIN. �CATALOGUE QF ST. JOHN'S COLLEGE 64 Chemistry General Chemistry for Science Students. 2. A more comprehensive course in General Chemistry; the same course as Chemistry 1 with the exception that a one hour lecture replaces the one hour of recitation on Friday. The lectures and laboratory work will include topics which are in part introductory to Qualitative Analysis. Three hours of lectures and four hours of laboratory. Required of all students majoring in Biology, Chemistry, and Physics. An extra hour will be required of a11 students h~ving difficulties with the course. Students who at the beginning of their Sophomore year choose a Science as their major and have taken Chemistry I must take the one hour lecture given in Chemistry :.;;i 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 AND ALLEN AND MR. McFARLIN. Chemistry 21 1 hf. Qualitative Analysis. 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 1 to 4. First half-year. MR. MCFARLIN. Chemistry 22 CATALOGUE OF ST. JOHN'S COLLEGE 2 hf. Quantitative Analysis, Part I. 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. Pre-requisite: Chemistry 21. Laboratory fee, $15.00 and breakage. Recitation, Mat I. Laboratory, M from 2 to 4. W-F from Second half-year. Chemistry 31 1 hf. Quantitative Analysis, Part II. 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. 1 Pre-requisite : Chemistry 22. Laboratory fee, $15.00 and breakage. Recitation, Th at 8. Laboratory, M from 2 to 4; W-F from First half-year. PROFESSOR ALLEN AND MR. MCFARLIN. to 4. Chemistry 32 2hf. Physical Chemistry, Part I. 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. Pre-requisite: Chemistry 21 and Mathematics Laboratory fee, $15.00 and breakage. Recitation, M-W-F at 8. Laboratory, W I to 5. Second half-year. 21. . PROFESSOR ALLEN. Chemistry 33. Organic Chemistry. 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. Pre-requisite: Chemistry 1 or 2. Laboratory fee, $25.00 and breakage. Recitation, M-W at 11. Laboratory, T-Th from 1 to 4. PROFESSOR BERNHARD. A seminar course. Two hours a week. to 4. 1 PROFESSOR ALLEN AND MR. MCFARLIN. Chemistry 41 1hf. History of Chemistry. 1 65 Pre-requisite: Chemistry M-Wat IO. First half-year. 21 and 33. PROFESSOR BERNHARD. 3 �66 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Chemistry 42. Advanced Organic Chemistry. 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. Pre-requisite: Chemistry 33. Laboratory fee, $25.00 and breakage. Recitation, T-Th at 8. Laboratory, T-Th from 9 to I2. PROFESSOR BERNHARD. Chemistry 43 2hf. Physical Chemistry, Part II. 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. Pre-requisite : Chemistry 32 ; ability to read French and German. M-W-F at II. Second half-year. PROFESSOR ALLEN. MATHEMATICS Mathematics I 1 hf. Section A; M-W-F at 9· Section B ; T-Th-S at 9. Section C; T-Th-S at I I. Mathematics 21. PROFESSOR V EDOVA. PROFESSOR BINGLEY. PROFESSOR BINGLEY. Analytic Geometry and the Calculus. 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. Pre-requisite: Mathematics M-W-F at 10. I I. PROFESSOR BINGLEY. Mathematics 25 1 hf. The Mathematics of Finance. 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 II. First half-year. · Mathematics 26 2hf. Statistical Methods. A study of the classical and recent statistical methods. M-W-F at II. Second half-year. PROFESSOR BINGLEY. PROFESSOR 2 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. PROFESSOR BINGLEY. M-W-F at 8. First half-year. Mathematics Mathematics 11. Introduction to Mathematical Analysis. Algebra. 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. 2 67 V EDOVA. hf. Plane Geometry. 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. Mathematics 3i. Mathematical Analysis, Part I. An advanced course in the Calculus with an introduction to Differential Geometry. The applications of mathematical analysis to the physical sciences are stressed. Pre-requisite: Mathematics T-Th-S at 9. 21. PROFESSOR V EDOVA. PROFESSOR VEDOVA. �68 CATALOGUE OF ST. JOHN'S COLLEGE Mathematics 33. Higher Algebra. 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 II. PROFESSOR V EDOVA. Mathematics 35. The Elements of Mechanics. The principles of statics and dynamics, with applications to particles and rigid bodies. Pre-requisite: Mathematics 21. T-Th-S at IO. PROFESSOR BINGLEY. Mathematics 4I. Mathematical Analysis, Part IL 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 8. PROFESSOR V EDOVA. [Mathematics 43. Introduction to Modern Geometry.] Pre-requisite: Mathematics 33. Omitted in I930-3I; to be offered in I93I-32. PROFESSOR V EDOVA. PHYSICS Physics 2r. Elements of Physics. This course covers the elements of Mechanics, Heat, Electricity, Magnetism, Sound, and Light. It is designed to give the student an ~c­ quaintance with, and an explanation of, the natural phenomena which envelop his daily life. Three hours of recitation and four hours of laboratory. Pre-requisite : Mathematics I I. 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. PROFESSOR EASON. CATALOGUE OF ST. JOHN'S COLLEGE 69 [Physics 3r. Electricity and Magnetism.] 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 2I and Mathematics 2I and 22. Mathematics 21 and 22 may be taken concurrently. Laboratory fee, $20.00 and breakage. Recitation, T-Th-S at 9. Laboratory, T-Th from IO to I2. Omitted in I930-31, to be given in I93I-32. PROFESSOR EASON. Physics 4I. Physical Optics. 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. Pre-requisite: Physics 2I; Mathematics 3I; Chemistry 2. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 9. Laboratory, T-Th from 2 to 4. PROFESSOR EASON. Physics 42. Theory of Heat. 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 21; Mathematics 31; Chemistry 2. Laboratory fee $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, W-F from 2 to 4. PROFESSOR EASON. �CATALOGUE OF ST. JOHN'S COLLEGE 70 {Physics 43. Electricity.] Physical Training This is an advanced course in Electricity. The treatment is largely 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; Mathematics 21. It is strongly advised that Mathematics 31 be taken concurrently. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at I I. Laboratory, W-F from 2 to 4. Omitted in 1930-31; to be given in 1931-32. PROFESSOR EASON. Hygiene 1. General Principles of Hygiene. Lectures on the science of health. Biology ; the supply of oxygen and the elimination 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 general ; particular diseases. One lecture each week from October 6 to December 8. Required of all freshmen. M at4. DR. Physical Training CATALOGUE OF ST. JOHN'S COLLEGE MURPHY. 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 work, hand ball, indoor baseball, cage ball, basketball, and other competitive sports in the winter; with outdoor competitive sports again in the spring. Section A; M-W-F at 3. Section B; M-W-F at 4. MR. NOVAK. 71 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 I. T-Th from 3 to 4.30. MR. NovAK. �TABLE OF EQUIVALENTS SHOWING CREDIT IN YEAR-HOUR. New Number Old Number Year liours Art 2I .......... Art 2I-22 ..........• 3 Art 3I .......... New ............... 3 Art 4I .......... Art 41-42 ........... 3 Biology 11 ....•• Biology 11-I2 or I3-I4. 5 Biology I9 2 hf .... New . . .. .. .. . . . . . . . 2t Biology 20 1hf. ... Biology 41 .......... lt Biology 2l1hf .... Biology 2I .......... 2! Biology 22 2hf.. .. Biology 22 . . .. . .. . . . 2! Biology 30 lhf .... Biology 43-44 . . . . . . . 2! Biology 33 "hf ..... Biology 33 . .. . .. .. . . 2! Biology 34 2hf .... Biology 32 . . .. .. .. .. 2! Biology 37 lhf .... New . .. . . . . . .. . .. .. 2! Chemistry I •••••• Chemistry 11-I2 . . . . . 5 Chemistry 2 •••••• Chemistry 11-I2 ..... 5 Chemistry 21 lhf •• Chemistry 2I . . . . . . . . 2! Chemistry 22 2hf .. Chemistry 22 . . . . . . . . 2! Chemistry 3I lhf .• Chemistry 3I . . . . . . . 2! Chemistry 32 2hf .. 01emistcy 32 . . . . . . . . 2! Chemistry 33 .•••• Chemistry 33-34 . . . . . 5 Chemistry 41 lhf .• Chemistry 4I-42 ..... I Chemistry 42 .•••• Chemistry 43-44 . . . . . 5 Chemistry 43 2hf •• Chemistry 45-46 ..... It Economics 21 •••• Economics 21-22 .... 3 Economics 31 ..•• Economics 3I, 32 . . . . 3 Economics 32 ..•• Economics 33, 34 . . . . 3 Economics 41 •••• Economics 4I-42 .... 3 English 1 ........ New ................ 3 English 10 ....... New ............... 3 English 2I ....... English 23-24 . .. . . . . 3 English 23 ....... New ............... 3 English 24 2hf.. .. New ............... It English 28lhf .... New ............... It English 292hf .... New ............... 1! English 341hf .... New.; .............. lt English 361hf .... New ............... lt English 37 2hf.. .. English 25-26 . .. . . .. 1! English 39 ....... New ............... 3 English 4I ....... English 4I-42 3 French 1 ........ French 11-I2 3 French 2 .......• French I3-I4 3 French 11 ......• French I5-I6 3 French 13 •.....• French 2I-22 3 French I5 lhf. .... New ............... It French I6 2hf ..... New .. .. . .. . . . .. .. . H French 25 ....... New ............... 3 French 3I •.....• New ............... 3 German 1 ....... German 11-I2 ....... 3 German 10 ...•... German I3-I4 ....... 3 German 20 ....... German I5-I6 ....... 3 German 21 .•...•• German I7-I8 · .. "' ... 3 German 26 ....... New ................ 3 German 40 ••••••• German 3I-32 ...... : ·.3 Government 11 ••• Political Science 2I-22. 3 New Number Old Number Government. 3I ••• New •.•...... .' Government4I 1hf.New ........•. · Government 42 2hf. Political Science: Government 43 lhf. Political Scien<:el Government 44 2hf. Political Scienc~ Greek I ......... Greek 11-I2 .. . Greek 2I lhf .....• Greek I3 ..... . Greek 22 2hf ...... Greek 14 ...... . Greek 23lhf ...... New ........ .. Greek 33 ........ New ........ .. Greek 34 2hf ...... New ......... . Greek 36 "hf ...... New ......... . Greek 4I hf ......• New ......... . History I •.••...• History 23-24 . , 1 History 2I ••..•.• History 25-26 .. : History 23 ......• History 2I-22 .. · History 3I ......• History 3I-32 .. • History 34 ....... New ........ .. : History 4I ......• History 35-36 .. ~ History 42 ....... New ......... / Hygiene I ....... New .......... : Latin 1 .......... Latin 11-I2 .... • Latin ll2hf....... Latin 13 ......• Latin 12 1hf ....... Latin 13-I4 ...• Latin 21 lhf....... New · Latin 22 2hf....... New ........ .. Latin 3I hf........ New ......... . Mathematics l lhf.. New ......... . Mathematics 2 2hf.. New Mathematics 11 .• Mathematics 11Mathematics 2I .. Mathematics 2( Mathematics 25 lhf.Mathematics 25 , Mathematics 26 2hf,Mathematics 26 Mathematics 31 •. Mathematics 3I Mathematics 33 •• Mathematics 33 Mathematics 35 •• Mathematics 35 Mathematics 4I •. Mathematics 4IPhilosophy I I 1hf .• Philosophy 22 .. · Philosophy 12 2hf •• Philosophy 2I ... Philosophy I5 ...• Philosophy 23-24 Philosophy 3I •••• Philosophy 3I-32 Philosophy 4 Phf .. Philosophy 4 I .. Philosophy 42 2hf .. Philosophy 42 .. Physics 2I ••••••• Physics 2I-22 .. Physics 4I ....••• Physics 41-42 .. ' Physics 42 .....•• Physics 43-44 .. ' Psychology 2I ... Psychology 2I-2 Psychology 3I lhf. Psychology 31-3 Psychology 32 2hf. New .......... · Psychology 41 ••• Psychology 41-4 Spanish 1 • ,·, .•.•• Spanish 11-12 .• Spanish 2 •••••••• Spanish 13-14 .. · Spanish 11 ..••••• Spanish 15-16 .. Spanish 41 ..••..• Spanish 25-26 .. Room Assignments, 1930-31 Ro.01111 .................... McDowell 24 .................... McDowell 24 .................... BordleyRandall { . House .:· 11 Section A ..... · ' Section B .... . : l9 1hf ............ . 20 'hf · · " " " · · · .. Biology . 21 'hf · · · · · · · · · · · · · Building ·22 'hf ............ . 30 1hf............. . ·'33'hf ............ . '•34!'hf ............ . '37'hf ............ . ' 1, Sect!on A .... I Sect10n B ... . 2, Sect~on A ... . Sect10n B ... . 21'hf " .... · .. · Chemistry 22 :11f " " " " .. ~ Lecture 31 ,hf · · · · · · · · · · I Room and 32 hf .. " ...... Laboratories 33 ........... .. 41'hf ........ .. j 42 ........... .. 43•hf ........ .. · s 21 ............... McDowell 33 s ~1 ............... McDowell 33 ' s 32 ............... McDowell 33 · a 41 •.............. Instructor's '; Office 'J, Section A ........ McDowell 36 · Section B ........ McDowell 36 Section C ........ McDowell 22 ·· 10 .................. McDowell 23 ,2I .................. McDowell 23 . 23 .................. McDowell 32 :24!'hf ............... McDowell 24 :28 'hf ••............. McDowell 23 129 'hf ............... McDowell 31 ·•34- 1hf ............... McDowell 24 ~36 'hf ............... Instructor's Study . 37 "hf ........•...... McDowell 24 :39 .................. McDowell 23 41 .................. McDowell 24 ,J ................... McDowell 22 ~. Section A ......... McDowell 35 :~ Section B ......... McDowell 35 '::11 ••••••••••• : •••••. McDowell 35 iJ3 .................. McDowell 24 .~15 'hf ...•............ McDowell 35 ·M "hf ............... McDowell 35 · l .................. McDowell 24 '; · 1, Section A ....... McDowell 31 i.;. Sect!on B. . ...... McDowell 33 . 10, Section A · ....... McDowell 21 .i: Section B ....... McDowell 32 . 20 .................. McDowell 23 ''.'21 .................. McDowell 31 !. and 32 :. 26 .................. McDowell 22 ::·40 •••.••••.•••.•..•. Instructor's Study t Course Room Government 11 .............. Chemistry Lecture Room Government 31 .............. McDowe11 32 Government 41 'hf ........... McDowell 23 Government 42 2hf ........... McDowell 23 Government 43 'hf ........... McDowell 21 Government 44 'hf ........... McDowe11 23 Greek 1 .................... McDowell 21 Greek 2I 1hf ................ McDowell 2I Greek 22 'hf ................. McDowell 2I Greek 23 1hf ................. McDowell 21 Greek 33 .................... McDowell 21 Greek 34'hf ................. McDowell 32 Greek 36 "hf ................. McDowell 23 History 1, Section A ........ McDowell 34 Section B ........ McDowell 34 History 21 .................. McDowell 34 History 23 .........•........ McDowell 23 History 31, Section A ....... McDowell 23 Section B ....... McDowell 24 History 34 .................. McDowell 23 History 41 ................. ,McDowell 34 History 42 .................. McDowell 23 Hygiene 1 ................... Chemistry Lecture Room Latin 1 ..................... McDowell 21 Latin 12 'hf ................. McDowell 21 Latin 21 'hf ................. McDowell 21 Latin 22 'hf •................ McDowell 21 Latin 31 hf ................. McDowell 21 Mathematics 1 'hf ........... McDowell 22 Mathematics 2 'hf ........... McDowell 22 Mathematics 11, Section A ... McDowell 33 Section B ... McDowell 22 Section C ... McDowell 22 Mathematics 21 ............. McDowell 22 Mathematics 25 'hf .......... McDowell 31 Mathematics 26 'hf .......... McDowell 31 Mathematics 31 .............. McDowell 35 Mathematics 33 .............. McDowell 22 Mathematics 35 .............. McDowell 22 Mathematics 4I .............. McDowell 22 Philosophy 11 'hf ............ McDowell 31 Philosophy 12 'hf ............ McDowell 31 Philosophy 15 ........... ; ... McDowe11 31 Philosophy 31 ............... McDowe11 31 Philosophy 41 'hf ............ McDowell 24 Philosophy 42 'hf ............ McDowell 24 Physics 21, Section A ..... }Physics LecSection B . . . . . ture Room Physics 41 . . .. .. . .. .. .. .. . and LaboPhysics 4:3 . . . . . . . . . . . . . . . • ratories Psychology 21, Section A .... McDowell 35 Section B .... McDowell 36 Psychology 3I 1hf ............ McDowell 35 . Psychology 32 'hf ........... McDowell 35 Psychology 41 •............. McDowell 31 Spanish 1 ................... McDowell 32 Spanish 2 ................... McDowell 32 Spanish 11 .................. McDowell 32 Spanish 41 .................. McDowe11 32 �74 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE GENERAL REGULATIONS St. John's College aims to develop in its students a sense of respon9ibility to the community as well as high standards of scholarship. To this end student self-government is encouraged, and the Student Council deals with many questions of student control. Any undergraduate who is unable to cooperate in maintaining these .· standards may be required to withdraw from college. Honor Regulations Each student is expected to conduct himself as a gentleman. The Student Council cooperates with the Dean in enforcing this ; regulation. Any student who is guilty of any-aishonesty may be required to ' withdraw from college. Amount of Work Required. No student may carry a program of less than four courses in any . year, except in the senior year in case he is a candidate for honors. If the number of courses needed for promotion to the next higher · class exceeds four, the student will be required to carry the requisite number for promotion, except by special permission of the Dean. Amount of Work Permitted. No student will be permitted to carry more than five courses in ' any one year except by special permission of the Dean. In no case · may more than six courses be carried. The Dean may at any time require that a student's program be lightened, even if special per- . mission for additional courses has previously been granted. Examinations. Informal hour-examinations are held in all courses in both the first and second half-years, in November and in March, covering the work of approximately the first seven weeks of the half-year. Mid-year examinations are held at the end of the first half-year, and final examinations are held at the end of the year in each full year course. In half courses the final examination is held at the end of the course. ' , . · 75 / Reports. Reports are sent to each student, to his parents, and to his , adviser after each grade period, that is, after the November hour, examinations, after the Mid-year examinations, after the March ' hour-examinations, and 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 midyears, within four weeks ; at finals, within the first six weeks ··of the following academic year. : Repeating Courses. A student may not repeat a course which he has passed in order to raise a grade. If a student has received the grade of F in any .· course, he may atone for the failure by repeating the course or by · substituting another course. If the course failed is one required for : the degree or for fulfillment of the major requirement, it must be . repeated. 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 (to the degree, in case of a , senior). : 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, and must have : secured credit for satisfactory work in the course in Hygiene and . in Physical Training during the first two years. ( ______ *Requirements for the degree of all students who entered St. John's College 1928, will be found in the Catalogue for 1928-29, page 62. i before September, �• 76 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Requirements for Promotion.* The requirements for promotion are as follows : ' Relief from Probation. A student who has been placed on probation is relieved from probation promptly when he has demonstrated that he no longer needs restraint. Probation because of unsatisfactory record will ordinarily be lifted at once, if the next grade period shows a satisfactory record. To the Sophomore Class: Four Courses (in addition to Physical Training). To the Junior Oass: Nine Courses (in addition to two years of Physical Training). To the Senior Class: Thirteen Courses. Probation. 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 and warned by the 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 is ordinarily warned by the Dean. :· He may, however, if the record is exceedingly low, 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 to the next higher class, is dropped to the lower class and placed on probation. Men on Probation. Men placed on probation are expected to exert every effort to regain good standing at the earliest possible moment. Men on probation will be required to maintain a perfect record in attendance ; they are not allowed to participate in any athletic contest with varsity teams. 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. For failure to maintain an attendance record satisfactory to the Dean, a student may be placed on probation. Unsatisfactory conduct or neglect of any summons from a college officer may also bring the penalty of probation. 77 .: ' ' :· ; ·. . ' . : *Requirements for promotion of all students who entered St. John's Col- . lege before September, 1928, will be found in the Catalogue for 1928-29, · page 62. Attendance at College Exercises. Attendance at all classes and other college exercises· is required. The Dean will exercise his discretion in summoning men who may ; ignore this rule, in warning men against further absences, and in placing men on probation who fail to cooperate. Unexcused absences before or after holidays or recesses will at all times be subject to discipline. Change of Program. Students may drop or add courses with the permission of the Dean, during the first two weeks in either half-year. A charge of $z is involved by any change after this two week period. Filing of Study Cards. Each student is required to file his study card for the first halfyear before 4 P. M. on Registration Day. Each student is required to file his study card for the second ~. half-year before 4 P. M. on the first Friday in January. Each student is required to file at the Dean's Office before May 15 a list of the courses which he proposes to take during the ~ . . next college year. This list of courses must_ have been discussed with his adviser and must be signed as approved by the adviser. For failure to file any study card on time, without valid excuse, the student is liable for a charge of $z. 1 Advisers. Freshmen are assigned to members of the Faculty who will act as their advisers during the Freshman year. These assignments are made with great care to insure sympathetic guidance for each individual. Each prospective Freshman is asked to fill out the Admission Blank fully so that the Dean may make this assignment wisely. Near the end of the first year (before May first), the student chooses one subject in which h~ will do his major work. Before he �78 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The Dean's List. The Dean's List contains the names of all students who have attained places in Groups I or II of the Rank List. The list is ' published twice a year, after the Mid-year examinations and after the Final examinations. Men whose names are included remain on the list until the next list appears. Men on the Dean's List are trusted by the Dean with greater responsibility and discretion in the ordering of their college work ; they are allowed to observe the rules regarding attendance as they may wish and are not subject to discipline because of absences. Abuse of the privileges of the Dean's List over an extended time may bring about the withdrawal of any men from the list. chooses the work of the Sophomore year, the student is assigned to an adviser in the department of his major who will continue in the capacity of adviser throughout the remaining three years. Registration. All students, both new and old, are required to register on Registration Day. With the permission of the Dean, a student may for a legitimate reason register after this day. Late registration involves the payment of a fee of $5. Excused Absences. If, by reason of illness or other unavoidable cause, absence from classes is necessary, the Dean may excuse the absence. Absence because of illness is excused by the Dean only on recommendation of the college physician. Students must report all illness promptly to the Infirmary. The College Physician maintains daily office hours at the Infirmary, at which his services are available without charge other than the Medical Fee required of all students. Students suffering from contagious or infectious diseases must reside in the Infirmary until released by the College Physician. 79 . 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 Composition (one course). 2. Required courses for fulfilling the prescription of his major department (approximately six courses). 3. Any courses in languages. prescribed by the major department. 4. Three courses in distribution. (See Courses for Distribution.) 5. Elective courses sufficient to make a total of seventeen courses. 1 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 the 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 for those men whose requirements for the sophomore year are 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. Prescribed English Composition. Each Freshman will be required in his first year to include among • his four courses the prescribed course in English Composition, unless he has satisfied the Department of English by examination that the prescription is not necessary in his case. An examination for exemption from this requirement will be taken by all new , students on the first day of the college year. Students who are successful in gaining exemption will be allowed to substitute an elective course for it. Credit for one full course will be entered on the records of exempted Freshmen at the end of the year. Language Requirements. For students entering in 1928-29 or thereafter, language requirements (if any) will be prescribed by the individual major depart;· *Courses required for the Degree of all students who entered St. John's College before September, 1928, will be found in the Catalogue for 1928-29, page 65. �80 CATALOGUE OF ST. JOHN'S COLLEGE . CATALOGUE OF ST. JOHN'S COLLEGE 81 I ment selected by the student. Since the student does not announce . ' the choice of his major until the end of the year, Freshmen are·· ad~sed to consider the matter of languages very carefully before finally submitting their programs. REQUIREMENTS FOR MAJORS Four full courses or their equivalent in Biology, including Biology II (Beginning Zoology), Biology 2I 1 hf (Comparative Anatomy of Vertebrates) and Biology 22 2 hf (Embryology of Vertebrates) ; Two courses 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 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. In each of the two divisions other than the major division, the student must pass at least one elementary course, and must, in addition, pass at least one advanced course . , depending on either of the elementary courses previously chosen. : Unless the student has passed in his preparatory school a course in 1 a laboratory science approved by the college, he must pass at least . one college course in a laboratory science. Chemistry 2 (Comprehensive General Chemistry) ; Chemistry 21 1 hf (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. Required Freshman Courses. Four courses are required of all Freshmen, of which one must be the course in prescribed English Composition, unless the student is exempted from this requirement. The other three courses may be elected from any of the courses regularly open to Freshmen. Specific prescriptions are no longer made. Major Courses. At the end of his Freshman year each student will designate 1 his major subject, and will be assigned an instructor in that subject ( as his adviser for the rest of his college course. At this time he ·; l • • should plan with his adviser the Sophomore, Jumor, and Senior years so as to include in his three years the courses required for the major in the subject he has chosen. It is advisable for him to schedule for the Sophomore year any elementary courses required. , NOTE.-Mathematics II (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. ~ i Classics. Greek 21 1hf (Xenophon); Greek 31 (Plato; Greek Tragedy) or Greek 33 (Herodotus; Greek Comedy; Greek Lyric Poets) ; 'Latin 21 (Lyric Poetry of the Golden Age); Latin' 23 1 hf (Letters of Cicero and Pliny) ; Two courses chosen from the following: Art 32 (The Art of Oassical Antiquity); Philosophy 3I (History of Philosophy); Any full course in Ancient History. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 82 Economics. Economics 21 (General Principles of Economics); Economics 31 (Industrial Problems); Economics 32 (Financial Problems) ; Economics 41 (History of Economic Thought) ; Mathematics 26 2 hf (Statistics) ; Psychology 21 (General Psychology) ; Government 11 (American Government). English. English 21 (Survey of English Literature)·; English 41 (Chaucer); History 23 (English History); Three other full courses in the department of English, exclusive of English 1. By their Junior year, students who major in English must have a reading knowledge of two foreign languages one of which shall be 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 and German. ' . • · ' French. See Romance Languages. German. Four full courses 'in German beyond· German 10 (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. quired. . NoTE.-German 21 (Scientific German) does not count toward the major. 83 Government. Government 11 (American Government) ; Government 31 (History of Political Ideas) or Philosophy 31 (History of Philosophy); Government 21 (Governments of Europe) or Government 23 (State and Local Government) ; Government 41 1 hf (International Relations) and Government 42 2 hf (International Organization) or Government 43 1 hf. 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): Psychology 21 (General Psychology) or Biology 11 (Beginning Zoology). History. History 1 (Historical Survey) ; History 21 (Mediaeval European History) or History 23 (English History) ; History 31 (Modern European History) ; History 41 (The History of the United States) or Government 11 (American Government) ; Economics 21 (General Principles of Economics) or Biology 11 (Beginning Zoology) orPsychology21 (General Psychology); English 21 (Survey of English Literature) or Art 21 (Introduction to Art) or Philosophy 31 (History of Philospphy). 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 Analy~is) ; Mathematics 21 (Analytical Geometry and the Calculus) ; Mathematics 33 (Higher Algebra); Mathematics 35 (The Elements of Mechanics) ; �l ~-~ 84 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Mathematics 43 (Introduction to Modern Geometry); Physics 21 (Elements of Physics). A reading knowledge of French or German is advised. Philosophy. Philosophy I I 1 hf (Logic); Philosophy 15 (Ethics) ; Philosophy 31 (History of Philosophy); Philosophy 34 2 hf (Locke, Berkeley, Hume); Philosophy 35 1 hf (History of Religion) ; Philosophy 36 2hf (Psychology and Philosophy of Religion) ; Philosophy 41 1 hf (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) ; Mathematics 31 (Mathematical Analysis, Part l); Chemistry 2 (Comprehensive General Chemistry). Pre-Medical Sciences. Two full courses in Biology : Biology I I (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 II (Introduction to Mathematical Analysis) is requisite to Physics 21. pre- One full course in English, which must be actually taken. in college. In addition to the six courses of the major two full courses or their equivalent in college .German and two full courses in . ·. college French. Additional courses advised: Chemistry 21 (Qualitative Analysis), Chemistry 22 (Quantitative Analysis), Chemistry 32 2 hf (Physical Chemistry, Part I) ; · 85 (Note pre-requisites.) Biology 30 (Histology) ; Enough German and French to satisfy proficiently examinations in the medical school, that is, " a reading knowledge " of scientific material. Psychology. Three full courses or the equivalent in Psychology; Philosophy l l 1 hf (Logic) ; Philosophy 12 2hf (Introduction to Philosophy); A full course in Philosophy in addition to the two half-courses mentioned above ; Biology l l (Beginning Zoology) . Romance Languages. Four full courses in one Romance Language above French 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. Social Sciences. One course in each Departt;nent. The courses prescribed are : Economics 21 (General Principles) ; Government l l (American Government) ; History l (Historical Survey); Philosophy 31 (History of Philosophy); Psychology 21 (General Introduction to Psychology). Three additional courses in the Social Sciences. These three courses must be distributed ove~ three Departments and must have the approval of the Departments concerned. Spanish. See Romance Languages. �86 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 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 and fixed mastery of one sub- · ject 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 the 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. 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 con£ erence between him and the instructors in his major department. He will be relieved of a maximum of two courses during his last two years. 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. 1 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 . 87 · , which he has taken. A student to win this degree must, during a · · regularly required residence in the college, obtain an average of 8S or above. Degrees " with great distinction,'' ?r " magna cum laude," will be granted by vote of the Faculty m 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. GENERAL INFORMATION CHURCH ATTENDANCE The college encourages, but does not compel, attendance at church. There are six churches and a 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. R. W. H. Weech; College Avenue Baptist, the Rev. M. W. Royall; First Presbyterian, the Rev. Dr. Silas E. Persons; ' St. Martin's Evangelical Lutheran, the Rev. Walter W. Vogelmann; St. Mary's Roman Catholic (Redemptorist Fathers), the Rev. Francis Oair; Kenesth Israel Synagogue, the Rev. Mr. Cohen. ALUMNI ASSOCIATION Officers: Dr. Amos F. Hutchins, President; T. West Claggett, Secretary-Treasurer. Headquarters of the association are at 19o8 ' First National Bank Building, Baltimore, Md. Local associations are organized throughout the country. STUDENT ACTIVITIES The college encourages students to take part in activities outside the curriculum. New student organizations must receive the ap': proval of the Student Council and the approval of the Committee · on Student Activities. 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. Par- �88 CATALOGUE OF ST. JOHN'S COLLEGE ticularly this council has supervision over questions of student con- i duct. It meets weekly. Its membership consists of three Seniors, two Juniors, two Sophomores, and two Freshmen. Officers for the year 1930-31 are: Lawrence Luther Monnett, Jr., '31, President· William Bernard Athey, '32, Secretary. Athletics. The Athletic Council consists of five alumni, two faculty members, one student, and the Director of Athletics, the Dean, and the Comptroller. It has general supervision over all sports. Alumni Members: T. West Claggett, '91; Amos F. Hutchins, 'o6; Evelyn A. Harrison, ex. 'o6; Elmer G. Parsly, '06; John N. Wilson, '12. Faculty Members : Reginald H. Ridgely and Leonard E. Arnaud. Student Member: Robert MacCartee, '31. ·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 no intercollegiate schedule is maintained. 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. CATALOGUE OF ST. JOHN'S COLLEGE Lectures and Concerts. Under the auspices of the Faculty Committee a series of lectures and concerts are arranged throughout the year. These entertainments, while they are intended primarily for students, are open to the ·friends of the college. Among the lecturers for 1929-30 were Felix Morley on "The League of Nations"; John Rathbone Oliver on "Psychiatry in Crime " ; Gilbert Chinard, professor of French literat~re at the Johns Hopkins University, on "Jefferson in France." The principles of communism, socialism, and capitalism were presented in a series of three lectures by Scott Nearing, Harry W. Laidler, and Jacob H. Hollander, professor of Economics at the Johns Hopkins • University. The prohibition problem was presented in two lectures 1 by Captain W. H. Stayton, chairman of the Association against Prohibition, and the Rev. Dr. H. Wilson Burgan, superintendent of the Baltimore District of the Methodist Episcopal Church. Musical concerts were given during the same period by Austin Conradi, pianist ; Isolde von Bernhard, soprano ; and the Peabod}• i String Quartet. 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 talk briefly on topics of general interest. {, Honorary Societies. , An honorary scholastic society recognizes high scholarship by { electing to membership in Delta Kappa Phi those Juniors who. ~- have been in the first group of the Rank List at the end of their :. Freshman, Sophomore years, and at midyear of their Junior year ; f and those Seniors who have been in the first or second groups of :'the Rank List at the end of their 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. ·: Delta Omicron recognizes the student's participation in extra; curricular activities. A point system devised by this fraternity ~ evaluates the worth of each position or membership held by the .:'.student. ' :~· Publications. The members of the Junior Class publish a year-book, The Rat~ Tat. The Collegian is a newspaper published by the undergraduates. Both these student publications are free from faculty supervision. Fraternities. Two national fraternities, Phi Sigma Kappa and Kappa Alpha (Southern) and three local fraternities, Phi Delta Sigma, Theta Psi, and Sigma Tau Omicorn, and one additional group, Delta Psi Omega, are provided with houses owned by the college. From one-third to one-half of the students are fraternity men. 89 �90 CATALOGUE OF ST. JOHN'S COLLEGE Clubs. The Osler Pre-Medical Club, the Erlenmeyer Chemical Club, the , German Club, and the French Oub provide interesting programs for their members. Dramatics. A student dramatic club managed by students offers opportunity for experience in dramatics under the guidance of an experienced director. A Nativity Play is performed in December of each year. The King William Players presented Philip Barry's The Youngest in 1930-3r. Musical Organizations. The students maintain a concert orchestra and a band under the direction of Mr. Adolf Torovsky. Three concerts are scheduled for 1930-3r. CATALOGUE OF ST. JOHN'S COLLEGE 91 PRIZES To the member of the Senior Class who attains the highest . average in his four years' academic work, a gold medal. Offered by the Board of Visitors and Governors. To the member of the Sophomore Class who attains the highest average throughout the year, free tuition scholarship for the succeeding year. To the member of the Freshman Class who attains the highest average throughout the year, free tuition scholarship for the succeeding year. To the member of the Senior Oass who, in the opinion of the Faculty, has shown the greatest general excellence during his college course, a gold medal. Offered by Rev. Martin Aigner, D. D. To the student who, in the opinion of the Faculty, has contributed most to the college during the year, $5 in gold. Offered by the Phi Sigma Kappa fraternity. To the student who shall compose the best essay on" The Principles of Free Government,'' $25. Offered under the will of the late Philo Sherman Bennett. To the member of the Senior Oass who, in the opinion of the Faculty, has best exemplified those principles of love for and service to men which were the dominant characteristics of Algernon Sydney Sullivan, a medallion and certificate of award. Offered annually by the New York Southern Society, in commemoration of Algernon Sydney Sullivan. To the member of th~ 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. To the President of the Student Council for the ensuing year, a gavel. Offered by the Beta Mu Chapter, Kappa Alpha fraternity. To that student who in his record for the present year shows the greatest improvement over his record for last year, a gold piece. ' Offered by the Dean. �92 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 93 JUNIORS-CLASS OF 1932 STUDENTS E.NROLLED IN ST. JOHN'S COLLEGE, 1930-31 SENIORS-CLASS OF 1931 John William Tracey Armacost Charles Edwards Athey George Lewis Beneze Philip Irvin Bowman Richard Tilghman Brice, 3d William Parsons Campbell Samuel Peaco Chew, Jr. Alfred Halstead Cockshott Ernest Ivon Cornbrooks, Jr. Henry Allen Czelusniak Joseph DeMello Joshua Lemuel Dryden Wilbur Reginald Dulin Harry Stanley Emrich, Jr. Matthew Strohm Evans Ferdinand Fader Aymeric Andre de Faramond Louis Jefferson Fields Winson Gilbert Gott Louis Harwood Green, Jr. Ralph Seislove Guth Edward Burgess Hines Snowden Hoff, Jr. Edward Andrew Kimpel, Jr. William James Klug, Jr. Preston Shirley Leonard Hampstead Kappa Alpha Houae Baltimore Kappa Alpha Houae Baltimore Phi Delta Sigma House Harrisburg, Pennsyl'IJania Delta Psi Omega House Annapolis Home, R. F. D. No, 2, Annapolis Hagerstown Phi Delta Sigma House West Ri"Per Delta Psi Omega House " I3 Pinkney Hall · Jamestown, New York Kappa Alpha House ., Collingswood, New Jersey Chicopee, Massachusetts Phi Sigma Kappa House ;~ New Bedford, Massachusetts 25 Claude.House'. Salisbury Kappa Alpha House j West Annapolis Home, West Annapolia " Theta Pai House··: Ballimore Sherwood Forest Home, R. F. D. Annapolia ' East Orange, New Jersey 12 Claude House · 1 Paris, France I Randall Hall : Crisfield Sigma Tau Omicron House : Annapolis Home, s Franklin Street : Wheeling, West V irgillia 94 Shipwright St., Annapoli1 .:. Allentown, Pennsylvania Phi Delta Sigma House :" Baltimore Kappa Alpha Houae Baltimore Kappa Alpha House Baltimore Theta Psi House Ridgewood, New Jersey 3 Pinkney Hall ;i Feeding Hills, Mass~chusetts .·, Io3 Market Street, Annapolis :• Edwin Leroy Lotz EIUcott City Theta Pai House ·; Robert MacCartee Washington, District of Columbia Kappa Alpha House ·:r Rosser Ellis Mitchell Marbt1ry Theta Psi House :'. Lawrence Luther Monnett, Jr, Ballimore Kappa Alpha House i: Albert Hutt Moore Baltimore Phi Sigma Kappa House ;' Elmer Raymond Noyer New Bedford, llfassacliusetts I8 Randall Hall ·:. Robert Bosman Pool Baltimore IS Claude House John Schriver Price Baltimore 2 Randall Hall William Tate Robinson, Jr. Honolulu, Territory of Hawaii Phi Delta Sigma House Rudolph Schmick Preston Theta Psi House ' Anthony Joseph Scibelli Jamaica, New York 23 Randall Hall Jeaa Arnold Scott LaGrangf!, Kentucky 34 Pinkney Hall '.' James Upshur Thompson Cambridge 23 Randall Hall James Edwin Torbet, Jr. Cumberland Sigma Tau Omicron Ho;,,se Stephen Wolanske . Gardner, Massachusetts s Claude House Albert Joshua Zimmerman Frederick Delta Psi Omega House ]oseph Victor Anthony Wllliam Bernard Athey John Sigmund Austerlitz Edward Samuel BalJes Joseph Lyons Bean William French Blake Richard Ferdinand Blau! 'Scott Amos Broadbent Robert Lemmon Burwell, Jr. James Fromhardt Campbell Paul Edmund Casassa Douglas Arnett Cole ' Vladimir Frantisek Ctibor .Walter Staup Dorsey Alfred Dowd : . Samuel Joseph Fortunato \ t.ee Ackworth Gordy David Bernard Greengold Calvin Harrington, Jr. Bernard Adolph Heller, Jr. . William Crowley Hoddinott , James King · Philip Lee Lotz Tilghman :McCabe Sanford Arthur :Menczer Charles Howard :Miles ']ames Deal :Morris Walter Charles :Mylander, Jr. Frederick Joel Nassauer Isaac Allen Newton, Jr. Robert :Maxwell Noblett Milton Alexander Noon, Jr. ·Hugh Frazier Parker, Jr. Lewis Deford Patton Richard Heber Pembroke, Jr. George Durward Adams Selby Henry Soladay Shryock, Jr. ~- Frederick William Skaling ·[. Cameron Courtney Stearns :\· Albert Cramer Stidman ~ Antonio Hiram Susoni ' Allison Crusnach Trader William Lee Waller r Edward John Ward Glenn Harrison Warner '.Milton Edward Weaver, Jr. Charles Vernon Williamson Fred Gerker Yerkes, Jr. David Burns Zarr Waterbury, Connecticut 25 Claude House Baltimore Kappa Alpha House Baltimore Home, IOOI N. Broadway, Baltimore Paterson, New Jersey Phi Sigma Kappa House Annapolis Home, I6 Thompson Street 26 Claude House Baltimore Delta Psi Omega House Cumberland Theta Psi House Baltimore Delta Psi Omega House Annapolis Lonaconing Phi Delta Sigma House Pinkney House Washington, District of Columbia Phi Sigma Kappa House Baltimore Ridgewood, New Jersey 36 Pinkney HalJ Phi Delta Sigma House Westminster 2I Claude House Hillside, New Jersey Newark, New Jersey 14 Claude House Kappa Alpha House Baltimore Home, 50 West Street Annapolis Kappa Alpha House Cambridge Ill Claude House Baltimore Sigma Tau Omicron House Balt»nore Kappa Alpha House Baltimore Ellicott City Theta Psi House Pinkney House Ocean City 9 Randall Hall Brooklyn, New York Baltimore Phi Delta· Sigma House Kappa Alpha House Baltimore Cockeysvi/le 6 RandalJ Hall Pikesville 6 Randall Hall Ph,iladelphia; Pennsylw.nia 34 Pinkney Hall Hackensack, New Jersey Claude House Millersville Home, Millersville Baltimore 23 Randall Hall Montclair, New Jersey 12 RandalJ Hall Park Hall Delta Psi Omega House Baltimore Theta Psi House Baltimore Pinkney Ho11se New London, Con11ectie11t Theta Psi House Bel Air Phi Sigma Kappa House Owings Mills 23 Claude House Arecibo, Porto R-ico I I Claude House Revell Station Home, R. F. D. Arnold Annapolis Home, 16I Green Street Salisbury Pinkney House Deposit, New York Sigma Tau Omicron House 'Theta Psi House Perkasie, Pennsylvania Catonsville Theta Psi House Jacksonville, Florida 3 I Pinkney Hall Nanticoke, Pennsylvania Sigma Tau Omicron House SOPHOMORES-CLASS OF 1933 Thoburn James Bard Stanley John Bartis Edward Christian Baumann Davidsonville Nashua, New Hampshire 'Maywood, New Jersey Home, Davidsonville 38 Pinkney Hall Sigma Tau Omicron House �94 CATALOGUE OF ST. JOHN'S COLLEGE J allies Ronald Bennett Rhodesdale George Elmer Bliven Schenectady, New York James Gamaliel Boss Laurel Sigma Louis Francis Bruno, Jr. Berkeley Heights, New Jersey Phi Sigma Kappa Houa ' Edward Daniel Capell, )r. Hasbrouck Heights, New Jersey r6 Pinkney Hail Lawrence Lloyd Carpenter Fosboro, Massachusetts Kappa Alpha House William James Carter Baltimore Phi Sigma Kappa House John Stewart Carver Bel Air Phi Sigma Kappa House David Mason Cheezum, Jr. Preston 44 Pinkney Hall Nathaniel John Chew West River 5 Pinkney Hau' Roger Burnham Cobb Salisbury Delta Psi Omega Houafi Luis Collazo Manati, Porto Rico rr Claude House. James William Crabbe, Jr. Linthicum Heights Home, Linthicum Heights· William Francis Cullom, Jr. Pelham Manor, New York Phi Delta Sigma House. Lyman Morse Darling Providence, Rhode Island 17 Randall HaU Gerald Frederic Dingman Palmer, Massachusetts 5 Randall HaU James Joseph Dunleavy Annapolis Home, 65 East Street William Stephen Eramo Pittsfield, Massachusetts r r Randall Hau John Hannon Finn Pittsfield, Massachusetts Phi Sigma Kappa House·· Emslie Nicholson Gault Ruston 24 Randall Hau.: James Wesley Gray Hampton Princess Anne Theta Psi House:· Daniel Horton Hancock, Jr. Stockton Delta Psi Omega Housa.' Arthur Hebb, Jr. Baltimore 20 Pinkney Hall Donald Bruce Hebb Baltimore Theta Psi House. Charles Gilbert Hill, Jr. Annapolis Home, R. F. D., No. 1. Walter Henry Hoffmeister Baltimore Theta Psi House. John Sebald Hofmeister, Jr. Baltimore 18 Pinkney H Thomas Carter Ross Hughlett, Jr. Cambridge Phi Delta Sigma Hous~ James Knox Insley, Jr. Baltimore 15 Pinkney Hall: Lawrence Gallatin Jefferds Edgewood, Rhode Island 17 Randall Hall John Adam Joh Baltimore Phi Sigma Kappa House. George Dugan Johnson Severna Park Home, Severna Park' James Herbert Fielding Jukes Quantico Delta Psi Omega Houa~ Edward Marion Kenly Claiborne 45 Pinkney Hall Norman Kleiman Baltimore 6 Pinkney Han· Ellsworth Charles Knight, Jr. Baltimore Phi Delta Sigma House. John Genoo Laferty Baltimore Theta Psi Hou..;: Lynn, Massachusetts 21 Claude House'.. Ulysses David Limauro Joseph Leon Lingo Milton, Delaware Sigma Tau Omicron House Robert Clare Lynch Alvan, West Virginia Phi Sigma Kappa House Willis Keyes Lynch Alvan, West Virginia Phi Sigma Kappa House, Carl Edmund Maffeo Newark, New Jersey 39 Pinkney Hall John Joseph Mason, Jr. Birmingham, Alabama 40 Pinkney Hall Henry George Miller Baltimore Phi Sigma Kappa House William Ballou Miller West Barnstable, Massachusetts Delta Psi Omega House James Henry Moore Suffolk, Virginia Kappa Alpha House Leonard Joseph Murphy Oakland 5 Pinkney Hall· Chris Peter Palivas Chicopee Falls, Massachusetts 39 Pfokney Hall, Genesio Nicholas Pannullo Newark, New Jersey 14 Claude House; James Barnett Parks Dresel Park, Pennsylvania Theta Psi House William Algernon Percy, Jr. Vienna Theta Psi House Lincoln Coles Pettit Baldwin, New York 13 Claude House Tilghman Beverly Price Baltimore Delta Psi Omega House . David Hampton Pugh, Jr. Poolesville 22 Claude 'House William Thomas Daniel Pumphrey Glen Burnie Home, Glen CATALOGUE OF ST. JOHN'S COLLEGE Francis Kenneth Ratcliff George Griffin Rudolph William Christian Sandrock Kenneth Sheldon Everett Irving Smith John Boak Smith David Reisinger Steele John Williams Trader Urban Chester Ullman John Fisher Wager, Jr. George Jones Weems Joseph Wright White Edward George Williams Robert Garner Woodman Joseph Kennard Wright William Allen Ziegler 95 Washington, Di#rict of Columbia Phi Delta Sigma House Baltimore Theta Psi House Baltimore Sigma Tau Omicron House Newton, Massachusetts r Randall Hall Oradell, New Jersey Sigma Tau Omicron House Home, R. F. D., No. 1, Annapolis Iglehart Baltimore Theta Psi House Revell Station Home, R. F. D., Arnold Perth Amboy, New Jersey I I Pinkney Hall Upper Darby, Pennsylvania Theta Psi House Stoakley Phi Delta Sigma House Chestertown Sigma Tau. Omicron House Hasbrouck Heights, New Jersey r6 Pinkney Hall Tenafly, New Jersey Sigma Tau Omicron House Baltimore 44 Pinkney Hall Baltimore Kappa Alpha House FRESHMEN-CLASS OF 1934 Kenneth Henry Adams Charle• Woodhull Baldwin Jesse Baptista Ralph Calloway Baynard, Jr. Robert Joseph Beckerman Warren Benjamin Bezanson Ralph Hampton Blackistone John Richard Bossert George Ridgely Boyd John Kinsey Brick Charles Samuel Brown Lawrence Palmer Crawford Brown Edward Whalley Buckley Bernard Joseph Casassa Charles Patton Clark, Jr. Harold Way Conn Frank William Conner, Jr. Henry Merryman Cooper, Jr. William Whitson Crabb, Jr. Robert Clifford Crawford Edwin Pountney Davis John Dudley Digges ·John Alexander Dinsmore Eugene Joseph Dionne Samuel Busey Dove, Jr. Victor Joseph Dragin ' Paul Charles Dunleavy Harrison Golshan Dyar Harry Edgar Dyer, Jr. Charles Joseph Eastman John Dixon Edinger John Herman Engel, Jr. Harry Ferguson Herbert Joseph Florestano · Joseph Michael Florestano Fiorino Peter Froio Emil Alfred Gathmann, Jr. William Thomas German Homer, New York 3 Pinkney Hall Scarborough, New York 20 Pinkney Hall New Bedford,' Massachusetts 27 Pinkney Hall Centreville Sigma Tau Omicron House Cleveland Heights, Ohio 20 Rand;i.11 Hall West Hartford, Connecticut 35 Pinkney Hall River Springs 4 Pinkney Hall Annapolis Home, So Prince George Street Barstow 22 Claude House Ventnor, New Jersey 22 Randall Hall Severna Park Home, Severna Park Mohegan Lake, New York 4 Pinkney Hall New Bedford, Massachusetts 2 r Pinkney Hall Washington, District of Columbia 29 Pinkney Hall Summit, New Jersey ro Taney Avenue, Annapolis. Philadelphia, Pennsylvania 3 Randall Hall 35 Pinkney Hall Wayne, Pennsylvania 1o Randall Hall Baltimore · 20 Randall Hall Orange, New Jersey Baltimore 20 Pinkney Hall 8 Randall Hall Westfield, New Jersey LaPlata Theta Psi House r o Pinkney Hall Orange, New Jersey New Bedford, Massachusetts 41 Pinkney Hall Home, 3 Acton Place Annapolis 2 Pinkney Hall Baltimore Annapolis Home, 65 East Street Washington, District of Columbia 7 Pinkney Hall 6 Pinkney Hall Havre de Grace Laurel 7 Randall Hall 40 Pinkney Hall Allenhurst, New Jersey 2 r Randall Hall Baltimore Hartford, Connecticut 23 Pinkney Hall Home, 102 Prince George Street Annapolis Annapolis Home, 134 Prince George Street I I Randall Hall Pittsfield, Massachusetts 24 Claude House Catonsville Towson 35 Pinkney Hall �96 CATALOGUE OF ST. JOHN'S COLLEGE Raymond Mewshaw Glann Jerome Daniel Goodman Edward Edgecomb Gray John Pawling Green Lewis Herbert Griffith, Jr. William Ernst Haberland Richard Tremaine Hall Bryan Hancock .Earl Durand Hartman, Jr. Campbell Vernon Helfrich, Jr. Josiah Herman Hillegas, Jr. Otto George Hitchcock, Jr. John Penfield Hodgson Frank Shawn Hoffecker, Jr.' William Joseph Hoffman Baltimore I 1 Pinkney Ha!! Annapolis Home, 1g Randall Street Annapolis Home, 141 Fifth Street Collingswood, New Jersey 15 Pinkney Hall Easton 15 Randall Hall Passaic, New Jersey 13 Claude House Pittsfield, Massachusetts 14 Randall Hall Indian Head 37 Pinkney Hall Ruston :.14 Randall Hall Catontville Theta Psi House Pottsville, Pennsylvania 8 Randall Hall Erie, Pennsylvania 33 Pinkney Hall Berlin, Connecticut 35 Pinkney Hall Spa"ows Point 2 I Randall Ha!! Hastings-on-Ht1dson, New York Sigma Tau Omicron House Robert Edwin. Howe Annapolis Home, 8 Maryland Avenue Harry Riall Jackson Baltimore :.15 Pinkney Hall Charles Edmund Jenkins, Jr. Baltimore 15 Randall Hall Clarence Leatherbury Johnson Annapolis Home, 171 King George Street George Francis Jump Queen Anne Pinkney House Karl Franklin Jund Dayton, Ohio Sigma Tau Omicron House Joseph Katee£ Annapolis Home, 40 Madison Street Robert Francis Kehs Baltimore 18 Pinkney Hair James Edward.Kiernan Newark, New Jersey 3 Randall Hall John Harold Kilmore Baltimore 17 Pinkney Halt Truman Paul Lambert New Windsor 3:.1 Pinkney Hal! Angus Lamond Washington, District of Columbia 29 Pinkney ·Hall Francis Gibbs LaMotte, Jr. Baltimore :.14 Claude Hall Howard Archibald Legg Stevensville 45 Pinkn.ey Hall James Frederick Leslie Towson 14 Pinkney Hall William Thetford Le Viness Salisbury 7 Pinkney Hall James Frederick Lummis Bridgeton, New Jersey . 3:.1. Pinkney Hall John Garrett Lumpkin Baltimore Phi Delta Sigma House Ernest Carl Lyon Indian Head 37 Pinkney Hall Samuel James Macaluso Annapolis Home, r3g Prince George Street Carl Charles MacCartee Washington, District of Columbia 21 Pinkney Hall Donald Harpetzen.Mace Stemmer s Run 6 Pinkney Hall Lincoln Joseph Magee Orange, Massachusetts Phi Sigma Kappa House John Girdwood Magness Towson 12 Pinkney Hall William Bernard Matthews, Jr. Baltimore 2 Pinkney Hall Vincent Edward Mayer Rockville Centre, New York 19 Randall Hall Jethro Johnson McCullough Baltimore 12 Pinkney Hall Anthony Frank Mileto Annapolis Home, 107 Main Street Frank Joseph Minnick Springboro, Pennsylvania 41 Pinkney Hall Robert Wood Minnick Great Neck, New York 19 Randall Hall Roland Richard Most Annapolis Home, 45 Woodland Avenue Frederick Migoerey Mullen Great Barrington, Massachusetts 12 Pinkney Hall Richard Seymour Olmsted Ea.rt Hartford, Connecticut 14 Randall Hall Robert Leutze Orvis Baldwinsville, New York 32 Pinkney Hall James Andrew Phillips Quantico IO Pinkney Hall Edward Harrison Powley, Jr. Maplewood, New Jersey 2 Pinkney Hall Arthur Baer Price, Jr. Baltimore 8 Pinkney Hall William Selby Purnell Berlin ' 4 Randall Hall Jesse Oliver Purvis, Jr. Annapolis Home, 40 Franklin Street John Douglas Ramsay Baltimore 30 Pinkney Hall John Anthony Raudonis Hudson, New Hampshire 38 Pinkney Hall William Evans Reese Baltimore ::16 Pinkney Hall Albert Plo;yart Rist Pasadena 28 Pinkney Hall CATALOGUE OF ST. JOHN'S COLLEGE Joseph Crandell Russell Noble Jefferson Russell Robert Herman Sander, Jr. Densil Hutchinson Sanford :Michael John Scelsi Lewis Emil Scheffenacker John Howard Shea Robert Allison Sindall, Jr. Gust Skordas Henry Clay Smith, Jr. William Locke Sterling Harry Wellington Stevens, Jr. Norman Veitch Stevens Edward Maurice Sullivan Clifford LeVerne Talmadge Enrico Jo•eph Tarantino Leroy Samuel Taylor Robert Redmond Taylor Carl Strohm Thomas William Thaddeus Thomas Homer Ulric Todd, Jr. Willard Edwards Tomlinson Albert Lewis Vigilante Paul Edward Watson, Jr. Richard Andrew Watson Rowland Gosnell Weber Edmund Parker Wells Henry Martin White Walter Miller White Ben McLean Whiting John Lieper Winslow, Jr. Austin William Winston Horace William Witman John Gustav Woltereck Allan Sheldon Woodle, 3d Milton Joseph Xanthopoulos Henry Allen Zajac 97 Annapolis Home, 9 Monroe Court Annapolis Home, 152 Prince George Street Rutherford, New Jersey 22 Pinkney Hall Branch/and, West Virg•nia 19 Pinkney Hall Pittsfield, Massachusetts 16 Randall Hall Baltimore 13 Randall Hall Battmore 13 Randall Hall Baltimore 33 Pinkney Hall Annapolis Home, 5 Washington Street Catonsville 19 Pinkney Hall White Plains, New York 23 Pinkney Hall Winchester, Massachusetts 28 Pinkney Hall Washington, District of Columbia 4 Randall Hall Hartford, Connecticut 3 Randall Hall Southington, Cotinecticut 10 Randall Hall Annapolis Home, 144 Prince George Street Chester 5 Randall Hall Annapolis Home, 45 Maryland Avenue Annapolis Home, 9 Franklin Street Centreville 18 Randall Hall Baltim01"e Sigma Tau Omicron House Salem, Massachusetts 33 Pinkney Hall Ossining, New York 30 Pinlmey Hall Salisbury 42 Pinkney Hall Baltimore 17 Pinkney Hall Baltimore 'l Randall Hall Mount Vernon, New York I I Pinkney Hall Lexington, Kentucky 23 Pinkney Hall Salisbury 42 Pinkney Hall Chelmsford, Massachusetts Sigma Tau Omicron House Baltimore Theta Psi House Washington, District of Columbia 12 Pinkney Hall Rising Sun a2 Randall Hall Baltimore 14 Pinkney Hall 26 Pinkney Hall R·idley Park, Pennsylva.nia 27. Pinkney Hall Bridgeport, Connecticut Monson, Massachusetts r 6 Randall Hall SPECIAL STUDENTS Edmund Leon Anderson Eugene Paul Belcher John AltGn Fromhart George Robert Gallagher Walter William Vogelmann New York, New York Ann11polis Rochester, New Y01"k Baltimore Annapolis 22 Pinkney Hall Home, 97 Market Street ::15 Pinkney Hall Kappa Alpha House Home, 16 Francis Street SUMMARY OF ENROLLMENT BY .CLAS.SES SIUllORS • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Jv1noas • . . . . ... . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • • • 42 4g SOPHOKOllES • • • • • • • . • . • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • . • • • • • '14 FRESHKEN • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •.• • • • • • • • • • • SPECIAL • • • • • • • • •.• • • • • • • • • • • • .. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 133 TOTAL •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 303 5 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE SUMMARY: GEOGRAPHICAL DISTRIBUTION 98 BACHELOR OF SCIENCE Maryland • • . . . • . . . . . . . . . . . . . . . . . . . I78 New Jersey . . . . . . . . . . . . . . . . . . . . . . . 30 Massachusetts • . . . . . . . . . . . . . . . . . . . . 25 New York ...•. , . •. . . . . . . . . . . . . . . . I9 Pennsylvania . • . . . . . . . . . . . . . . . . . . . . I3 9 Connecticut .. .. .. .. .. .. .. .. .. .. .. . District of Columbia. . . . . . . . . . . . . . . . 9 West Virginia . . . . . . . . . . . . . . . . . . .. 4 Kentucky ............. ... ......... 2 New Hampshire . . . .. .. .. .. .. . . .. . 2 Ohio ••..... .•........ ............ 2 Porto Rico •....................... Rhode Island .................... .. Alabama •....••................... Delaware ..••..................... Florida ......................... .. France ................... · · · · · · .. Territory of Hawaii. .............. . Virginia .....•. ; ................. . 99 As of the Class of x924 :.JlenrY Vernon Tydings ..........•••..........•.....•.................... Annapolis As of the Class of r926 Galloway Lynn, III ................................................ Baltimore DOCTOR OF LETTERS (Honoris causa) The Reverend Charles Eldredge McAllister Rector of the Church of St. Michael and All Angels Baltimore, Maryland Total •.•.••....•.............• 303 DEGREES CONFERRED, JUNE 4, 1930 BACHEIJOR OF ARTS HONORS AND PRIZES AWARD ED, JUNE 4, 1930 Cum honore et cum laude Isadore Nathan Gecenok (in Government) ........................ Salem, New Jersey Cum honore Walter Scott Baird (in Physics) ............................................ Towson Vernon DeWitt Bunce (in English) ......................••. Providence,. Rhode Island David Spergin Jenkins (in History) ......................................... Arnold Cum laude Edward James Dwyer .•...•..•......•.••...•...••.....•.. East Norwalk, Connecticut To the member of the Senior Class who attains the highest average in his four years' : academic work, a gold medal. Offered by the Board of Visitors and Governors. ISADORE NATHAN GECENOK 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 medal. Offered by The ''Reverend Martin Aigner, D. D. , WALTER SCOTT BAIRD Rite Robert Leroy Akers .•••••........•....••..•........•... Hollidaysburg, Pennsylvania Edward Kenneth Albaugh ......................................... : .. Randallstown James Wilbur Barker, II .................................. Harrisburg, Pennsylvania Charles Robert Barth, Jr ................................••..•.. Newark, New Jersey Thomas Van Clagett, Jr ........................................... Upper Marlboro Robert Scott Collier •..................................... Mount Sterling, Kentuclcy Lyndon Combs ...•••.•.................................•..... Hardburly, Kentuclcy William Henry Conca ...................................•...•. Bristol, Pennsylvania ; George Edward Cunniff, Jr .•......................... East Weymouth, Massachusetts John Barbe Cupp ........................................ Williamsport, Pennsylvania David Romayne Gillespie ................................................ Baltimore· Thomas Francis Johnson ................................................ Snow Hill Robert John Klingenburg ...................................... Brooklyn, New York Arthur Ernest Landers, Jr ............................................... Snow Hill Stephen Matthew Liana .................................. Scotch Plains, New Jersey Joseph Louis Macaluso .................................................. Annapolis Claxton Joseph O'Connor .................................•... , ...• ,., •. , •• Baltimore -' James George O'Neill, Jr ...................................•..........•• Annapolis .. Lester Howard Palmer ...................................................,Pittsville George Gowen Parry, Jr .•................................ Philadelphia, Pennsylvania Samuel Bulla Purdie ................... ; ................................ Annapolis Charles Murray Robinson ..............................•...•........•..... Baltimore George Newton Scatchard ...................................... Oneonta, New York Warren Albert Stuckey ......................................•. Hershey, Pennsylvania As of the Class of r929 Albino Matthews Dimaggio .•......•..........................•.. ,. ....•... Annapolis Malcolm Wayne McDivitt .•.•.....•....•...................... Richburg, New York To the student who, in the opinion of the Faculty, has contributed most to the college ·1'.uring the year, $5 in gold. Offered by the Phi Sigma Kappa fraternity. 0 RORERT MACCARTEE To the member of the Senior Class who, in the opinion of the Faculty, has best ex. emplified those principles of love for and service to men which were the dominant char.acteristics of Algernon Sydney Sullivan, a medallion and certificate of reward. Offered ·annually by the New York Southern Society, in commemoration of Algernon Sydney '.Sullivan. ROBERT SCOTT COLLIER To the member of the Senior Class who has made t.he greatest progress in his Senior ·Year over the previous three years' average, a gold piece. Offered by the Phi Delta 1,Sigma fraternity. THOMAS FRANCIS JOHNSON To the student who shall compose the best essay on " The Principles of Free Govern· Offered under the will of the late Philo Sherman Bennett. ISADORE NATHAN GECENOK ! To the student making the best record in the study of history for the year, $Io in 'gold. Awarded equally to: THOMAS VAN CLAGETT, JR. HENRY SoLADAY SHRYOCK, Ja. �100 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 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 men and women; ·: as were exemplified hy Algernon Sydney Sullivan, a medallion and certificate of award. , Offered annually by the New York Southern Society, in commemoration of Algernon·' Sydney Sullivan. · HUGH NELSON, CLASS OF 1875 To the member of the Sophomore Class who attains the highest average throughout the year, free tuition scholarship for the succeeding year. ' :1 HENRY SoLADAY SHRYOCK, JR. To the member of the Freshman Class who attains the highest average throughout the year, free tuition scholarship for the succeeding year. JOHN BOAK SlllITH A silver loving cup, in recognition of the outstanding success achieved by him in making " of " The Collegian " a creditable college publication, and of scholarship, and of the help ' given by him in improving the standards and ideals of St. John's College, presented by the Executive Committee of the Board of Visitors and Governors of St. John's College, to ' LAWRENCE LUTHER :MONNETT, Ja. A silver loving cup, in recognition of his outstanding accomplishments in athletics, · leadership, and scholarship at St. John's College; and of the help given by him in main. taining and improving the college spirit and morale, presented by the Executive Committee of the Board of Visitors and. Governors of St. John's College, to RoBEllT MACCARTEE 101 INDEX Absences, Excused . . . . . . . . . . . . . 78 Fees, Special . . . . . . . . . . . . . . . . . . 32 Administration, Officers of. . . . . . 8 Fraternities ............ ~ . . . . . . 88 Admission by Certificate. . . . . . . . 27 General Information . . . . . . . . . . 86 Admission by Examination. . . . . . 27 General Regulations ........... 74 Admission, Methods of. . . . . . . . . 26 Geographical Distribution ...... 98 Admission on Trial. . . . . . . . . . . . . 30 Grades ..•..............•..... 75 Admission, Requirements for. . . . 26 Historical Sketch . ·. . . . . . . . . . . . 18 "" Admission, Table of RequireHonor Regulations ............ 74 ments ....................... 26 Language Requirements ...·.... ~ 79 ; Advanced standing ............. 31 Location . . . . . . . . . . . . . . . . . . . . . . 21 ' Advisers ..•.......... · · · · .. · · · 77 Major Courses . . . . . . . . . . . . . . . . 80 Majors, Requirements for ....... 81 "> Alumni Association . . . . . . . . . . . . 87 Athletics ..•................... 88 Meeting Rooms for Classes. . . . . 73 Attendance ... : ............... · 77 Musical Organizations . . . . . . . . . 90 Board of Visitors and Governors. 5 Physical Training Staff. . . . . . . . 15 Church Attendance . . . . . . . . . . . . 87 Presidents Emeriti . . . . . . . . . . . . 7 College Calendar . .. .. . . .. .. .. . 3 Prizes ........................ 91 College Green ................. 21 Prizes awarded June, 1930 ...... 99 College Buildings .. ·. . . . . . . . . . . . 22 Probation . . . . . . . . . . . . . . . . . . . . . 76 Professional Preparation . . . . . . . 24 College Entrance Examination Board ...................... 28 Promotion, Requirements for. . . . 76 Committees of the Board....... 7 Publications . . . . . .. . . . . . . . . . . . 88 Committees of the Faculty. . . . . . 16 Purpose of the College ......... 21 !· Courses of Instruction. . . . . . . . . . 39 Rank List • .. . . . . .. . . . . . .. . .. . . 78 Courses, Required . . . . . . . . . . . . . 79 Registration ................... 78 ,· Credit Units ............... '. . .. 26 Repeating Courses . . . . . . . . . . . . . 75 ': Dean's List . . . . . . . . . . . .. .. .. .. 79 Reports ....................... 75 ) . · Degree, Reqmrements for. . . . . . . 75 Room Assignments . . . . . . . . . . . . 33 Scholarships . . . . . . . . . .. . . . .. . . 36 f Degrees conferred, 1930, List of. . 98 ':. Degrees with Distinction. . . . . . . . 86 Senior Fellowship . . . . . . . . . . . . . 35 " Degrees with Honor. . . . . . . . . . . . 86 Special Students . . . . .. . . . . . . .. . 30 " Dining Hall . . . . . . . . • . . . . .. .. . 34 Student Activities . . . . . . . . . . . . . 87 ,; Dramatics . . . . . . . . . . . . . . . . . . . . 90 Student Aid . . . . . . . . . .. .. . .. . . . 36 / Examinations . . . . . . . . . . . . . . . . . 74 Student Council . . . . .. . . . . . . .. . 87 ;" Expenses ..... ·. . . . . . . . . . . . . . . . 31 Students enrolled, List of. . . . . . . 92 Faculty . . . . . . . . .. . . . . . . . . . . . . . 9 Study Cards, Filing of. . . . . . . . . • 77 Fees, Additional Course. . . . . . . . 32 Table of Equivalent Year-Hours. 72 1 " � 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 1930-1931 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. 101 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, March 1931 Date A point or period of time associated with an event in the lifecycle of the resource 1931-03 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 Description An account of the resource Volume I, number 1 issue of the Bulletin of St. John's College in Annapolis. Published in March 1931. College catalog for the years 1930-1931. Bulletin Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/855594b4b6e1cfe2ade8158720f30882.pdf db3ef7a67e86cdbb42607b16d9504f7d PDF Text Text BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS CATALOGUE NUMBER FOR 1931-1932 ANNAPOLIS, MARYLAND MARCH, 1932 �MARCH, 1932 NUMBER 1 BULLETIN OF :ST. JOHN'S COLLEGE IN ANNAPOLIS CATALOGUE NUMBER FOR 1931-1932 Founded as King William's School, 1696 Chartered as St.John's College, 1784 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. l �1933 1932 1931 JULY JANUARY JULY COLLEGE CALENDAR JANUARY s\M\T/wlTIFls s[11jT\W\T[F[s sl11l'L'lwlTIFls s[11jT\wjTjF[s ...... 1234 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 :W 2122 23 24 25 26 27 28 29 30 31 .. .. .. .. .. .. .. .. . . . . . . . . . . 12 3 4 5 6 7 8 9 10 11 12 13 1415 16 17 18 19 20 212223 24 25 26 27 28 29 30 31 . . . . . . . . . . . . .......... 121234567, 3 4 5 6 7 8 9 8 9 10 1112 13 14 10 1112 13 14 1516 15 16 1718 19 20 21 171819 20 2122 23 22 23 24 25 26 27 28, 24 25 26 27 28 29 30 29 30 31 . . . . . . . . 31 . . . . . . . . . . . . ~~--'---'-~-'-- .. 7 14 21 28 .. 123456 8 9 10 11 12 13 15 16 1718 19 20 22 23 24 25 26 27 29 . . . . . . . . . ' .. .. .. .. .. .. SEPTEMBER .... 1 2 3 4 5 6 7 8 9 10 1112 13141516 171819 20 21 22 23 24 25 26 27 28 29 30 ' . . . . . FEBRUARY AUGUST FEBRUARY AUGUST ............ 1 2 3 4 5 6 7 8 9 10 ll 12 13 1415 16 171819 20 2122 23 24o 25 26 27 28 29 30 31 . . . . . . . . . . 123455······1234 7 8 9 10 11 12 13 5 6 7 8 9 10 11 14 151617 18 19 20 12 13 14 15 16 17 18 212223 24 25 26 27 19 20 21 22 23 24 25' 28 29 30 31 . . . . . . 26 27 28 . . . . . . . . . . . . • • . . . . . . . . ~---'--'---'--'---'-- SEPTEMBER MARCH .... 1 2 3 4 5 6 7 8 9 10 11 12 13 141516 17 1819 20 21 22 23 24 25 26 27 28 29 30 31 .... ........ 4 5 6 7 ll 1213 14 LS 19 20 21 25 26 27 28 123 8 9 10 151617 22. 23 24 29 30 .. .......................................... OCTOBER APRIL ...... 123 4 5 6 7 8 9 10 11 12 13 1415 16 17 1819 20 2122 23 24 25 26 27 28 29 30 31 . . . . . . . . . . 12 3 4 5 6 7 8 9 10 111213141516 1718 19 20 2122 23 24 25 26 27 28 29 30 NOVEMBER MAY 3 10 17 24 .. 4 5 1112 18 19 25 26 .. .. 6 13 20 27 .. 7 14 21 28 .. .. .. .. .. .. . . . . 1 8 15 22 29 2 9 16 23 30 3 10 17 24 31 4 5 1112 18 19 25 26 .. .. .. .. .. .. .. ...... 1234 5 6 7 8 9 10 11, 1213 1415161718, 19 20 21 22 23 24 25 26 27 28 29 30 31 .. ~---'--'---'-~- APRIL OCTOBER ............ 2 3 4 5 6 7 9 10 1112 13 14 1617 1819 20 21 23 24 25 26 27 28 • • • • • • • • • • • • • • • • . • • • • • • • . . • i:!O 31 . . . . . . . . 1 2 8 9 15 16 22 28 29 30 MARCH 1 8 15 22 29 NOVEMBER 6 13 20 27 .. 7 14 21 28 .. .... 6 7 13 14 20 21 27 28 12345 8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29 30 . . . . . . . . . . . . . . . . . . 1, 2 3 4 5 6 7 8' 9 10111213H15 16 171819 20 2122: 23 24 25 26 27 28 29' 1 8 15 22 29 2 9 16 23 30 3 10 17 24 31 4 5 1112 18 19 25 26 .. .. . ...................... . DECEMBER JUNE DECEMBER .... 1 2 3 4 5 6 7 8 9 10 11 12 13 14 1516 171819 20 21 22 23 24 25 26 27 28 29 30 31 .... .... 1 2 3 4 5 6 7 8 9 10 11 121314 15161718 19 20 21 22 23 24 25 26 27 28 29 30 .... ........ 123 4 5 6 7 8 9 10 1112 1314151617 18 19 20 21 22 23 24 25 26 27 28 29 30 31 . . . . .. . . . . . . .. .. .. . . .. . . .. .. . . . . . . . . . . . . . . Monday .......... .Examinations for admission . September 22, Tuesday . ........... Registration of all students. September 23, Wednesday (II a.m.). First half-year begins . Formal opening of College. '· September 24, Thursday . .......... Classes begin . November l 4, Saturday . ........... November hour-examinations end. November 25, December 22, . . . . . . . . . . . . .. J (12 m.) .. Thanksgiving recess begins. Tuesday ( 12 m.) . .... Christmas recess begins. 1932 January 3, Sunday ( 6 p. m.) ....... Christmas recess ends. January Thursday . ............ Mid-year examinations begin . 2 l, January 30, Saturday . ............ Mid-year examinations end. Monday . ............. Second half-year begins. February l, 22, 1 , 123, 8 9 10 I 1516 17 i 22 23 24 29 30 .. J Wednesday November 29, Sunday ( 6 p. m.) .... Thanksgiving recess ends . 6 13 20 27' .. JUNE ........ 4 5 6 7 11121314 18 19 20 21 25 26 27 28 21, February _so--'--'---'---"'--'---''--.. MAY .. 7 14 21 28 1931-32 1931 September Monday ............ . Washington's Birthday: a holiday. Saturday . ............ March hour-examinations end. March 23, Wednesday (12 m.) ... .. Easter recess begins. March 30, Wednesday (6 p. m.) ... . Easter recess ends . May 26, Thursday .............. .. Final examinations begin. lune 4, Saturday. . . . . . . . . . . . . . . . Final examinations end . June 8, Wednesday ..............• • Commencement Day. �~i ii 4 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 5 SUMMER VACATION June g to September 18, inclusive BOARD OF VISITORS AND GOVERNORS* His Excellency, ALBERT C. RITCHIE ............ Annapolis, Md. 1932-33 Se,ptember I9, Monday ..... ....... Examinations for admission. September 20, Tuesday . ........... Registration of all students. September 2I, Wednesday (n a.. m.).First half-year begins. Formal opening of College. September 22, Thursday ........... Classes begin. November I 2, Saturday . .......... November hour-examinations end. November 2 3, Wednesday (I 2 m.) .. Thanksgiving recess begins. November 27, Sunday ( 6 p. m.) .... Thanksgiving recess ends. December 22, Thursday ( I2 m.) .... Christmas recess begins. I933 January 3, Tuesday (6 p. m.) ...... Christmas recess ends. January I9, 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 I8, Saturday . ............. March hour-examinations end. Apr~l I2, Wednesday (I2 m.) ...... Easter recess begins. April I9, Wednesday (6 p. m.) ..... Easter recess ends. Ma:y 25, Thursday ................ Final examinations begin. June 3, Saturday ................. Final examinations end. lune 7, Wednesday .............. . Commencement Day. Governor of Maryland. President Ez Officio. HERBERT NoBLE .............. n5 Broadway, New York, N. Y. Lawyer. Chairman. ' WALTER H. BucK .... 809 Union Trust Building, Baltimore, Md. Lemmon and Buck, Lawyers. Vice-Chairman. EDWIN WARFIELD, JR .... IS East Saratoga Street, Baltimore, Md. Editor. Acting 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 Bank and Trust Company. JUDGE wALTER I. DAWKINS ... Fidelity Building, Baltimore, Md. Associate Judge, Supreme Bench of Baltimore City. * The President of the Senate and the Speaker of the House of Delegates ' of the Maryland Generali Assembly and the Judges of the Maryland Court of Appeals are ez officio members of the Board. WALTER J. MITCHELL, President of the Senate ............... . La Plata, Md. FRANCIS A. MICHEL, Speak er of the H 01~se of Delegates . ..... Baltimore, Md. Judges of the Court of Appeals ·CARROLL T. BoND, Chief Judge ..•..•..................... . Baltimore, . JoHN R. PATTISON, Assodate Judge ..................... . Cambridge, HAMMOND URNER, Associate Judge ........................ . Frederick, WILLIAM H. ADKINS, Associate Judge ....................... . Easton, T. SCOTT OFFUTT, Associate Judge ........................... Towson, W. MITCHELL DIGGES, Associate Judge ...................... . LaPlata, FRANCIS NEAL PARKE, Associate Judge ................ . Westminster, D. LINDLEY SLOAN, Associate !11.dge ..................... . Cumberland, Md. Md. Md. Md. Md. Md. Md. Md. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 6 7 T. WEST CLAGGETT .. 1908 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 * JoHN H. LATANE ........................... Bal' ' timore, Md. ' Executive Committee ;~ Attorney-at-Law. Professor of American History, Johns Hopkins University. FRANK R. KENT ..•.................. The Sun, Baltimore, Md. : Vice-President, A. S. Abell Publishing Company; member of staff, the Baltimore Sun. J. VINCENT JAMISON, JR... 102 Prospect Street, Hagerstown, Md. President, Jamison Cold Storage Door Co. DR. CHARLES c. MARBURY Physician. ' ro15 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 .. 1010 N. Charles Street, Baltimore, Md .. MR. BucK, Chairman DR. HALSEY MR. WALTON Buildings and Grounds DR. HALSEY MR. LABROT, Chairman DR. HUTCHINS DR. BORDLEY MR. Woonw ARD Elections to the Board MR. CLAGGETT, Chairman JUDGE DAWKINS MR. w ARFIELD Parsly Bros. & Company, Bankers. DR. JAMES BORDLEY, JR..... 330 N. Charles Street, Baltimore, Md. MR. JAMISON MR. MELVIN Finance Surgeon. ELMER G. PARSLY ......... 1500 Walnut Street, Philadelphia, Pa.' MR. NOBLE DR. PEARL 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 President Emeritus Director, Institute for Biological Research, Johns Hopkins University.'1 The Baltimore-Gillet Company, Investment Bankers. R. T. H. HALSEY ........••.... Randall Court, Annapolis, Md. , Trustee, Metropolitan Museum of Art, New York City. : RICHARD F. CLEVELAND ... Baltimore Trust Bldg., Baltimore, Md.: Lawyer. DouGLAS H. GORDON ........ , ..... Brice House, Annapolis, Md. :· President. · WILLIAM H. STAYTON .... Investment Bldg., Washington, D. C.. C~ptain, U.S. N. (Retired). *Died, January 1, 1932. Graduate, King's College, London, 1876; University of London, 1879; Ph.D., St. John's College, 1889; LL. D., Hampden-Sidney College, 1889; ' University of Pittsburgh, 1912; William and Mary College, 1921 ; D. C. L., · University of the South, 1907; Litt. D., University of Maryland, 1923. 'President of St. John's College, 1886-1923. ,.ENOCH BARTON GAREY ......... 1 Englewood Road, Roland Park ' President Emeritus B. A., St. John's College, 1903; Graduate, United States ~i~itary ~cad­ ' emy, 1908; LL. D., Washington College, 1923. Professor .of M1htary Sc1en~e .and Tactics, Johns Hopkins University, 1920-23; President of St. Johns ;. College, 1923-29. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE OFFICERS OF ADMINISTRATION 8 9 FACULTY HUNTLY GoRDON ...................... Brice House President DouGLAs HuNTLY GoRDoN, A. B., LL. B. ..... I2 McDowell Hau· President A. B., Harvard College, 1926; LL. B., Harvard University, 1928. Secretary of the Board of Visitors and Governors, 1930-31; President of St. John's College, 1931-. RoBERT EARLE BACON, A. M ................ I I McDowell Hall Dean ROBERT EARLE BACON ................... 16 Maryland Avenue Dean_ and Associate Professor of English MIRIAM STRANGE, A. B ..................... I I McDowell Hau: Registrar and Secretary to the Dean ' 1 LULU VIOLA EBAUGH .... ~ ..........•........ Woodward Librarian Hall~ JACOB BERNARD SEGALL .............. 206 Prince George Street Professor of French MARJORIE SMITH LAYNG ................... II Secretary ARTHUR CHEW MEADE, C. P.A ............. I3 McDowell Hall Auditor . HAZEL VIRGIN IA SEARS .................... I 3 McDowell Hall . Bookkeeper JAMES JosEPH MURPHY, M. D ...................... Infirmary• College Physician ·. MAURICE TALBOTT RIGGS, B. S .................... Gymnasium., Dire.ctor of Athletics ,' ·I LEONARD ELLISON ARNAUD ................... Woodward Di"rector of Student Activities Ph. B., Lafayette College, 1917; A. M., Harvard University, 1918. Instructor in English, Trinity College, Jan. 191<}--June 1919, 1919-20; Assistant in English, Harvard College, 1920-28; Assistant in English, Radcliffe College, 1920-23 and 1927-28 ; Assistant Dean, Harvard College, 1923-28; Dean and Associate Professor of English, St. John's College, 1928--. ' Hall.~ EVERETT WELCOME SMITH ................. 53 College Avenue~ Superintendent B. L. and B. Sc., Lycee of J assy, Roumania, 1884; Ph.D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, l8g3-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Instructor in French, College of the City of New York, 1901-03 ; Professor of Romance Languages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 192g.--. CLARENCE WILSON STRYKER ...........••.•. St. John's College Pro/Qssor of History B. A., Union College, 1885; A. M., Columbia U'1iversity, 1914. Acting · Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professo·r of History, 1923-. R. T. H. HALSEY ...........•...........•..... Randall Court Professor of Colonial Art B. A., Princeton University, 1886; Honorary A. M., Columbia University, 1914; D. Litt., St. John's College, 1928. Chairman of the Library Committee of the New York Stock Exchange, 1912-24; Trustee of the Metropolitan Museum of Art, 1912-; Trustee in charge of the American Wing of the Metropolitan Museum of Art, 1924-; Professor of Colonial Art, St. John's College, 1928-. �11 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGOE OF ST. JOHN'S COLLEGE REGINALD HEBER RIDGELY ................ 2 Cumberland Court Professor of Biology . HEB.MANN BERNHARD ............... 176 Prince George Street Professor of Chemistry 10 B. S., 18g5, A. M., 1902, St. John's College; D. Sc., University of Mary. land, 1920. Professor of Biology, St. John's College, 1912-. JAMES JosEPH MURPHY ............... 139 King George Street r Lecturer in Hygiene M. D., University of Maryland, 1896. College Physician, St. John's Col- .'. lege, 1919-; Lecturer in Hygiene, St. John's College, 1929-. MARION ALONZO EASON ..................... 6 Franklin Street Assistant Professor of Physics E. E., University of Virginia, 1909. Student Engineer, General Electric Company,· 1909-11; Instructor in Mathematics and Physics, Fitchburg (Massachusetts) High School, 19n-13; Electrical Maintenance Department, Du Pont Powder Company, 1914-15; Instructor in Electrical Shop Practice, Department of Manual Arts, Boston, Mass., 1915-16; Instructor in Mathematics, United States Naval Academy, 1916-20, Assistant Professor, 1920-25; Instructor, Mathematics and Physics, Naval Academy Preparatory School, 1925-27; Assistant Professor of Physics, St. John's College, 1927-. . . ·. . . GEORGE ALTHOFF BINGLEY ...................... Brice House ' Professor of M athema.tics B. A., 1910, M. A., 1916, Princeton University. Instructor in .Government 1 Schools, Osaka, Japan, 1910-13 ;·Graduate Student, University of Goettingen, · 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; i Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant : Professor of Mathematics, St. John's College, l 923-24; Associate Professor , of Mathematics and Physics, St. John's College, 1924-27.; Associate Pro-. fessor of Mathematics, St. John's College, 1927-31; Professor of Mathe- .· matics, St. John's College, 1931-. THOMAS AusTIN FITZGERALD ................. 567 West Street Assistant Professor of Spanish Ped. B., Missouri Teachers' College, 1911; A. B., University of Missouri, 1913; A. M., University of Illinois, 1921. Instructor in Ancient and Modem Languages, Pensacola Classical School, 1913-14, Burlington (Iowa) High School, 1914-18, Terrill School (Dallas), 1918-2o; Assistant in Romance Languages, University of Illinois, 1920-21; Assistant Professor of Spanish, University of Kansas, 1921-33; Instructor in Romance Languages, University of Illinois, 1923-27; Assistant Professor of Romance Languages, St. John's College, 1927-29; Assistant Professor of Spanish, St. John's College, 1929-. . · ' : Ph.D., University of Berlin, 1913. Student, Universities of Petrograd, Wuerzburg, and Leipzig; Assistant in Chemistry, Institute o! Agriculture, Berlin, 1913-14; Chemical Research, 1914-23; Instructor in Chemistry, Swarthmore College, 1923-35;. Assistant Professor of1 Chemistry, St. John's College, 1925-26; Associate Professor of Chemistry, St. J qhn's College, 1926-30; Professor of Chemistry, St. John's College, 1930-. 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 University, 1925-27; Instructor in Mathematics, Columbia University, 1927-:z8; Instructor in Mathematics, St. John's College, 1gz8-:z9; Assistant Professor of Mathematics, St. John's College, 1929-. MYRON McLAREN .................... Linthicum Heights, Md. 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-· JOSEPH BusH KINGSBURY ................ 3 Cumberland Court 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, 1919-21; 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-:z9; Associate Professor of Government, St. John's College, 1929-· JULIAN SMITH DUNCAN ..................... 129 Fifth Street Instructor in Economics and Government B. A., 1916, M.A., 1919, University of Mississippi; B. D .. Emory University, 1924. Graduate Student, Columbia University, 1927-29; 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-. �13 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE ADAM ALLES ............................. rn6 Market Street Assistant Professor of Philosophy VERTREES JuosoN WYCKOFF .....•...•... 13 Thompson Street Associate Professor of Economics 12 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, 1922-23; 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, 1927-. B. A., 1920, Ph.D., 1923, Johns Hopkins University. Research Student at the Bethlehem Steel Company, 1923-24; Assistant Pro·fessor of Economics, St. John's College, 1924-26; Associate Professor of Economics, St. John's College, 1926-. NATHAN COMFORT STARR ............. 243 King George Street Associate Professor of English B. es L., University of Paris, 1922. Faculte de Droit, and Faculte des Lettres, University of Paris, 1922-23; Columbia University Law School, 1925-26; Instructor in Romance Languages, St. John's College, 1927-29; Director of Student Activities, St. John's College, 1930-32; Assistant Professor of French, St. John's College, 1929-. A. B., Harvard College, 1917; A. B., Oxford University, 1922; A. M., Harvard University, 1924; A. M., Oxford University, 1925 ; Ph. D., Harvard University, 1928. Assistant in English, Harvard College, 1921-24; Assistant in English, Radcliffe College, 1923-24; Instructor in English and Tutor in the Division of Modern Languages, Harvard College1 1924-28; Tutor, in ' English, Radcliffe College, 1926-28; Associate Professor of English, Colgate University, 1929-30; Associate Professor of English, St. John's College, 1930-. PAUL ALLEN, JR ........................... 24 Murray Avenue Assistant Professor of Chemistry A. B., 1919, A. M., 1922, Ph. D., 1924, Harvard University. Instructor in Chemistry, New York University, 1923-24; Research Chemist, 1924-29; Assistant Professor of Chemistry, St. John's College, 192g--. RrcHARD ScoFIELD ............................ 40 East Street Associate Professor of Art and English B. A., 1919, M. A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 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., University of Washington, 1920; D. Phil., Oxford University, 1926. Assistant in English, 1919-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's College, 1925-29; Professor of English, St. John's College, 1929-. 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 Technology, 1923-28; Assistant Professor of History, Smith College, 1929-30; Assistant Professor of History, St. John's College, 1930-. LEONARD ELLISON ARNAUD ............... 47 Maryland Avenue Assistant Professor of French RrcHARD KuEHNEMUND ......................... Brice House Assodate Professor of German Ph. D., University of Goettingen, 192a Assistant at the Philological Seminar, University of Goettingen, ·1920-24; Instructor in Modern Languages, St. John's College, 1924-26; Assistant Professor of Modern Languages, St. J ohn!s College, 1926-29; Associate Professor of German, St. John's College, 1929-. JOHN 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 EuGENE 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 J}.PPEL ........... : ..... 165 Green Street Assoiciate Professor of Biology Ph. B., 1924, f>h. D., 1927, University of Chicago. National Research Fellow, University of Chicago, 1927-28; Assistant Professor of Biology, St. John's College, 1928-29; Associate Professor of Biology, St. John's· College, 192g--. �14 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 15 WILLIAM HENRY BAYLIFF ...•............••.. I65 Green Street Assistant Professor of Biology B. A., 1924, M. A., 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. Johii.'s College, 1930-. GEORGE HAROLD Mc:YARLIN ................... I Pinkney Hall Assistant Professor of Chemistry PHYSICAL TRAINING STAFF A. B., 1925, A. M., 1926, Indiana University. Instructor in Chemistry, Southeast Missouri State Teachers College, 1926-27; Graduate Stud~nt, University of Chicago, 1927-29; Instructor in Chemistry, St. John's College, 1929-31; Assistant Professor of Chemistry, St. John's College, 1931-. , JOHN SPANGLER KIEFFER ............. 243 Prince George Street Instructor in Classical Languages A.·B., 1927, as of 1926, A. M., 1929, Harvard University. Master in French and English, Litchfield School (Connecticut), 1927-28; Instructor in Classical Languages, St. John's College, 1929-· MAURICE TALBOTT RIGG.s ..............•..... 450 West Street Director of Athletics; Head Coach of Football B. S., Univer.sity of Maryland, 1920. .; WILLIAM FRANK STROMEYER .............•... I66 West Street Graduate Manager of Athletics; Caach of Freshman Football B. S., St. John's College, 1916. WILLIAM HANSON MOORE, III .... 107 Midhurst Road, Baltimore Head Coach of Lacrosse B. A., Johns Hopkins University, 1923. JosEPH NOVAK ...............•...... 2 50 Prince George Street Instructor in Physical Training; Direc.tor of Intramural Athletics; Coach of Cross Country and Track B. S., University_ of Illinois, 1929. ' VALENTINE LENTZ ................... The Pines, Arnold, Md. Coach of Basketball; Assistant Coach of Football B. S., St. John's College, 1918. �------~ '1 • i I 16 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 17 COMMITTEES OF THE FACULTY Advisory Council THE DEAN, Chairman MR. BERNHARD MR. RIDGELY MR. BROWN HISTORICAL SKETCH MR. HALSEY MR. BINGLEY MR. SEGALL The story of St. John's College begins in I696 with the establishment at Annapolis of King William's School. In that year an act was passed of which the following is an extract : MR. STRYKER Committee on Admission and Adva.nced Standing MR. ALLES, Chairman THE DEAN MR. FITZGERALD MR.RIDGELY Committee on Curriculum THE PRESIDENT, Chairman THE DEAN MR. KINGSBURY MR. ALLEN MR. McLAREN MR. APPEL MR. SCOFIELD MR. BROWN MR. WYCKOFF (' Committee on Scholarships and Prizes MR. VEDOVA, Chairman MR. BAYLIFF THE DEAN MR. KIEFFER Committee on the Libr(l'tf'y MR. BROWN, Chairman MR. BERNHARD MR. HUNTER MR. STARR Committee on Lectures and Concerts MR. BINGLEY, Chairman MR. APPEL MR. RODGERS Committee on Student Activities MR. ARNAUD, Chairman MR. KuEHNEMUND THE DEAN MR. MCFARLIN Committee to Confer wi,th the E%ecutive Con11Ynittee of the Board of Visitors and Governors MR. APPEL MR. BROWN MR. STRYKER MR- WYCKOFF CHAP.XVII A Petitionary act for free-schools. Lib. LL. No. 2. fol. us. 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 Latin, 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 lord-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, I6!)6. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE King William's School, established in accordance with this Act, flourished until the Revolution, when, according to tradition, its building became a gunshop. In 1784 the Legislature granted the charter for St. John's College; in the following year an act was passed which transferred the ~sters, students, and funds of King William's School to St. John's. The college has, therefore, a tradition reaching back to early colonial times. President Washington visited the college in 179!. After his visit he addressed this letter to the faculty of the college: 18 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 : II. 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 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 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. · 19 To the Faculty of St. John's 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 ex.cellence of your seminary will be manifested in the morals and science of the youth who are favored with your care. GEORGE WASHINGTON. April 17, 1791. He gave further evidence of his interest by sending to the Col· lege 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. Virgmia and Washington, jun. 1: 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 as ; trustees 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 1812. Founded at a time when politics 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 Anny ' hospital. At the close of the war Dr. Henry Barnard, later United �20 CATALOGUE OF ST. JOHN'S COLLEGE 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, re- : tired in 1923, after thirty-seven years of service to the college. His .: successor, President Enoch Barton Garey, a St. John's man of the class of 1903, served until June, 1929. 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 Nel- · son, 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, 188o-1884; William Hersey Hopkins, 1884-1886; Thomas' Fell, 1886-1923; and Enoch Barton Garey, 1923-1929. CATALOGUE OF ST. JOHN'S COLLEGE 21 THE PURPOSE OF THE COLLEGE St. John's is a non-sectarian college for men. The ·enrollment ; is limited. The purpose of St. John's is expressed in the charter . of King William's School-education of youth in " good letters ; and manners." To this end attention is directed upon liberal arts and sciences leading to the degree of Bachelor of Arts. Realiz'- ing that professional schools are demanding well-grounded men, ··St. John's prepares for further study such students as intend to , continue their special training after graduation. LOCATION St. John's College is situated on a campus of thirty acres in : the city of Annapolis. This beautiful town, so rich in tradition and in stately pre-Revolutionary buildings, is unique in America for the way in which it has preserved the flavor of American : Colonial culture. Built at the mouth of the Severn River, a mile : from Chesapeake Bay, the capital of Maryland and the site of the •· United States Naval Academy, it is within an hour's ride of Wash~ ington or Baltimore. Both of these cities offer many educational resources to the student at St. John's. The departments of the : National Government, the museums, the libraries and the art gal. leries of the one, the musical and intellectual advantages of the other · are easily available and of the greatest service. 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 are 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 Indians. Dur*This tree has been preserved through the generosity of James T. Wood' ward, Esquire, and has been marked by an appropriate tablet through the : efforts of the Peggy Stewart Tea Party (Annapolis) Chapter of the '.·Daughters of the American Revolution. �22 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE ing the troubled days before the Revolution, the patriots gathered . there to discuss their wrongs. The Ai:mapolitans 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 191 l to perpetuate the memory of the French soldiers and sailors who were buried on the campus. Department. This building was acquired by the college in 1929 and is provided with new equipment. Here also are the offices of the Biology staff. Woodward Hall, the college library, erected in 189<), 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 surviving from the library selected by Bishop Bray and given in 1696 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 the foremost 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 ( l 727) has been equipped as the residence of a member of the faculty. The Infirmary is housed in a separate building just across from the college green on College A venue. Here the college physician holds daily office hours and there are three hospital wards and two private rooms, in addition to an isolation ward. The Infirmary attendants live in the Infirmary, and at least one attendant is always on duty. The Gymnasium, built in 1910, is equipped with a maximum size ,basketball floor, handball and squash tennis courts, ' 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. COLLEGE BUILDINGS McDowell Hall, the central building on the College Green, was begun in 1744 by Thomas Bladen as the Governor's Palace. Taken • over by the college in 1784, it now houses the offices of the administration, class rooms, and the Student Union. The center portion of the first floor is occupied by the Great Hall, in which. were held in honor of General Lafayette two banquets and a "grand ball," in 1824. Flanking the Great Hall on either side are the offices of the President, Dean and 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 and third 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 23 �24 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE THE DEGREE and Mechanics, a fourth year of Mathematical Analysis, General Chemistry, Organic Chemistry (introductory and advanced) and Quantitative Analysis, General Physics, General Economics, Corporation Finance, Government, History, and English are recommended. Advanced standing is offered St. John's graduates who plan to take engineering degrees. At Johns Hopkins University three scholarships are offered in engineering to graduates of St. John's College. The college offers the degree of Bachelor of Arts. This degree includes the work formerly covered by the degree of Bachelor of Science and is accepted by institutions of advanced learning wherever the latter degree was formerly required. PROFESSIONAL PREPARATION Though primarily a college of the Liberal Arts, St. John's prepares its graduates to enter professional schools. Its degree is accepted by these institutions and in many cases is approved for advanced standing. For those who are interested in professional preparation the following information is offered : Medicine. Students wishing to study medicine are given special attention at St. John's. Although a two-year pre-medical course is offered which will fit the student for admission to some schools of medicine, the student is strongly advised to spend at least three and ' preferably four years in preparation. The best medical schools require a bachelor's degree for admission. Under the supervision of a faculty adviser, the pre-medical student pursues courses in Chemistry, Biology, Physics, Mathematics, and Modern Languages. Based upon the success of his pre-medical work, an application is made in his senior year for admission to the medical school of his choice. The degree from St. John's is recognized by the best medical schools of the country, and the graduate who has maintained the necessary scholastic standard may expect to be admitted to any of these schools. Any student completing satisfactorily the special two-year premedical course may, if he prefers, take the two additional years and receive his degree. The two-year course is identical with the first two years of the four-year course except that Physics in the former course is taken in the second year instead of the third. Schedules for pre-medical students are arranged to satisfy the requirements stipulated b) the various medical schools for admission. Engineering. Three years of Mathematics covering the subjects of Advanced Algebra, Trigonometry, Analytics, Calculus, Differential Equations 1 ZS Law. Students who are planning to study law may take their major either in Social Science or in History, Government, or Economics. Additional courses will be suggested to supplement the major requirements of such students. Business Administration. Students who anticipate either going into business after graduation, or continuing in graduate studies in this field are advised to major in Economics. Schedules of study will be arranged to include courses in Psychology, Statistics, and Government. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE REQUIREMENTS FOR ADMISSION 26 ELECTIVE SUBJECTS Application for admission should be filed by every candida.te before May first. A complete trarucript of the subjects offered for adm4ssion should be submitted before September first by the principal of the last school attended. At the same time every candidate must present the names of two persons who are able to submit testimonials of good character. The school principal or headmaster is also asked to submit a recommendation concerning the cha.racter and personaility of the candidate. Methods of Admission. Students may enter by certificate, by examination, by a combination of both when the units offered are insufficient, or as special students. General Requirements. The general requirement·for admission is a high school education, including the standard fifteen units of -college entrance requirements. Students who have pursued technical, commercial, or agricultural subjects which are not acceptable as entrance units may take examinations in subjects in which they are unable to present the required credits. Courses acceptable as entrance units are listed ·under ~· Table of Requirements for Admission." Credit Units.· A unit of entrance credit signifies credit received for a full year of high school work in one subject with not less than four periods a week. In the case of English, four years of high school study receive three units of credit. Table of Requirements for Admission. For admission in good standing candidates for admission must present fifteen units, of which five and one-half units may be elective. Nine and one-half units are required of all candidates as follows : · English . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . 3 units Algebra and Plane Geometry .......... : . . . . . . . 2! units History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I unit Foreign Languages . . . . . . . . . . . . . . . . . . . . . . . . . . 2 units * Laboratory Science . . . . . . . . . . . .. . . . . . . . . . . . . I unit 9! units *Unless the student has passed in his school work at least one full year of science in which he has himself performed the laboratory work, he will be required to elect one full course in science in college. (At least s! units must be offered in elective subjects) History .....•. I to S units (in addition to prescribed unit) Foreign Languages 1 to 8 units (in addition to prescribed units) . Solid Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Plane Trigonometry . . . . . . . . • . . . .. .. . .. . . . .. . . Plane and Spherical Trigonometry ...... ·. . . . . . . . Physical Geography . . .. . . . . .. .. . . .. . . . . . . . . . . Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ~~~~ ! ! I I unit unit unit unit unit ·:::::::::::::::::::::::::::::::::::::: ~ :! Physics . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . Chemistry . . . . . . . .. . .. .. . . . . . . . . . . .. . . .. . . . .. . General Science . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . Mechanical Drawing • • . . . . . . . . . . . . . . . . . . . • . . . . Free Hand Drawing. .. .. . .. .. . . . .. .. . .. .. .. . .. Civics . . . . • . • . . . . . • • • . . . . . • . • . . . . • . . . . . . . . . . . . Problems of American Democracy. . . . . . . . . . . . . . Economics . . . . . • . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . I unit unit I unit I unit 1 unit ! unit 1 unit I unit I I In order that the candidate may learn promptly what action is to be taken on hls application for admission, blank forms on which grades and subjects are to be recorded are sent directly to the principal of his school. The candidate should send the name and address of the principal to the Dean early in the spring of the year in which the candidate hopes to enter. Admission by Certificate. Graduates of accredited high schools giving a four-year course, and graduates of accredited private schools, academies, and preparatory schools are admitted without examination provided their certificates of graduation fully cover the fifteen units required for admission. A<hnission by Examination. Candidates who are not able to present the fifteen units of entrance credits in the regular manner will be permitted to take entrance examinations. Detailed information as to the work re, quired in any subject will be supplied by the Dean upon application. Entrance examinations will be given at the college in September ' as indicated on the College Calendar. �28 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE In place of the examinations at St. John's, the candidate may take the regular examinations of the College Entrance Examination Board in June. The place nearest Annapolis where these examinations are held is the Johns Hopkins University, Baltimore, Md. Candidates desiring further information about these examinations should communicate with the Dean. Every application for examination which reaches the Secretary . of the Board on or before the scheduled date should be accompanied by an examination fee of $ro.oo, which may be remitted by postal order, express order, or draft on New York to the order of the College Entrance Examination Board. An application which reaches the Secretary later than the scheduled date will be accepted only upon payment of $5.00 in addition to the regular examination fee. When a candidate has failed to obtain the required blank form of application the regular examination fee will be accepted if the :. fee arrive not later than the date specified above and if it be accompanied by a memorandum with the name and address of the candi. ·date, the exact examination center selected, and a list of the sub· jects in which the candidate is to take the Board examinations. Candidates who have failed to file applications for examination may be admitted by the supervisor to all examinations except the Scholastic Aptitude Test upon payment of a fee of $5-00 in addition to the regular examination fee. Such candidates should present themselves at the beginning of the period of registration. They ' will receive from the supervisor blank forms of application which must be filled out and transmitted to the Secretary of the College Entrance Examination Board. In order to exhibit their tickets of admission, to learn their examination numbers, and to obtain seats in the examination room,· candidates should report for a morning examination at 8: 45 and for an afternoon examination at 1: 45. An examination will close for candidates admitted late at the same time as for other candidates. The examinations will be held in accordance with the time, Standard Time or Daylight Saving Time, observed in the local schools. No candidate will be admitted to the Scholastic Aptitude Test :. late, that is, after 9: oo a. m. The Scholastic Aptitude Test, which will be held on the morning of Saturday, June 25, 1932, may be taken upon the completion of the school course or at the end of the third year of secondary school '. work. Each candidate desiring to take this test, even though he is i. to take no other examination, must file with the Secretary of the College Entrance Examination Board the usual application for COLLEGE ENTRANCE EXAMINATION BOARD EXAMINATIONS OF JUNE 20-25, 1932 The College Entrance Examination Board will hold examinations in June, 1932, at nearly 400 points in the United States and abroad.. A list of places at which examinations will be held will be published about March l, 1932. Requests that the examinations be held at particular points should be transmitted to the Secretary. of the College Entrance Examination Board not later than February 1, 1932. Detailed definitions of the requirements in all examination sub- , jects are given in a circular of information published annually about , December r. Upon request to the Secretary of the College Entrance Examination Board a single copy of this document will be sent to i any teacher without charge. In general, there will be a charge of twenty-five cents, which may be remitted in postage. All candidates wishing to take these examinations must make application by mail to the Secretary of the College Entrance Ex- · amination Board, 431 West n7th Street, New York City. Blank forms for this purpose will be mailed by the Secretary of the College Entrance .Examination Board to any teacher or candidate upon request by mail. The applications and fees of, all candidates who wish to take the examinations in June 1932 should reach the Secretary of the Board · not later than the dates specified in the following schedule :· For examination centersIn the United States east of the Mississippi River or on the Mississippi ................................... May 30, 1932 In the United States west of the Mississippi River or in Canada ......................................... May 23, 1932 , Outside of the United States and Canada, except in Asia .. May 9, 1932 In China or elsewhere the Orient ................... April 25, 1932 in 29 �'i i 1 1I 30 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE examination. Application blanks will be sent to any teacher or · candidate upon request by mail to the Board. If the Scholastic Aptitude Test is taken in connection with other examinations no additional fee is required ; if taken alone the fee is $10.00. A week or more in advance of the Scholastic Aptitude Test each candidate who is to take the test will receive a booklet containing, with explanations and instructions, a specimen test, the blank spaces · of which are to be filled in by the candidate. In order to secure admission to the test the candidate must present not only his ticket , of admission but also this booklet with the spaces filled in as re- 1 quested. The supervisor will admit no candidate to the examination room without this booklet. Admission on Trial. Certain students who, although they are unable to present certificates covering the required fifteen units, give sufficient evidence of their ability and their will to do satisfactory college work are admitted on trial. Students who are admitted on trial are, at the time of admission, told exactly what prescription must be fulfilled to make up their deficiencies. As soon as these prescriptions are fulfilled and the student has presented a satisfactory record in his college work, he is relieved from trial. ' • ; . Admission as Special Students. Mature students presenting evidence of exceptional intellectual ability, who lack the requisite entrance units, may be admitted as special students. If, at the end of the second year, such students hav~ attained a general average of C and have completed the re- · quirements for promotion to the Junior Class, they will be given full 1'. Junior rating and will be allowed to continue in college. ·· Candidates fo:i: admission whose previous schooling has been interrupted or irregular, who desire credit for information gained vocationally or by private study, or who graduated from high school • a number of years before seeking admission, will be required to take examinations whenever a question of preparation arises. It .: is also advised that all those who expect to take examinations · comm~nicate with the Dean in regard to their credit by June 1st. 31 · Students who have graduated from an approved college may also be admitted as special students, but in no case are they admitted as candidates for a graduate degree. Admission to Advanced Standing. All students coming to St. John's from other institutions and desiring advanced standing, must first submit official statements from such institutions showing a list of courses pursued after entrance at those institutions, grades attained, and an honorable dismissal. Examinations may be required by the Committee on Admission. EXPENSES For students entering St. John's College in September, 1929 and thereafter the fixed charges are as follows : Tuition . . . . . . . .. . . . . . . . . . .. . . . . . $JOO per year Room rent . . . . . . . . . . . . . . . . . . . . . . I 50 per year Board . .. . . . . . . . . .. .. .. . . . . . . . . . . JOO per year Medical fee .. . .. . .. . . . . .. .. . . . . . IO per year Athletic fee . . . . .. .. . . . . . . . . . . . . . IO per year IO per year Student activities fee............. Total . . . . . . . . . . . . . . . . . . . . . . . $78o per year This total of $78o for the year will be payable as follows : $240 on September 23rd, $225 on November 30th, $165 on Febru, ary 11th, and $150 on April 30th. No fees or charges will be '· refunded. The following table indicates the distribution of these charges: Payable -Sept. 23 ................ Room rent ............. ·, Board ................. $go 45 90 Medical fee ............. 5 ' Athletic fee ············ 5 ·· Student activities fee .... 5 Total .............. $240 Payable Nov. 30 $go 45 90 Payable Feb. I I $60 JO 60 5 5 Payable April 30 $JOO ISO JOO IO IO IO $ISO $780 s ~25 $I65 Total $60 JO 60 For each new student there is also a matriculation fee of $15 ;••payable when the application for admission is filed. With the excep; tion of traveling expenses, laundry, laboratory fees, and incidentals, . $800 will cover actual college expenses for the year. �iI 32 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE State appropriations and endowment funds enable St. John's to maintain its faculty, its living conditions, and its physical plant at these reasonable charges. Except for the first payment, bills are issued fifteen days before the date on which they are due. Delinquent accounts are reported to the Dean five days after the date on which installments are \ payable. Special Fees. Special fees are charged in scientific courses to cover the expenses for material, specimens, etc. The laboratory fee is specified under the description of the individual courses in Biology, Chemistry, and Physics. Laboratory , fees for half courses in the first half-year are payable September 23rd; for half courses in the second half-year on February nth. Fees in full courses are payable half on September 23rd and half on February r rth except where the fee for the full year is $25 when the payments are $15 on September 23rd and $10 on February nth. Students are also charged for breakage for which they may be responsible in the laboratories. For all graduates there is a diploma fee of $10.00 payable before · Commencement Day. 1 Additional Course Fees. The regular tuition fee provides for a limited number of courses. No freshman may carry a program of less than four courses or more than five courses, except with approval of the Dean. Courses in excess of five will involve payment of a $60.00 fee for a full , course and $30.00 for a half course. Students who are successful in · anticipating English r by examination are charged the additional course fee for all courses in excess of four both in the Freshman and Sophomore years. In the case of all Seniors, Juniors, and those Sophomores who took five courses in their Freshman year, the regular tuition fee provides for four courses only. Courses in excess of four for these men will involve an extra charge of $60.00 for a full course and $30.00 for a half-course. 33 Sophomores who took only four courses (including English I) in their Freshman year are allowed to take five courses without involving extra course fees. Additional course fees are not payable until April 30th. : Students in Residence. All students not living at home with their parents are required to live in college buildings (all fraternities are housed in college buildings) and to eat in the college dining hall. Room Assignments. Any student previously registered in college may, if he wishes, retain the room to which he has already been assigned. Each student must indicate his desire concerning rooming arrangement for next year before May first. Application blanks will be distributed by the Auditor's office. Men wishing to room together must file their applications together. Assignments will be announced before May , fifteenth. Freshmen are assigned to rooms in the order of their acceptance by the Committee on Admission. Whenever practicable, the assign.ment is announced before college begins. No room assignment can be made and no reservation held until the candidate has paid his matriculation fee of $15 to the College. 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 Dean. Rooms in the halls of residence may not be occupied during Christmas or Easter recess except by permission of the Dean. E51ch room is provided with the necessary articles of furniture : .bed, mattress, and pillow; chiffonier; study table; chairs. Rugs and window draperies are not provided. Bed linen and blankets are . , to be supplied by the student. 2 �--.i ,, 34 CATALOGUE OF ST. JOHN'S COLLEGE Dining Hall. The dining hall will 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 Wednesday before the Thanksgiving recess and only supper on Sunday, the day preceding the resumption of classes after Thanksgiving. Only breakfast will be served on the morning of the first day of the Christmas and Easter recesses, and only supper will be served on the day preceding the resumption of classes. II CATALOGUE OF ST. JOHN'S COLLEGE 35 SENIOR FELLOWSHIP The Senior Fellowship was 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: 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. 3. That election to the Senior Fellowship1 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, and 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 College 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 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. I �- - -----.. ii CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE STUDENT AID 36 oreign Scholarships. ·:; To foreign students a limited number of scholarships providing 'free tuition and room rent. Holders of such scholarships may be 1equired to do five hours' work weeldy, if the college so requests, J,Ssisting language departments, tutoring, etc. The scholar is ex~cted to pay the regular charge for board ($300), the matriculation f!ee ($15), and the medical, athletic, and student activities fees [<$10 each). Students are aided somewhat in meeting the expenses of a college• · education at St. John's by certain scholarships paid from the income of funds in the hands of the Treasurer or in return for the aid • appropriated each year by the State of Maryland. Student waiters, · who are employed in the dining hall, are ordinarily upperclassmen, · men who have proved themselves worthy of this aid by their records in scholastic work and in activities. A few upperclassmen are ' employed each year as technical assistants in laboratories. By the generosity of friends and alumni of the college, there is also a Student Aid Fund, the income of which is used in loans to students who unaided could not meet the necessary expenses. These loans are executed under the same conditions as bank loans, but • they bear interest at the low rate of I per cent per annum, and are ..· not payable until two years from the date on which the student graduates or leaves the college. Upon some payment on the prin- · cipal, they may at that time be renewed at the legal rate of interest, 6 per cent. Recipients o:f these student aid loans are required to maintain an average of C in their college work to retain the aid. Applications from students now in college who have not maintained a C average can not be approved by the Committee on Financial Aid. Aid awarded for one year does not commit the college for any future award. All of these aids (except the scholarships awarded by the State. ; of Maryland) are to be applied for formally on the application blank provided by the Committee. Students in St. John's College must apply before June 1st. Prospective students must file their applications before September rnth. SCHOLARSHIPS Merit Scholarships. Two scholarships providing free tuition will be awarded by the Faculty on recommendation of the Dean, one to a member of the freshman class, and one to -a member of the sophomore class, who by their character and their attainments in scholarship and undergraduate life have demonstrated their capacity for leadership. These scholarships are tenable for one year. 37 verdy Johnson Scholarship. t. To a student planning to go into the graduate study of inter- ational relations, a scholarship providing free tuition. Awarded 1812, Minister to Great Britain in 1868. t in memory of Reverdy Johnson, of the Class of 'The J usserand Scholarship. To a French student, a scholarship providing free tuition, board, and room rent. Awarded annually in honor of Former Ambassador ;:Jusserand. The scholar is expected to pay the matriculation fee i($15), and the medical, athletic, and student activities fees ($IO 1 each). :The Matthew Fontaine Maury Scholarship. ' Awarded by the United Daughters of the Confederacy to a 'ltudent of exceptional character and scholarship and 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 · y the Southern Maryland Society.· This scholarship covers tuition, ·board, and room rent and is renewable, provided the appointee akes 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 . usual ability and integrity. The applicant is expected to submit 'evidence that he is of colonial descent and that he himself reveres �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 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. COURSES OF INSTRUCTION 38 The Clifton C. Roehle Scholarship. The income of six thousand dollars, the bequest of Mrs. Anna, M. D. Roeltle, awarded annually in memory of her son, Clifton c.• Roehle. ' State Scholarships. To one student from each county of Maryland, and one student from each of the legislative districts of Baltimore City, a " Sena-', torial scholarship," providing free tuition, board, and room rent." Candidates for these scholarships should consult their County Board of Education for information regarding the competitive. examination. To one student from each county of Maryland and one from each of the legislative districts of Baltimore city, a "tuition scholar-· ship " providing free tuition. Candidates for these scholarships · should consult their County Board of Education for information. regarding the competitive examination. Retention of Scholarships. In case any student holding a scholarship fails to pass all 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. a student holding one of these scholarships leaves college for any reason before the end of the year, the scholarship held by him shall be declared vacant and cannot be re-awarded before the beginning· of the next academic year. Student Aid Loan Fund. Awards from the Student Aid Loan Fund are made in different · amounts varying according to the need and merits of the candidate. : In order that the greatest number of worthy men may be aided, : loans are ordinarily made to cover tuition or room rent or board, · rarely two of these. The regulations governing the fund provide that repayments are·{ immediately available for additional loans. The amount of money• · for use each year varies, therefore, considerably. 39 : Freshman courses are numbered from I to IO and I I to 20, ?ophomore courses from 21 to 30, Junior courses from 31 to 40, ' enior courses from 41 to 50. A course offered to any specific , ass is ordinarily open to any member of a higher class. A udent may register for any course offered to a higher class rovided he obtains the permission of the instructor concerned nd the approval of the Dean. Courses not given in the current 1.cademic year are bracketed. All courses are full courses running · roughout the year except where designated by 1 hf or 2 hf. The Roman numeral in parentheses after the name and number each course indicates the examination group to which the course ·is assigned. . of 1· I. DIVISION OF THE LANGUAGES, LITERATURE, AND ART P11onss0Rs BROWN (Chairman), ARNAUD, BACON, FITZGERALD, GROPP, HALSEY, KUEHNEMUND, SCOFIELD, SEGALL, AND STARR, AND MESSRS. KIEFFER AND RODGERS ART Survey of the History of Art. (m) 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. The History of Painting in Western Europe.] From the beginnings to impressionism. During the first half-year special attention will be given to the Sienese and Florentine primitives 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 21. M-W-F at 8. Omitted in 1931-32. PROFESSOR SCOFIELD. �40 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Contemporary Literature. Art 32. The Art of Classical Antiquity. 41 (v) A study of the Greeks and Romans as we know them through their fine and applied arts. · A study of American and European art and social thought in poetry, prose fiction, and the drama. M-W-Fat8. M-W-F at PROFESSOR SCOFIELD. Art 4r. The Background of American Life. II. PROFESSOR HALSEY. ENGLISH English I. Section Section Section Section Section IO. A ; T-Th-S at IO. PROFESSOR SCOFIELD. B ; T-Th-S at 9. PROFESSOR STARR. C; M-W-F at 9. PROFESSOR BROWN. D ; T-Th-S at IO. MR. RODGERS. E ; T-Th-S at 9. MR. RODGERS.· General Literature.] An introduction to the study of literature, with class discussions, independent readings, and written reports. This course is ·offered as an· elective for students who are excused from the prescribed course in. English Composition. T-Th-S at .8.. Omitted in 1931-32. English 2I. The Modern Drama.] A course in rapid reading in the nineteenth and twentieth century drama, with special attention to the period after Ibsen. T-Th-S at 9. Second half-year. Omitted in 1931-32. Grammar, Composition, and Prose Forms. 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 fulfillment of major or distribution. [English PROFESSOR BROWN. (IV)' A study of Colonial America, its architecture, its furniture, its silver~· . glass, and pottery. Lectures, discussion, and conferences. Frequent' opportunity will be given the student to examine the materials of the' course at first hand. The course is open to selected students. W-F at I. . PROFE:SSOR BROWN. Survey of English Literature. A study of the main tendencies of English Literature froin Beowulf to the present time, with readings in great or characteristic writers and, in social backgrounds. Required of all Sophomores who propose to major in English. · M-W-F at 10. PROFESSOR STARR. PROFESSOR SCOFIELD. The Bible as Literature : The Old Testament.] A reading course in the literature of the King James Version of the Bible. T-Th-S at 8. First half-year. Omitted in 1931-32. . [English 27 2hf. The Bible as Literature: The New Testament.] T-Th-S at 8. Second half-year. Omitted in 1931-32. '[English 28 1 hf. The Legend of King Arthur.] The historical Arthur of the sixth century will be discussed in relation to the romantic figure of the Middle Ages, especially in Geoffrey of Monmouth and in Malory. The later stories of Arthur down to Tennyson and Edwin Arlington Robinson will be included. :M-W-F at 9. · First half-year. Omitted in 1931-32. 3 PROFESSOR STARR. �CATALOGUE OF ST. JOHN'S COLLEGE 42 [English 29 2 hf. English Nautical Literature.] · The course will discuss particularly sea-stories in English from Beowul( to John Masefield. Especial emphasis will be placed on the sea-novel. · Defoe, Smollett, Marryat, Cooper, Melville, and Conrad will be studied: carefully. M-W-F at9. Second half-year. Omitted in 1931-32. PROFESSOR STARR. [English 30 2hf. Advanced Composition.] Practice in the writing of prose, chiefly narrative. consent of the instructor. Hours to be arranged. Second half-year. Omitted in 1931-32. [English 31. Types of Literature.] A study of the various types of poetry in the first half-year, of prose ' in the second half-year. Intended primarily for students whose major · subject lies without the field of literature. Omitted in 1931-32. PROFESSOR B:ACON. English, 32. The Nineteenth Century. 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 IO. PROFESSOR STARR. [English 33. The Seventeenth Century.] Particular attention will be paid to John Donne and his School, Ben Jonson, Milton. Dryden, and the Restorationi Dramatists. Hours to be arranged. Omitted in 1931-32. PROFESSOR STARR. CATALOGUE OF ST. JOHN'S COLLEGE 43 ·[English 34 1 hf. The Drama from 1588 to l8oo.] A study of the English Drama, exclusive of Shakespeare, from Marlowe to Sheridan. Pre-requisite: English T-Th-S at 9. First half-year. Omitted in 1931-32. 21. PROFESSOR SCOFIELD. The Eighteenth Century. (1x) English Literature from 1688 to the death of Shelley. The important writers of the Restoration, the Eighteenth Century, and the French Revolution will be studied with their political. social, and intellectual backgrounds. Admission by consent of the instructor. Pre-requisite: English Th from 9 to II. 21. 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 10. First half-year. Omitted in 1931-32. PROFESSOR STARR. ·fEnglish 37 2 hf. Romantic Poetry of the Nineteenth Century.] Byron, Shelley, Keats, Arnold, Browning, Tennyson, -and Swinburne will be studied in detail. Tuesday at 10. Second half-year. Omitted in 1931-32. PROFESSOR STARR. �'l i I 44 CATALOGUE OF ST. JOHN'S COLLEGE [English 38. American Literature.] Puritan and Colonial writings, the literature of the Revolution; the:; New England school; Cooper, Poe, Hawthorne, Melville, and Whit-, man· the Frontier and the South. 'When possible this literature will be studled 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 1931-32. 41. Chaucer. The Prologue and ten of the Canterbury Tales will be carefully read in 1 class. In addition the minor poems, The Boak 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 PROFESSOR STARR. [English 43. Medireval Literature.] A Study of the most important writings in English from the twelfth to : the fifteenth Centuries. Pre-requisite: English 21. M-W-F at 8. Omitted in 1931-32. PROFESSOR STARR. English 45. Shakespere. A general course with little emphasis on technical problems. 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 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. English 1 IO. PROFESSOR BROWN. PROFESSOR SCOFIELD. 50 hf. English Conference. Course 50 is intended for those who like to read widely and independently. The subject matter of the course will vary with each student, according to his needs and inclinations. Members of the course will meet the instructor once a week individually, or in small groups. Papers on assigned topics will occasionally be required. Half course extending throughout the year. Hours to be arranged. PROFESSOR STARR. 11. Required of those English Majors who desire the recommen- •, dation of the Department for graduate study. . 45 (xx) ' nglish 49. The Novel. PROFESSOR BROWN. [English 39. American Literature from 1870.J M-W-F at 1. Omitted in 1931-32. PROFESSOR BROWN. English CATALOGUE OF ST. JOHN'S COLLEGE FRENCH I. Beginning French. (xvr) Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. M-W-F at II. PROFESSOR ARNAUD. 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 ARNAUD. Section B; M-W-F at IO. PROFESSOR ARNAUD. ~French 11. Introduction to French Literature. (rv) A summary view of French literature illustrated by reading from representative works of the more important periods. Collateral reading and reports. Pre-requisite: French 2, or three years of high school French. M-W-F at 11. PROFESSOR SEGALL. �---~ 'I ,I 46 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 4i. Nineteenth Century · and Contemporary French Literature. (VI) French 13. French Composition and Conversation. Required of French Majors. , Pre-requisite : French I, or two years of high school French. : M-W-F at I. PROFESSOR SEGALL. French 15 1 hf. French Literature and Civilization. From the origins to the French Revolution. In English translations. M-W-F at IO. First half-year. 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. M-W-F at 2. PROFESSOR SEGALL. PROFESSOR SEGALL. French 16 2 hf. French Literature 'and Civilization French Revolution. Open only to men who stand in the first three groups of the ' Rank List. M-W-F at IO. Second half-year. PROFESSOR SEGALL. French 21. Voltaire. A study of his life and works. Aspects of Voltaire as a poet, conteur, · dramatist, historian, wit, correspondent, etc. His debt to foreign litera- : ture ; his influence. Lectures and collateral reading in French and English. M-W from 4 to 5: 30. PROFESSOR ARNAUD. [French 25. Sixteenth Century French Literature.] Hours to be arranged. Omitted in 1931-32. PROFESSOR ARNAUD. [French 3I. Eighteenth Century French Literature.] 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. A good reading • knowledge of French is required. Pre-requisite : French 11. M-W-F at2. Omitted in 1931-32. PROFESSOR SEGALL. 47 GERMAN I. Beginning German. (xvi) Elements necessary for acquiring the language : grammar, pronunciation, conversation, reading of simple texts, composition. Section A; M-W-F at 8. PROFESSOR GROPP. ·Section B; M-W-F at II. PROFESSOR GROPP. Intermediate German. (11, VIII) Review of basic principles: grammar and composition; conversation; reading from works of nineteenth century and contemporary authors. Pre-requisite: German I, or two years of high school German. Section A; M-W-F at 9. PROFESSOR KuEHNEMUND. Section B; T-Th-S at 8. PROFESSOR GROPP. German 20. Modern Literature. (v1) Training to enable the student to translate German rapidly. Oral and written reports on prepared translation; sight translation. Pre-requisite: German IO, or three years of high school German. M-W-F at 2. PROFESSOR KUEHNEMUND. Scientific German. ( v) Intended for students specializing in sciences. Pre-requisite: German IO, or three years of high school German. M-W-F at 1. PROFESSOR GROPP. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 48 bi-eek 23 1 hf. History of Classical Mythology. German 25. Introduction to the History of German Civilization. 49 (v) 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. A lecture course in English, with outside reading and written reports. , To give any student an opportunity to become acquainted with German life, thought, and art in the past and present time. M-W-F at r. M-W-F at r. MR. KIEFFER. PROFESSOR KUEHNEMUND. Homer, the Odyssey. [German 26. History of German Civilization during teenth and Twentieth Centuries.] Readings from the second Homeric poem; study of its literary influence. 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 in the past and present time. Some · account of the Germans in America will be included. Pre-requisite : Greek M-W-F at IO. MR. Pre-requisite: German 25, or History 2I with consent the instructor. M-W-F at r. Omitted in 193I-32. Pre-requisite: Greek 2r. M-W-F at 9. Omitted in I931-32. GREEK Greek r. Beginning Greek. Elements of grammar and composition; readings from simple texts. M-W-Fat II. MR. KIEFFER. Gr~ek 21 1 hf. Xenophon. Reading of the first four books of the ANABAsrs. Pre-requisite : Greek M-W-F at IO. First half-year. , [Greek 33. Herodotus; Greek Comedy; Greek Lyric Poets.] I PROFESSOR KUEHNEMUND. 1. KIEFFER. Plato ; Greek Tragedy.] German 40. Problems of Current German Life and Thought. Tuesday at 7: 30 p. m. I. Readings from Plato. Study of two representative plays of the tragic poets, together with the historical development of the Greek theatre. PROFESSOR KuEHNEMUND. Open only to men majoring in German. 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 2r. r-Th-S at II. Omitted in 193I-32. Greek 34 2hf. 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 r. Second half-year. MR. KIEFFER. (m) . MR. KIEFFER. �50 CATALOGUE OF ST. JOHN'S COLLEGE Greek 36 2hf. Greek Cults and Religious Pradice. A study of the origins and development of the forms, rites, and beliefs of Greek religion from the earliest times to the establishment of · Christianity. Open only to Juniors and Seniors with the consent of the instructor. Will be offered only if there is· sufficient! demand. T-Th at 1. Second half-year. MR. KIEFFER. [Greek 4I hf. Greek Prose Composition.] Study of the structure of the language by means of composition in Greek. Both set exercises for translation and original composition will · be used. Half-course running throughout the year. Hours to be arranged. Omitted in I93I-32. LATIN [Latin r. Beginning Latin.] Elements of grammar and composition; first four books of Cresar's Gallic Wars. T-Th-S at IO. Omitted in I93I-32. [Latin 11 2hf. Nepos and Sallust.] Readings principally from Cornelius Nepos, together with study of Latin. prose composition. General introduction to Roman ; civilization. Pre-requisite: Latin I, or two or three years of high school Latin. T-Th-S at II. Second half-year. Omitted in I93I-32. Latin I2 2 hf. Virgil, JEneid. Reading of the first six books of the Aeneid. Study of the literary and historical value of Virgil and the epic as a · poetic form. Collateral study of the literature and history of the Augustan Age. 51 CATALOGUE OF ST. JOHN'S COLLEGE . Pre-requisite: Latin I, or two or three years of high school Latin. T-Th-S at IO. Second half-year. MR. KIEFFER. .Latin I3 1 hf. Cicero, C::esar, and the Historians. (x) Selections from Cresar not read in high school, from Cicero's Orations, Sallust, and Livy. Pre-requisite: Latin I, or two years of high school Latin. T-Th-S at IO. MR. KIEFFER. IS. Roman Law. (rx) Rt;!!:dings principally from the Institutes of Justinian. Study of the development of legal procedure and the Roman constitution. For prospective law students. Pre-requisite : Latin T-Th-S at 9. I, or two years of high school Latin. MR. KIEFFER. Lyric Poetry of the Golden Age.] Careful survey of Latin poetry from Ennius to Juvenal, completed with intensive study of the works of Horace and Catullus in their literary and historical backgrounds. Pre-requisite: Latin I I and I2, or four years of high school Latin. M-W-F at 2. First half-year. Omitted in I93I-32. ·[Latin 22 2 hf. Silver Latin: Tacitus, Martial, Juvenal.] M-W-F at 2. Second half-year. Omitted in I93I-32. '[Latin 23 1hf. Letters of Cicero and Pliny.] Detailed studies of those aspects of Roman civilization portrayed by these authors. Collateral readings in English. �52 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Pre-requisite : Latin I I and I2, or four years of high school ' Latin. M-W-F at 2. First half-year. Omitted in I93I-32. [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 ~931-32. Study of the structure of the language by means of Composition in Latin. ~oth set exercises for translation and original composition will be used. Half-course running throughout the year. Thursday at 2. Omitted in I93r-32. Class study of Lucretius' De rerum natura, Cicero's Tusculan Disputations, Seneca's Moral Essays, with collateral readings in other philosophical works of Cicero, in Virgil, Manilius, and others. Pre-requisite: Latin 21, 22, 23, or 24, or four years of high school Latin passed with grades of B or better. T-Th-S at II. MR. KIEFFER. SPANISH (I) Elements necessary for acquiring the language: grammar, pronun· ciation, conversation, reading of simple texts, composition. PROFESSOR FITZGERALD. Pre-requisite: Spanish r, or two years of high school Spanish. M-W-F at 9. PROFESSOR FITZGERALD. Introduction to Spanish Literature. (xv) A general view of Spanish literature, illustrated by reading from representative works of the more important periods. Collateral reading and reports. Spanish Composition and Conversation. (v1) .A study of Spanish syntax ; original compositions ; practice in speaking Spanish. Required of all men majoring in Spanish. Pre-requisite : Spanish 2, or three years of high school Spanish. M-W-F at 2. PROFESSOR FITZGERALD. [Spanish 25. Spanish Life and Culture.] Latin 33. Roman Philosophy and Science. M-W-F at 8. (n) Review of basic principles : grammar and composition; conversation; reading from the works of nineteenth century and contemporary authors. Pre-requisite : Spanish 2, or three years of high school Spanish. M-W-F at II. PROFESSOR FITZGERALD. [Latin 3I hf. Latin Prose Compostion.] Spanish 1. Elementary Spanish. •Spanish 2. Intermediate Spanish. · 53 A study of the cultural background of Spanish civilizati~n 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. Not open to Freshmen. Hours to be arranged. Omitted in I93I-32. PROFESSOR FITZGERALD. [Spanish 3r. Modem Spanish Novel.] A study of the development of the Spanish novel from the nineteenth century on. Reading of novels from the more important authors ; reports and discussions ; individual collateral reading and reports. Pre-requisite: Spanish II, or four years of high school Spanish. M-W-F at 3. Omitted in I93I-32. PROFESSOR FITZGERALD. �11 54 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Economics 35. International Economic Problems. [Spanish 4I. Spanish Drama.] 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 II, or four years of high school Spanish. M-W-F at 3. Omitted in I93I-32. PROFESSOR FITZGERALD. II. DIVISION OF THE SOCIAL SCIENCES AND PHILOSOPHY PROFESSORS ALLES (Chairman), HUNTER, KINGSBURY, McLAREN, STRYKER, 55 (xr) This course will consist of discussions, readings, reports, and papers on assigned topics on selected problems in International Economics including reparations, war debts, international control of raw materials, and economic imperialism. Pre-requisite: Economics 2r. T-Th-S at rr. MR. DUNCAN. History of Economic Thought. (IV) A conference and reading course in economic theory and the major subjects of economic controversy. Open only to Seniors majoring in Economics. M-W-F at 11. PROFESSOR WYCKOFF. AND WYCKOFF, AND MESSRS. DUNCAN AND RODGERS. GOVERNMENT American Government. ECONOMICS Economics 2r. General Principles. A study of the economics of living and an analysis of economic laws. Section A; M-W-F at Section B; M-W-F at IO. IO. PROFESSOR WYCKOFF. MR. DUNCAN. Economics 3r. Industrial Problems. This course will consider problems of industrial relations and the significance of tendencies in the forms of business organization. Pre-requisite: Economics 2r. T-Th-S at 9. PROFESSOR WYCKOFF. (rr) 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 ti> the federal government; one-third to state and local government. Empha_sis on present day problems of government, and on the rights, duties, and responsibilities of citizens. The class will meet as a group for the lecture on Monday, and will be divided into three. sections for the additional two hours. · Section A; M-W-F at 9. Section B; M-W-F at I 1. Section C; M-W-F at 2. PROFESSOR KINGSBURY AND MR. DUNCAN. Government 21. Governments of Europe. (rx) The subject of money, credit, and banking will be studied in its relation to investment and corporation finance. A survey rather than specialization will be the purpose of this course. 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: Economics 2r. T-Th-S at IO. PROFESSOR WYCKOFF. Pre-requisite : Government r I. T-Th-S at 9. PROFESSOR KINGSBURY. Economics 32. Financial Problems. (x) �~~~~~~~~~~~~~ ! 56 CATALOGUE OF ST. JOHN'S COLLEGE Government 23. State and Local Government. CATALOGUE OF ST. JOHN'S COLLEGE (Iv) A more detailed study of the organization and functioning- of state, municipal, and local governments for the student who may go into public 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 M-W-F at II. I 1. PROFESSOR KINGSBURY. Government 31. History of Political Ideas. (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 with 'the consent of the instructor to students whose interests and training fit them for the course. M-W-F at IO. PROFESSOR KINGSBURY. Government 41 1 hf. International Relations. (xvi) 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: (1) Government II; (2) Government 21, or Government 31, or History 31. T-Th from I to 2: 30. First half-year. PROFESSOR KINGSBURY AND MR. DUNCAN. Government 42 2 hf. International Organization. (xvi) 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. Pre-requisite: (1) Government II; (2) Government 21, or Government 31, or HistOry 31; (3) Government 41. T-Th from I to 2: 30. Second half-year. PROFESSOR KINGSBURY. 57 [Government 43 1hf. Political Parties.] 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: (1) Government II; (2) Government 23, or Government 3 I. T-Th-S at 9. First half-year. Omitted in 193I-32. PROFESSOR KINGSBURY. [Government 44 2hf. 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 I I ; ( 2) Government 23, or Government 31. T-Th-S at 9. Second half-year. Omitted in 193I-32. PROFESSOR KINGSBURY. HISTORY History 1. Historical Survey. I (xx) An outline of human development, political, economic, religious, intellectual. Intended for students taking but one course in history and as a pre-requisite for men majoring in history. Section A; T -Th-S at 9. Section B ; T-Th-S at I 1. PROFESSOR STRYKER. . [History 21. Medi::eval European History.] A course in the foundations of modern Europe and America from the breakdown of the Roman Empire in the west to the establishment of the national state. T-Th-S at 11. Omitted in I93I-32. I �! I CATALOGUE OF ST. JOHN'S COLLEGE 58 History 23. English History. PROFESSOR HUNTER. History 25. The History of the United States. (xm) A survey of United States history from colonial times to the present. M-W-F at 2. MR. RODGERS. History 31. 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. Section A; M-W-F at 8. Section B; T-Th-S at 8. PROFESSOR HUNTER. [History 32. Constitutional History.] A study of constitutional development in England and the United States. A lecture course with required readings and semester reports. Pre-requisite : History T-Th-S at IO. Omitted in 1931-32. I (xr) Philosophy 11 1 hf. Logic. IO. or History 23 or Government 1 I. The course is chiefly concerned with the study of valid and invalid forms of reasoning in deductive and inductive logic. Open to qualified freshmen after consultation with the instructor. T-Th-S at 11. Firs~ half-year. PROFESSOR ALLES. Philosophy 12 2hf. Introduction to Philosophy. Open to qualified freshmen after consultation with the instructor. T-Th-S at 11. Second half-year. PROFESSOR ALLES. 1 • The study of the development of American economic life from the colonial beginnings to the present. Conducted as a seminar. Pre-requisite: History 25 or its equivalent. Omitted in 1931-32. PROFESSOR HUNTER. (xm) This course will deal with a selected phase of the history of American life approached from the point of view of the common man. Pre-requisite: History 25 or its equivalent. T from 2 to 4. The rise and development of the mo~ern political system. Pre-requisite: History 25 or its equivalent. M-W-F at rr. MR. RODGERS. (xx) Philosophy 15. 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. Open to qualified freshmen after consultation with the instructor. T-Th-S at 9. PROFESSOR ALLES. PROFESSOR HUNTER. History 44. American History Since the Civil War. (xr) 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. [History 34 American Economic History. J History 42. History of American Life. 59 PHILOSOPHY (m) A survey of English history. M-W-F at CATALOGUE OF ST. JOHN'S COLLEGE (xv) Philosophy 31. History of Philosophy. (x) A study of philosophic speculation from the early Greeks to modern times. T-Th-S at IO. PROFESSOR ALLES. �60 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Philosophy 34 2 hf. Locke; Berkeley; Hume. (v1) 61 [Philosophy 42 2 hf. Schopenhauer.] An interpretation of Schopenhauer's philo&ophy based on the reading of An interpretation of their philosophy based on the reading of their works. THE WoRLD AS WILL AND IDEA. Pre-requisite: Philosophy I2 or 3I, or the permission of the instructor. M-W-Fat2. Second half-year. Pre-requisite: Philosophy 31. M-W-F at 3. Second half-year. Omitted in I93I-32. PROFESSOR ALLES. PROFESSOR ALLES. Philosophy 35 1 hf. History of Religion. A study of the development of religion including primitive religion (Mana, Fetiches, Magic), Buddhism, Zoroastrianism, Judaism, Mohammedanism, and Christianity. M-W-F at 2. First half-year. PROFESSOR ALLES. Philosophy 36 2 hf. Psychology and Philosophy of Religion. (vu) The course falls into two parts : I. 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. Tlie 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. Pre-requisite: A half-course in Philosophy or Psychology, or the permission of the instructor. M-W-F at3. Second half-year. PROFESSOR ALLES. PSYCHOLOGY Psychology II 1 hf. Introduction to Psychology. A survey course intended to develop some insight into the modern trends in psychology. Outside reading required and emphasized. Section A ; T-Th-S at 10. Section B ; T-Th-S at I I. First half-year. PROFESSOR McLAREN. Psychology I9 2 hf. Educational Theory. An interpretation of Plato's philosophy based on the reading of his dialogues including the REPUBLIC. Pre-requisite : Philosophy 3 I. M-W-F at 3. First half-year. Omitted in I93I-32. Section A; T-Th-S at Section B ; T-Th-S at Second half-year. IO. I I. PRoFESSOR McLAREN. ' (vm) Many of the fundamental problems of human behavior will be analyzed from an objective and naturalistic point of view. Pre-requisite: One year of a natural science (preferably Biology) or one year of Philosophy (preferably History of Philosophy). T-Th-S at 8. PROFESSOR McLAREN. PROFESSOR ALLES. (X, XI) A study qf the bearing of modern psychological theories and data upon educational theories and practices. The meaning of education as understood by progressive educators will be discussed and emphasized. The course is especially designed for first-year students and for sophomores. Psychology 30. Advanced Psychology. [Philosophy 4I 1 hf. Plato.] (X, XI) �62 CATALOGUE OF ST. JOHN'S COLLEGE Psychology 3r 1 hf. Social Psychology. CATALOGUE OF ST. JOHN'S COLLEGE (II) A course in social behavior, and the contributions of psychology to the solutions of its problems, rather than a course strictly in the psychology of social behavior. It will stress the individual's social relations, social adjustments, and social control. Pre-requisite: Psychology 2r (General Introduction to Psychology, as given up to r930-31), Psychology II 1 hf or one full course in Biology, Economics, or Philosophy or two full courses in Government. M-W-F at 9. PROFESSOR McLAREN. [Psychology 32 2 hf. The Nature of Human Nature.] In this course an attempt will be made to discover and explain how habit patterns are built into the human organism. Pre-requisite : Psychology r r 1hf or the equivalent. Second half-year. Omitted in r931-32. PROFESSOR McLAREN. Psychology 35 2 hf. Mental Hygiene and Abnormal Psychology. (n) In discussing behavior deviations, an attempt will be made 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. PROFESSOR McLAREN. [Psychology 4r. Modern Educational Practices.] This course should be taken by prospective teachers as fundamental background :for future study. The course will aim to set up a sound concept of the purpose of education in the broadest sense, and then to discover the best means of achieving the ends of such education. Particular emphasis will be given to organization, administration, teaching methods, curriculum contents, and student activities in high school and college. Pre-requisite: Psychology T-Th from 2 to 3.30. Omitted in r93r-32. II 1 hf, or the equivalent. PROFESSOR McLAREN. 63 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) General principles of animal life, with an introduction to Histology, Embryology, and Genetics; and a survey of the common groups of animals, with laboratory work on the anatomy and physiology of type forms. Two hours of recitation and six hours of laboratory. Laboratory fee, $20.00. Section A; Recitation, M-F at II. Laboratory, W-F from I to 4. PROFESSOR RIDGELY. Section B ; (Pre-medical students) . Recitation, W-F at 2. Laboratory, T-Th from I to 4. PROFESSOR BAYLIFF. Biology r5 2hf. Field Zoology. (xxr) Observation of local animals iri their native habitats, both land and water. Animals collected may be brought to the laboratory for further study and classification. Laboratory fee, $ro.oo. M-S from r to 5. Second Half Year. PROFESSORS APPEL AND BAYLIFF. Biology .I9 2hf. History of the Germ Cells. (1) 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, $ro.oo. Recitation, W-F at 8. Laboratory, T-Thfrom I to 4. Second half-year. PROFESSOR APPEL. �CATALOGUE OF ST. JOHN'S COLLEGE 64 Biology 20 1 hf. Readings in Biology. CATALOGUE OF ST. JOHN'S COLLEGE (xu) 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. Two hours of recitation. Open only to students who have had no Biology. T-Th at 1. First half-year. 21 1 hf. Comparative Anatomy of Vertebrates. (m) 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. 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. Pre-requisite: One year of college biology. Laboratory fee, $IO.oo. Rec;itation, W-F at IO. Laboratory, T-Th from 9 to 12. Second half-year. PROFF.SSOR APPEL. (x) A study of the principles of heredity and variation. Laboratory work will consist of experiments in breeding and problems for calculation. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college biology. Laboratory fee, $IO.oo. Recitation, T-Th at IO. Laboratory, W-F from 9 to 12. Second half-year. Biology 36 2 hf. Physiology. (1x) An introduction to the mechanics of living matter, as evident from experiments. Two hours of recitation and six hours of laboratory.. Pre-requisite: One year of college work in Biology, Chemistry, and Physics. Laboratory fee, $IO.oo. T-Th-S from 9 to 12. Second half-year. [Biology 37 1 hf. Parasitology.] (u) 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. Biology 34 2 hf. Genetics. PROFESSOR APPEL. PROFESSOR RIDGELY. Biology 30 1hf. Histology. Pre-requisite : Biology 30. Laboratory fee, $IO.oo. Recitation, T-Th at 8. Laboratory, M-W from 1 to 4. Second half-year. PROFESSOR BAYLIFF. PROFESSOR APPEL. Biology (vm) Training in laboratory methods, making microscope slides especially. Register only with consent of instructor. Two hours of recitation and six hours of laboratory. PROFESSOR APPEL. PROFESSOR RIDGELY. Biology ( Biology 33 2 hf. Microscopical Technique. 65 A study of parasitic organisms as related to medicine and daily life. This course alternates in successive years with Biology 38 'hf. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college Biology. Laboratory fee, $IO.OO. Recitation, T-Th at IO. Laboratory, W-F from 9 to 12. First half-year. Omitted in 1931-32. PROFESSOR BAYLIFF. �,r.'1 ,., ,:, 66 CATALOGUE OF ST. JOHN'S COLLEGE Biology 38 1hf. Invertebrate Zoology. CATALOGUE OF ST. JOHN'S COLLEGE (:x.) A survey of the invertebrate animals, their morphology, physiology, ' and embryology. Special attention to forms transitional among the phyla. This course alternates in successive years with Biology 37 'hf. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college Biology. Laboratory fee, $IO.oo. Recitation, T-Th at IO. Laboratory, W-F from 9 to I2. First half-year. General Chemistry. An introductory course in which phenomena of chemistry 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 I2. Section B ; Recitation, M-W-F at IO. Laboratory, T-Th from 2 to 4. Make-up for both sections, M at I. (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 include topics which are in part introductory to Qualitative Analysis. Three hours of lectures and four hours of laboratory. Required 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 I 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 I2. (I) Pre-requisite: Chemistry 2 and Mathematics 11. Laboratory fee, $I5.oo and breakage. Recitation, W-F at 8. Laboratory, W-F from I to 4. First half-year. PROFESSOR MCFARLIN. Chemistry 22 2hf. 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 2. General Chemistry for Science Students. PROFESSORS BERNHARD, ALLEN, AND McFARLIN. 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. CHEMISTRY I. Section B; Recitation, M-W-F at IO. Laboratory, T-Th from 2 to 4. Make-up for both sections, M at I. Chemistry 2I 1hf. Qualitative Analysis. PROFESSOR BAYLIFF. Chemistry 67 Pre-requisite: Chemistry 21. Laboratory fee, $I5.oo and breakage. Recitation, M at I. Laboratory, M from 2 to 4. W-F from I to 4. Second half-year, PROFESSORS ALLEN AND MCFARLIN. Chemistry 3I 1hf. 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. Pre-requisite : Chemistry 22. Laboratory fee, $I5.oo and breakage. Recitation, Th at 8. Laboratory, M from 2 to 4; W-F from I to 4. First half-year. PROFESSORS ALLEN AND McFARLIN. l �- ---------- 68 ------CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Chemistry 32 2 hf. Physical Chemistry, Part I. (r) 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. Pre-requisite: Chemistry 21 and Mathematics Laboratory fee, $15.00 and breakage. Recitation, M-W-F at 8. Laboratory, W I to 5. Second half-year. 2r. (iv) 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. Pre-requisite : Chemistry I or 2. Laboratory fee, $25.00 and breakage. Recitation, M-W at Ir. Laboratory, T-Th from I to 4. 21 PROFESSOR BERNHARD. Physical Chemistry, Part II. (IV) Pre-requisite: Chemistry 32 ; ability to read French and German. M-W-F at II. First half-year. PROFESSOR ALLEN. MATHEMATICS Mathematics I 1 hf. Algebra. M-W-F at 8. First half-year. (m) A seminar course. Two hours a week. Pre-requisite: Chemistry M-W at 10. First half-year. Pre-requisite: Chemistry 33. Laboratory fee, $25.00 and breakage. Recitation, T-Th at 8. Laboratory, T-Th from 9 to 12. 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. PROFESSOR BERNHARD. Chemistry 41 1 hf. History of Chemistry. 69 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. PROFESSOR ALLEN. Chemistry 33. Organic Chemistry. :I and 33. 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 BERNHARD. PROFESSOR VEDOVA. Chemistry 42. Advanced Organic Chemistry. (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. 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. �70 CAT~LOGUE OF ST. JOHN'S COLLEGE Section A; M-W-F at Section B; T-Th-S at Section C; T-Th-S at Mathematics 21. CATALOGUE OF ST. JOHN'S COLLEGE 9. PROFESSOR VEDOVA. 9. PROFESSOR BINGLEY. 11. Mathematics 35. The Elements of Mechanics. (m) Plane Analytic Geometry, the straight line, circle, parabola, ellipse, and hyperbola, with a short introduction to Analytic Geometry of three dimensions. l\{ethods 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. Pre-requisite: Mathematics 11. M-W-F at IO. PROFESSOR BINGLEY. Mathematics 25 1hf. The Mathematics of Finance. (1v) Derivation and application of general formulas for the value of single sums of money, annuities certain, life a~uities, and life insurance. M-W-F at II. First half-year. (IV) A study of the classical and recent statistical methods. M-W-F at II. Second half-year. Mathematics 31. Pre-requisite: Mathematics 21. T-Th-S at 9. PROFESSOR \TEDOVA. (x1) 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 II. PROFESSOR V EDOVA.. (x1) Pre-requisite: Mathematics 31. T-Th-S at II. PROFESSOR V EDOVA. Mathematics 43. Introduction to Modern Geometry. Pre-requisite: Mathematics 33. . Hours to be arranged. PROFESSOR V EDOVA. (vrn) Intended primarily for the student of physics or engineering, this course emphasizes 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. (1x) An advanced course in the Calculus with an introduction to Differential Geometry. The applications of mathematical analysis to the physical sciences are stressed. Mathematics 33. Higher Algebra. Mathematic.al Analysis, Part II. 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. T-Th-S at 8.' PROFESSOR BINGLEY. Mathematical Analysis, Part I. Pre-requisite: Mathematics 21. T-Th-S at IO. PROFESSOR BINGLEY. Mathematics 45. Differential Equations. PROFESSOR BINGLEY. Mathematics 26 2hf. Statistical Methods. (x) The principles of statics and dynamics, with applications to particles and rigid bodies. PROFESSOR BINGLEY. Analytic Geometry and the Calculus. 71 PROFESSOR V EDOVA. PHYSICS Physics 21. Elements· of Physics. (vm) 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. 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. PROFESSOR EASON. �CATALOGUE OF ST. JOHN'S COLLEGE 72 Physics 31. CATALOGUE OF ST. JOHN'S COLLEGE Electricity and Magnetism. Electricity. 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 21 and Mathematics 21. 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. 41. This is an advanced course in Electricity. The treatment is largely 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. 1 Physical Optics.] PROFESSOR EASON. 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. Pre-requisite: Physics 21; Mathematics Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 9. Laboratory, T-Th from 2 to 4. Omitted in 1931-32. 31; Chemistry 2. Hygiene I. General Principles of Hygiene. Lectures on the science of health. Biology; the supply of oxygen and the elimination 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. PROFESSOR EASON. [Physics 42. Theory of Heat.] 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 21; Mathematics Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, W-F from 2 to 4. Omitted in 1931-32. PROFESSOR EASON. (11) Pre-requisite: Physics 31; Mathematics 21. It is strongly advised that Mathematics 31 be taken concurrently. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 9. Laboratory, W-F from 2 to 4. PROFESSOR EASON. [Physics 73 31; Chemistry 2. Physical Training I. 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 work, hand ball, indoor baseball, cage ball, basketball, and other competitive sports in the winter; with outdoor competitive sports again in the spring. Section A; M-W-F at 3. Section B; M-W-F at 4, MR. NOVAK. 4 �Room Assignments, 1931-32 74 CATALOGUE OF ST. JOHN'S COLLEGE 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 Physical Training 1. T-Th from 3 to 4.30. MR. NOVAK. tie R0<C>lll · Course Room , 21 ...................... McDowell 24 Government 21 .............. McDowell 35 ............... McDowell 24 Government 23 .............. McDowell 32 32 Government 31 .............. McDowell 36 41 : : : : : : : ............... BordleyRandall Government 41 ~hf ........... McDowell 23 House Government 42 'hf ........... McDowell 23 ' ogy 11, Sect~on A .... · Greek 1 .................... Instructor's Section B .... . Study ogy 15'hf ............ . Greek 2Phf ................ Instructor's 0 gy 20 1hf ... · · · · · · · · · · Study logy 21 'hf .. .. .. . .. . .. . Biology Greek 23 1 hf ................ McDowell 35 logy 22 'hf . . . . . . . . . . . . . Building Greek 24 'hf ................ Instructor's logy 30 1 ........... .. hf Study logy 34 2hf ........ · .. .. Greek 34 'hf ................ McDowell 35 logy 36 2hf ........... .. Greek 36 'hf ................ McDowell 24 logy 38 1hf ... : · ...... .. History 1, Section· A ........ McDowell 34 eroistry 1, Sect!on A ... . Section B ........ McDowell 34 ' Section B ... . History 23 .................. McDowell 31 ·emistry 2, Sect~on A ... . History 25 .................. McDowell 36 Section B ... . Chemistry History 31, Section A ....... McDowell 35 eroistry 21 1 ....... · · · hf Lecture Section B ....... McDowell 33 emistry 22 'hf ......... · Room and History 42 .................. McDowell 24 emistry 31 1 ......... · hf Laboratories History 44 .................. McDowell 23 eroistry 32 'hf ......... · Hygiene 1 ................... Chemistry emistry 33 . · · · · · · · · · · · · Lecture emistry 41 'hf ......... · mistry 42 .......... ·.. Room · 1h£ ................. McDowell 21 conomics 21, Section A ...... McDowell 33 Latin 13 Section B ...... McDowell 21 Latin 15 .................... McDowell 23 conomics 31 ............... McDowell 33 Latin 33 .................... McDowell 23 onomics 32 ............... McDowell 33 Mathematics l 1hf ........... McDowell 36 onomics 35 ............... McDowell 24 Mathematics 2 'hf ........... McDowell 21 nomics 41 ............... McDowell 24 Mathematics 11, Section A ... McDowell 36 nglish 1 Section A ........ McDowell 36 Section B ... McDowell 31 ' Section B ........ McDowell 36 Section C ... McDowell 31 Section C ........ McDowell 22 Mathematics 21 ............. McDowell 34 Section D ........ McDowell 22 Mathematics 25 1hf .......... McDowell 34 Section E ........ McDowell 22 !jnglish 21 .................. McDowell 23 Mathematics 26 'hf .......... McDowell 34 ;English 23 .................. McDowell 32 Mathematics 31 ............. McDowell 21 nglish 32 .................. McDowell 23 Mathematics 35 ............. McDowell 31 Mathematics 41 ............. McDowell 22 nglish 35 .................. Instructor's Mathematics 45 ............. Instructor's Study Office English 41· .................. McDowell 36 English 45 .................. McDowell 32 ' Philosophy ll 1hf ............ McDowell 32 nglish 49 .................. McDowell 24 Philosophy 12 'hf ............ McDowell 32 Philosophy 15 ............... McDowell 32 .English 50 hf ............... Instructor's . Study Philosophy 31 ............... McDowell 32 : French 1 ................... McDowell 35 Philosophy 34 'hf ............ McDowell 31 ' French 2, Section A ......... McDowell 35 Philosophy 35 1hf ............ McDowell 24 ·• Section B ......... McDowell 35 Philosophy 36 'hf ............ McDowell 31 . French 11 .................. McDowell 22 Physics 21, Section A ..... }Physics Lec~·French 13 .................. McDowell 22 Section B . . . . . ture Room · French 15 'hf ............... McDowell 22 Physics 31 . . . . . . . . . . . . . . . . and LaboFrench 16 'hf ............... McDowell 22 Physics 43 . .. . . . . . . . . . .. .. ratories . French 21 ............... · · ·McDowell ~ Psychology ll 1hf, Section A .. McDowell 35 . French 41 .................. McDowe Section B .. McDowell 35 German 1, Section A ....... McDowell 31 Psychology 19 'hf, Section A . McDowell 35 Section B ....... McDowell 31 Section B . McDowell 35 German 10 Section A ....... McDowell 21 ' Section B ....... McDowell 31 ·Psychology 30 .............. McDowell 35 German 20 .................. McDowell 23 Psychology 31 'hf ........... McDowell 31 German 21 .................. McDowell 21 Psychology 35 'hf ........... McDowell 31 German 25 .................. McDowell 34 Spanish 1 ................... McDowell 33 Government 11, Section A ... McDowell 32 Spanish 2 ................... McDowell 33 Section B ... McDowell 21 Spanish 11 .................. McDowell 33 Section C ... McDowell 32 Spanish 13 .................. McDowell 33 �76 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 77 year course. In half courses the final examination is held at the , end of the course. GENERAL REGULATIONS St. John's College aims to develop in its students a sense of responsibility to the community as well as high standards of scholarship. To this end student self-government is encouraged, and the Student Council deals with many questions of student control. Any undergraduate who is unable to cooperate in maintaining these standards may be required to withdraw from college. 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. Honor Regulations Each student is expected to conduct himself as a gentleman. The Student Council cooperates with the Dean in enforcing this regulation. Any student who is guilty of any dishonesty will be required to withdraw from college. 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 midyears, within four weeks; at finals, within the first six weeks of the following academic year. Amount of Work Required. No regular student may take less than four courses in any year, except in the senior year in case he is a candidate for honors. If the number of courses needed for promotion to the next higher class exceeds four, the student will be required to carry the requisite number for promotion, except by special permission of the Dean. Repeating Courses. A student may not repeat a course which he has passed in order to raise a grade. If a student has received the grade of F in any course, he may atone for the failure by repeating the course or by substituting another course. If the course failed is one required for , the degree or for fulfillment of the major requirement, it must be repeated. Amount of Work Permitted. No student will be permitted to carry more than five courses in any one year except by special permission of the Dean. In no case may more than six courses be carried. The Dean may at any time require that a student's program be lightened, even if special permission for additional courses has previously been granted. 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 (to the degree, in case of a senior). Examinations. Informal hour-examinations are held in all courses in both the first and second half-years,. in November and in March, covering the work of approximately the first seven weeks of the half-year. Mid-year examinations are held at the end of the :first half-year, and final examinations are held at the end of the year in each full 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, and must have secured credit for satisfactory work in the course in Hygiene and in Physical Training during the first two years. �78 CATALOGUE OF ST. JOHN'S COLLEGE Requirements for Promotion.* , For all students entering 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 seven of which his grades must be C or higher. 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 and warned by the 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 is ordinarily warned by the Dean. He may, however, if the record is exceedingly low, 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 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 connec- ' tion with the college finally severed. Men on Probation. Men placed on probation are expected to exert every effort to . regain good standing at the earliest possible moment. Men on probation will be required to maintain a perfect record in attendance; they are not allowed to participate in any athletic contest with varsity teams. If the student is reported for any matter of * 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. CATALOGUE OF ST. JOHN'S COLLEGE 79 discipline while on probation, his probation will, in most cases, be closed without further warning. Probation as Discipline. For failure to maintain an attendance record satisfactory to the Dean, a student may be placed on probation. 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. Probation because of unsatisfactory scholarship will ordinarily be lifted at the next grade period if a satisfactory record is then achieved. Attendance at College Exercises. Attendance at all classes and other college exercises is required. The Dean will exercise his discretion in summoning men who may ignore this rule, in warning men against further absences, and in placing men on probation who fail to cooperate. Unexcused absences before or after holidays or recesses will at all times be subject to discipline. Change of Program. Students may drop or add courses with the permission of the Dean, during the first two weeks in either half-year. A charge of $2 is involved by any change after this two week period. Filing of Study Cards. Each student is required to file his study card for the first halfyear before 4 P. M. on Registration Day. Each student is required to file his study card for the second half-year before 4 P. M. on the second Friday in January. Each student is required to file at the Dean's Office before May 14 a list of the courses which he proposes to take during the next college year. This list of courses must have been discussed with his adviser and must be signed as approved by the adviser. For failure to file any study card on time, without valid excuse, the student is liable for a charge of $2. �80 CATALOGUE OF ST. JOHN'S COLLEGE Advisers. Freshmen are assigned to members of the Faculty who will act as their advisers during the Freshman year. These assignments are 1 made with great care to insure sympathetic guidance for each individual. Each prospective Freshman is asked to fill out the Adtnis- •· sion Blank fully so that the Dean may make this assignment wisely. Near the end of the first year (before May first), the student · chooses one subject in which he will do his major work. Before he · chooses the work of the Sophomore year, the student is assigned to · an adviser in the department of his major who will continue in the · capacity of adviser throughout the remaining three years. Registration. All students, both new and old, are required to register on Registration Day. With the permission of the Dean, a student may for a legitimate reason register after this day. Late registration involves the payment of a fee of $5. Excused Absences. If, by reason of illness or other unavoidable cause, absence from classes is necessary, the Dean may excuse the absence. Absence because of illness is excused by the Dean only on recommendation of the college physician. Students must report all illness promptly to the Infirmary. The College Physician maintains <laily office hours at the Infirmary, at which his services are available without charge other ·than the Medical Fee required of all students. Students suffering· from contagious or infectious diseases must reside in the Infirmary until released by the College Physician. 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 the 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 for those men whose requirements for the sophomore year are 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). CATALOGUE OF ST. JOHN'S COLLEGE · 81 Group II. Distinction. . . A minimum of three grades of B and one of C (with no grades of D m 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 Dean's List. The Dean's List contains the names of all students who have ttained places in Groups I or II of the Rank List. The list is a . . d f published twice a year, after the Mid-year exa~nat10ns an ~ ter the Final examinations. Men whose names are included remam on the list until the next list appears. Men on the Dean's List are trusted by the Dean with greater responsibility and discretion in the ordering of their college work ; they are allowed to observe the rules regarding attendance as they may wish and are not subject to discipline because of absences. Abuse cif the privileges of the Dean's List over an extended time may bring about the withdrawal of any men from the list. Any man on the Dean's List who is placed on probation for any reason automatically loses the privileges of the Dean's List. 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 Composition (one course). 2. Required courses for fulfilling the prescription of his major department (approximately six courses) . 3. Any courses in languages prescribed by the major department. 4. Three courses in distribution. (See Courses for Distribution.) 5. In addition to the above, elective courses sufficient to make a total of seventeen courses. Prescribed English Composition. Each Freshman will be required in his first year to include among his four courses the prescribed course in English Composition, unless he has satisfied the Department of English by examination that the prescription is not necessary in his case. An examination for exemption from this requirement will be taken by all new �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE students on the first day of the college year. Students who are successful in gaining exemption will be allowed to substitute an elective course for it. Credit for one full course will be entered on the records of exempted Freshmen at the end of the year. REQUIREMENTS FOR MAJORS 82 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 the year, Freshmen are advised to .consider the matter of languages very carefully before finally submitting their programs. Courses for Distribution. All courses offered are grouped in three Divisions : ( 1) 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. In each of the two divisions other than the major division, the student must pass at least one elementary course, and must, in addition, pass at least one advanced course depending on dther of the elementary courses previously chosen. Unless the student has passed in his preparatory school a course in a laboratory science approved by the college, he must pass .at least one college course in a laboratory science. Required Freshman Courses. Four courses are required of all Freshmen, of which one must be the course in prescribed English Composition, unless the student is exempted from this requirement. The other three courses may be elected from any of the courses regularly open to Freshmen. Major Courses. At the end of his Freshman year each student will designate his major subject, and will be assigned an instructor in that subject as his adviser for the rest of his college course. At this' time he should plan with his adviser the Sophomore, Junior, and Senior years so as to include in his three years the courses required for the major in the subject he has chosen .. It is advisable for him to schedule for the Sophomore year any elementary courses required. 83 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 2hf (Embryology of Vertebrates) ; Two courses 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 1 hf (Qualitative Analysis); Chemistry 22 2hf (Quantitative Analysis, Part I) ; Chemistry 31 1hf (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 Getman 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 I I (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 full _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. Eunomics. Economics 21 (General Principles of Economics); Economics 31 (Industrial Problems); 1. I. �fl, Ii 84 CATALOGUE OF ST. JOHN'S COLLEGE Economics 32 (Financial Problems); Economics 41 (History of Economic Thought) ; Mathematics 26 2 hf (Statistics) ; Psychology 11 1 hf (Introduction to Psychology); Government 1 l (American Government). English. English 21 (Survey of English Literature) ; English 45 ( Shakespere) ; Four other full courses in the department of English, exclusive of English 1. It is urged that students majoring in English elect History 23 (English History), preferably in their Junior 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 31 (History of Political Ideas) or Philosophy 31 (History of Philosophy); • Government 21 (Governments of Europe) or Government 23 (State and Local Government) ; CATALOGUE OF ST. JOHN'S COLLEGE 85 Government 41 1 hf (International Relations) and Government 42 2hf (International Organization) or Government 43 1 hf. (Political Parties) and Government 44 2 hf. (Constitutional Law); Economics 2 l (General Principles of Economics) or History 23 (English History) or History 2 I (Mediaeval European History): Psychology I I 1 hf (Introduction to Psychology) or Biology I I · (Beginning Zoology) . History. History l (Historical Survey) ; History 21 (Mediaeval European History) or History 23 (English History) ; History 31 (Modern European History); History 25 (The History of the United States) or Government 11 (American Government) ; Economics 21 (General Principles of Economics) or Biology 11 (Beginning Zoology) or Psychology I I 1 hf (Introduction to Psychology) ; English 21 (Survey of English Literature) or Art 21 (Introduction to Art) or Philosophy 3 I (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. �i,' ! •, 86 CATALOGUE OF ST. JOHN'S COLLEGE Philosophy. Philosophy 11 1 hf (Logic); Philosophy 15 (Ethics); Philosophy 31 (History of Philosophy); Philosophy 34 2 hf (Locke, Berkeley, Hume) ;. Philosophy 3.S 1 hf (History of Religion) ; Philosophy 36 2 hf (Psychology and Philosophy of Religion) ; Philosophy 41 1 hf (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. Two full courses in Biology: Biology I I (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 II (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 full courses or their equivalent in college German and two full courses in college French. Additional courses advised: Chemistry 21 (Qualitative Analysis), Chemistry 22 (Quantitative Analysis), Chemistry 32 2 hf (Physical Chemistry, Part I) ; (Note pre-requisites.) Biology 30 (Histology); Enough German and French to satisfy proficiently examinations in the medical school, that is," a reading knowledge" of scientific material. CATALOGUE OF ST. JOHN'S COLLEGE 87 Psychology. Three full courses, or their equivalent, in Psychology; Biology II, either Section A or Section B; Philosophy 3 I. To be elected: Either (a) One additional unit in Philosophy; or (b) one additional unit in Biology ; or ( c) one additional unit in Physics; or ( d) one additional unit in Psychology. Recommended courses: Any Philosophy course, either a full course or a half course (one or more) : Biology 21 1 hf; Biology 22 2 hf; Biology 30; Biology 33 1 hf; Biology 34 2 hf; Biology 36 2 hf. Chemistry 1 or Chemistry 2. Physics 21. Mathematics 26 2 hf. Economics 31; Economics 41. Government 3r. Greek 23 1 hf; Greek 36 2 hf. English 26 1 hf; English 27 2hf ; English 49. Any student who intends to do graduate. work in Psychology should learn to read German and French. Romance Languages. Four full courses in one Romance Language above French 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. Social Sciences. One course in each Department. The courses prescribed are : Economics 21 (General Principles); Government 11 (American Government) ; History 1 (Historical Survey) ; Philosophy 31 (History of Philosophy) ; Psychology II 1 hf (Introduction to 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. �88 CATALOGUE OF ST. JOHN'S COLLEGE 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 and fixed 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 the 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. 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. He will be relieved of a maximum of two courses during his last two years. d. He shall, towards the end of his Senior year, pass a comprehensive 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 CATALOGUE OF ST. JOHN'S COLLEGE 89 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. GENERAL INFORMATION 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, thi> Rev. Dr. Joseph T. Herson; College Avenue Baptist, the Rev. M. W. Royall; First Presbyterian, the Rev. Dr. Silas E. Persons; St. Martin's Evangelical Lutheran, the Rev. Walter W. Vogelmann; St. Mary's Roman Catholic (Redemptorist Fathers), the Rev. Francis Clair; Kenesth Israel Synagogue, the Rev. Mr. Cohen. ALUMNI ASSOCIATION Officers: Dr. Amos F. Hutchins, President; T. West Claggett, Secretary-Treasurer. Headquarters of the association are at r9o8 First National Bank Building, Baltimore, Md. Local associations are organized throughout the country. STUDENT ACTIVITIES The college encourages students to take part in activities outside the curriculum. New student organizations must receive the approval of the Student Council and the approval of the Committee on Student Activities. 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. Par- �90 CATALOGUE OF ST. JOHN'S COLLEGE ticularly this council has supervision over questions of student conduct. It meets weekly. Its membership consists of three Seniors, two Juniors, two Sophomores, and two Freshmen. Officers for the year 1931-32 are: George Durward Adams Selby '32, President; Daniel Horton Hancock, Jr., '33, Secretary. Athletics. The Athletic Council consists of five alumni, two faculty members, one student, and the Director of Athletics, the Dean, and the Comptroller. It has general supervision over all sports. Alumni Members: T. West Claggett, '91; 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 Bernard Athey, 32. 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 no intercollegiate schedule is m~in­ tained. 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 Rat_ Tat. The Collegian is a newspaper published by the undergraduates. Both these student publications are free from faculty supervision. Fraternities. Three national fraternities, Phi Sigma Kappa, Kappa Alpha (Southern), and Alpha Kappa Pi, and two local fraternities, Phi Delta Sigma and Theta Psi, and one additional group, Delta Psi Omega, are provided with houses by the college. From one-third to one-half of the students are fraternity men. 91 CATALOGUE OF ST. JOHN'S COLLEGE Lectures and Concerts. Under the auspices of the Faculty Committee a series of lectu:es and concerts are arranged throughout the year. These entertainments, while they are intended primarily for students, are open to the friends of the college. .. . The Faculty Woman's Club also provides an addit10nal senes of lectures and concerts. The lecturers for 1930-31 included Julian Huxley on "Evolut . " · John Philip Hill on " The French Military Government ion ' in Alsace during the War"; Isaac Lobe Straus, " The B"lls of i Rights in Our Constitutional System "; and John D. Clark on "Russia and America." Among the lecturers for 1931-32 were Dr. Stewart Paton on" Psychiatry in our Daily Life"; Mr. Jason Westerfield on "The Sale of Fraudulent Stocks and the Fraudulent Sale of Legitimate Stocks"; Dr. Lewellys F. Bar~er,. "A Recent Trip to Russia"; and Dr. Harry Elmer Barnes on Pnson Riots their Cause and Cure." M~sical concerts were given by Arthur Hice, pianist; Au~tin Conradi, pianist; The Peabody String Quartet; and the Musical Art Quartet. Library Teas. The Librarian and her assistants arrange a series of teas in the reading room of the Library on alternate .Thursdays. arious faculty members and others talk briefly on topics of general m:erest. During the year 1931-32 Professors R. T. H. Halsey, Julian S. Duncan, Nathan C. Starr of the St. John's Faculty and Mr. Boies Penrose talked at these teas. y Honorary Societies. An honorary scholastic society recognizes high scholarship by electing to membership in Delta Kappa Phi those Juniors w~o have been in the first group of the Rank List at the end of their Freshman, Sophomore years, and at midyear of their Junior year ; and those Seniors who have been in the first or second groups of the Rank List at the end of their 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. �------------~----1 \'. I I 92 CATALOGUE OF ST. JOHN'S COLLEGE 93 CATALOGUE OF ST. JOHN'S COLLEGE Delta Omicron recognizes the student's participation in extracurricular activities. A point system devised by this fraternity evaluates the worth of each position or membership held by the student. Clubs. The Osler Pre-Medical Club, the Erlenmeyer Chemical Club, the German Club, and the French Club provide interesting programs for their members. Dramatics. A student dramatic club managed by students offers opportunity for experience in dramatics under the guidance of an experienced director. The King William Players presented Phillip Barry's The Youngest in 1930-31, and Erik Barnouw's Open Collars and Charles Dickens' A Christmas Carol in 1931-32. Musical Organizations. The students maintain a concert orchestra and a band under the direction of Mr. Adolf Torovsky. Three concerts are scheduled for 1931-32. PRIZES To the member of the Senior Class who attains the highest average in his four years' academic work, a gold medal. Offered ' by the Board of Visitors and Governors. To the member of the Sophomore Class who attains the highest average throughout the year, free tuition scholarship for the succeeding year. To the member of the Freshman Class who attains the highest · average throughout the year, free tuition scholarship for the succeeding year. 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 medal. Offered by' Rev. Martin Aigner, D. D. To the student who, in the opinion of the Faculty, has contributed most to the college during the year, $5 in gold. Offered by the Phi Sigma Kappa fraternity. To the student who shall compose the best essay on " The Principles of Free Government," $25. Offered under the will of the late Philo Sherman Bennett. To the member 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 characteristics of Algernon Sydney Sullivan, a medallion and certificate of award. Offered annually by the New York Southern Society, in commemoration of Algernon Sydney Sullivan. 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. To the President of the Student Council for the ensuing year, a gavel. Offered by the Beta Mu Chapter, Kappa Alpha fraternity. To that student who in his record for the present year shows the greatest improvement over his record for last year, a gold piece. Offered by the Dean. 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. 11 �-.1''1.~ Ii i ,, 94 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 95 JUNIORS-CLASS OF 1933 STUDENTS ENROLLED IN ST. JOHN'S COLLEGE, 1931-32 SENIORS-CLASS OF 1932 Baltimore Kappa Alpha House William Bernard Athey ·Edward Samuel Balles Paterson, New Jersey Phi Sigma Kappa House Annapolis Home, 16 Thompson Street Joseph Lyons Bean Cumberland Delta Psi Omega House Richard Ferdinand Blaul Robert Lemmon Burwell, Jr. Annapolis Delta Psi Omega House Foxboro, Massachusetts Kappa Alpha House Lawrence Lloyd Carpenter Washington, District of Columbia Kappa Alpha House Paul Edmund Casassa Douglas Arnett Cole Baltimore Phi Sigma Kappa House Linthicum Heights Home, Linthicum Heights James Williams Crabbe, Jr. Vladimir Frantisek Ctibor Ridgewood, New Jersey 36 Pinkney Hall Walter Staup Dorsey Westminster Phi Delta Sigma House Phi Sigma Kappa House Pittsfield, Massachusetts John Hannon Finn Samuel Joseph Fortunato Newark, New Jersey Infirmary Lee Ackworth Gordy · Baltimore Kappa Alpha House David Bernard Greengold Annapolis Home, 50 West Street Donald Bruce Hebb Baltimore Theta Psi House Bernard Adolph Heller, Jr. 16 Randall Hall Baltimore William Crowley Hoddinott Alpha Kappa Pi House Baltimore Baltimore 6 Pinkney Hall Norman Kleiman John Genso Laferty Baltimore Theta Psi House Philip Lee Lotz Ellicott City Theta Psi House Tilghman McCabe Ocean City Kappa Alpha House Sanford Arthur Menczer Brooklyn, New York 9 Randall Hall Charles Howard Miles Baltimore Phi Delta Sigma House Henry George Miller Baltimore Phi Sigma Kappa House Walter Charles Mylander, Jr. Cockeysville Phi Delta Sigma House Frederick Joel Nassauer Pikesville Phi Delta Sigma House Isaac Allen Newton, Jr. Drexel Hill, Pennsylvania 34 Pinkney Hall Robert Maxwell Noblett Hackensack, New Jersey Kappa Alpha House Hugh Frazier Parker, Jr. Baltimore z Randall Hall Richard Heber Pembroke, Jr. Park Hall Delta Psi Omega House George Griffin Rudolph Baltimore Theta Psi House George Durward Adams Selby Baltimore Theta Psi House Henry Soladay Shryock, Jr. Baltimore Delta Psi Omega House Frederick William Skating New London, Connecticut Theta Psi House Cameron Courtney Stearns Bel Air Phi Sigma Kappa House Allison Crusnach Trader Revell Station Home, R. F. D. Arnold John Williams Trader Revell Station Home, R. F. D. Arnold William Lee Waller Annapolis Home, 161 Green Street Edward John Ward Salisbury Kappa Alpha House Milton Edward Weaver, Jr. Perkasie, Pennsylvania Theta Psi House George Jones Weems Stoakley Phi Delta Sigma House Robert Garner Woodman Tenafly, New Jersey Alpha Kappa Pi House Fred Gerker Yerkes, Jr. Jacksonville, Florida 31 Pinkney Hall David Bums Zarr Nanticoke, Pennsylvania Alpha Kappa Pi House ,·Allan Elliott Anderson \James Ronald B~nnett , George Elmer Bliven ··James Gamaliel Boss James Fromhardt Campbell ·,,Edward Daniel Capell, Jr. , William James Carter ·. John Stewart Carver Nathaniel John Chew ·,Roger Burnham Cobb : William Francis Cullom, Jr. ' Lyman Morse Darling Gerald Frederic Dingman Emslie Nicholson Gault James Wesley Gray Hampton Daniel Horton Hancock, Jr. Charles Gilbert Hill, Jr. John Sebald Hofmeister, Jr. .·James Knox Insley, Jr. Lawrence Gallatin Jefferds John Adam Joh George Dugan Johnson James Herbert Fielding Jukes Edward Marion .B1enly Ellsworth Charles Knight, Jr. Joseph Leon Lingo Willis Keyes Lynch John Joseph Mason, Jr. Stanley Russell Mitchell James Deal Morris Ramon Mosteiro, Jr. Leonard Joseph Murphy David Campbell Ninde " Chris Peter Palivas James Barnett Parks William Algernon Percy, Jr. Philip Rumrill Piper David Hampton Pugh, Jr. William Thomas Daniel Pumphrey William Christian Sandrock Kenneth Sheldon Everett Irving Smith John Boak Smith David Reisinger Steele Enrico Joseph Tarantino Carl Strohm Thomas Vincent Tortorici Urban Chester Ullman Daniel Junior Ward Joseph Wright White Edward George Williams Joseph Kennard Wright William Allen Ziegler St. Louis, Missouri 16 Pinkney Hall Rhodesdale Theta Psi House Schenectady, New York l S Randall Hall Laurel Alpha Kappa Pi House Lonaconing Phi Delta Sigma House Hasbrouck Heights, New Jersey Phi Sigma Kappa House Baltimore Phi Sigma Kappa House Bel Air Phi Sigma Kappa House West River s Pinkney Hall Salisbury Delta Psi Omega House Pelham Manor, New York Phi Delta Sigma House PrO'IJidence, Rhode Island 17 Randall HaU Palmer, Massachusetts 5 Randall Hall Ruxton 14 Randall Hall Princess Anne Theta Psi House Stockton Delta Psi Omega House Annapolis Home, R. F. D., No. l, Annapolis Baltimore 18 Pinkney Hall Baltimore 14 Pinkney Hall Edgewood, Rhode Island l 7 Randall Hall Baltimore Phi Sigma Kappa House Severna Park Home, Severna Park Quantico Delta Psi Omega House Claiborne 45 Pinkney Hall Baltimore Phi Delta Sigma House Milton, Delaware Alpha Kappa Pi House Alvon, West Virginia Phi Sigma Kappa House New York, New York l 6 Pinkney Hall W allinuford, Connecticut 19 Randall Hall Baltimore Kappa Alpha House Brooklyn, New York 39 Pinkney Hall Oakland s Pinkney Hall Fort Wayne, Indiana 2 3 Randall Hall Chicopee Falls, Massachusetts West Street, Annapolis Drexel Park, Pennsylvania Theta Psi House Vienna Theta Psi House North Stamford, Connecticut 24 Randall Hall Poolesville z l Pinkney Hall Glen Burnie Home, Glen Burnie Baltimore Alpha Kappa Pi House Worcester, Massachusetts l Randall Hall Alpha Kappa Pi House Oradell, New Jersey Annapolis Home, 23 St. John's Street Baltimore Theta Psi House Annapolis Home, l 44 Prince George Street Annapolis Home, 9 Franklin Street Brooklyn, New York 39 Pinkney Hall Woodbridge, New Jersey 17 Pinkney Hall Phi Sigma Kappa House Paterson, New Jersey Alpha Kappa Pi House Chestertown Hasbrouck Heights, New Jersey Phi Sigma Kappa House Baltimore Theta Psi House Baltimore Kappa Alpha House �96 CATALOGUE OF ST. JOHN'S COLLEGE SOPHOMORES-CLASS OF 1934 Clarence Kriss Anderson Charles Woodhull Baldwin Jesse Baptista Thoburn James Bard Stanley John Bartis George Ridgely Boyd Lawrence Palmer Crawford Brown Louis Francis Bruno, Jr. Edward Whalley Buckley 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 Wycliffe Rollins Eddy John Dixon Edinger John Herman Engel, Jr. Herbert Joseph Florestano Joseph Michael Florestano Fiorino Peter Froio Emil Alfred Gathmann, Jr. Jerome Daniel Goodman Edward Edgecomb Gray Dennis Franklin Green Lewis Herbert Griffith, Jr. Bryan Hancock Josiah Herman Hillegas, Jr. John Penfiel\l Hodgson Charles Edmund Jenkins, Jr. Karl Franklin Jund Lawrence Joseph Kelly John Harold Kilmore Francis Gibbs LaMotte, Jr. Howard Archibald Legg James Frederick Leslie William Thetford LeViness Ernest Carl Lyon Samuel James Macaluso Carl Char!es MacCartee Carl Edmund Maffeo William Bernard Matthews, Jr. Vincent Edward Mayer Anthony Frank Mileto James Henry Moore Vernon Joseph Novicki Robert Leutze Orvis James Andrew Phillips Edward Harrison Powley, Jr. Tilghman Beverly Price Manasquan, New Jersey Scarborough, New York New Bedford, Massachusetts Davidsonville Nashua, New Hampshire Barstow 22 Randall Hall Alpha Kappa Pi House · 30 Pinkney Hall Home, Davidsonville : 38 Pinkney Hall · 21 Pinkney Hali Peekskill, New York 13 Pinkney Halt ; Berkeley Heights, New Jersey Phi Sigma Kappa House New Bedford, Massachusetts Phi Delta Sigma House Washington, District of Columbia Kappa Alpha House Preston 44 Pinkney Hall Philadelphia, Pennsylvania · Infirmary Baltimore Theta Psi House Baltimore Phi Sigma Kappa 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 Collinsville, Connecticut 6 Randall Hall ' Allenhurst, New Jersey 40 Pinkney Hall Baltimore Phi Delta Sigma House Annapolis Home, 102 Prince George Street Annapolis Home, 134 Prince George Street Pittsfield, Massachusetts I I Randall Hall Catonsville Kappa Alpha House A nnapo/is Home, I 9 Randall Street Annapolis Delta Psi Omega House Palmerton,, Pennsylvania West Street, Annapolis Easton Theta Psi House Indian Head 37 Pinkney Hall Pottsville, Pennsylvania 8 Randall Hall Berlin, Connecticut Phi Sigma Kappa House Baltimore Alpha Kappa Pi House Dayton, Ohio Alpha Kappa Pi House Cedarhurst, Long Island, New York 35 Pinkney Hall Baltimore Kappa Alpha House Baltimore Kappa Alpha House Stevensville 22 Pinkney Hall Towson Delta Psi Omega House Salisbury 10 Pinkney Hall Indian Head Phi Delta Sigma House Annapolis Home, 139 Prince George Street 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 Suffolk, Virginia Kappa Alpha House Baltimore Delta Psi Omega House BaJdwinsville, New York Phi Sigma Kappa House Quantico 1.0 Pinkney Hall Maplewood, New Jersey Phi Sigma Kappa House Baltimore 33 Pinkney Hall CATALOGUE OF ST. JOHN'S COLLEGE William Selby Purnell Jesse Oliver Purvis, Jr. John Douglas Ramsay John Anthony Raudonis William Evans Reese Albert Ployart Rist Joseph Crandell Russell Noble Jefferson Russell Lewis Emil Scheffenacker Gust Skordas Henry Clay Smith, Jr. William Locke Sterling Harry Wellington Stevens, Jr. Norman Veitch Stevens Edward Maurice Sullivan Clifford LeVerne Talmadge Leroy Samuel Taylor Albert Lewis Vigilante Charles Whisler Walker Paul Edward Watson, Jr. Richard Andrew Watson Rowland Gosnell Weber Edmund Parker Wells Walter Miller White Ben McLean Whiting Horace William Witman John Gustav Woltereck Allan Sheldon Woodle, 3d Henry Allen Zajac 97 Berlin 4 Randall Hall Annapolis Home, 40 Franklin Street Baltimore Theta Psi House Hudson, New Hampshire 38 Pinkney Hall Kappa Alpha House Baltimore Washington, District of Columbia Kappa Alpha House Annapolis Home, 9 Monroe Court Annapolis Home, 152 Prince George Street Kappa Alpha House Baltimore Annapolis Home, s Washington Street Cq,tonsville Delta Psi Omega House Kappa Alpha House White Plains, New York Winchester, Massachusetts 28 Pinkney Hall Washington, District of Columbia Phi Delta Sigma House Hartford, Connecticut I I Randall Hall 1o Randall Hall Southington, Connecticut Io Randall Hall Chester 28 Pinkney Hall Ossining, New Y01·k Sharon, Pennsylvania 14 Pinkhey Hall Salisbury Theta Psi House Kappa Alpha House Baltimore r 8 Randall Hall BaJtimore Phi Sigma Kappa House Mount Vernon, New York Salisbury 45 Pinkney Hall 'Plympton, Massachusetts Alpha Kappa :Pi House 22 Pinkney Hall Rising Sun Baltimore 34 Pinkney Hall Alpha Kappa Pi House Ridley Park, Pennsylvania Monson, Massachusetts 16 Randall Hall FRESHMEN-CLASS OF 1935 James Frank Abell Charles Brooks Anderson Melville Lewis Bisgyer Edwin Wallace Black Gordon Keith Boucher Richard John Bragg Norman Charles Buckley Edward James Butterworth James Callard Charles Schoch Catherman, Jr. Burton Chance, Jr. Edward Gardiner Chaney Charles Patton Clark, Jr. Frank William Conner, Jr. John Francis Cooney Charles Edwin Dearing, 2d Edward DeLisio John Charles Donohue Paul Harris Drake, Jr. Robertson Drake William Robert Eaton Louis Eickwort, 3d . Benjamin Stevens Elliott Thomas Bayard Evans Compton Albany, New York Brooklyn, New York Bloomfield, New Jersey Grantsville Lancaster, New Hampshire New Bedford, Mass~chusetts Paterson, New Jersey Baltimore Cumberland 17 Pinkney Hall 27 Pinkney Hall 6 Pinkney Hall 9 Pinkney Hall 3 Randall Hall Delta Psi Omega House 3 Randall Hall 35 Pinkney Hall 44 Pinkney Hall Delta Psi Omega House Radnor, Pennsylvania 27 Pinkney Hall Annapolis Home, 26 Murray Avenue Summit, New Jersey Phi Sigma Kappa House Wayne, Pennsylvania Phi Sigma Kappa House Baltimore IS Pinkney Hall Newton Centre, Massachusetts 15 Randall Hall Washington, l)istrict of Columbia 20 Pinkney Hall Baltimore 26 Pinkney Ha11 Newton, Massachusetts I Randall Hall Maplewood, New Jersey 44 Pinkney Hall Chester 37 Pinkney Hall New York, New York 7 Randall Hall Eastport Home, Chesapeake Avenue Hasbrouck Heights, New Jersey 21 Randall Hall �1_1 :: '' 98 CATALOGUE OF ST. JOHN'S COLLEGE Walter Frederick William Evers Baltimore· 35 Pinkney Hali Alphonse Emanual Farone Saratoga Springs, New York 3 Pinkney Hall Harry Ferguson West Hartford, Connecticut 8 Randall Ha!! Oliver Wiley Folmar Troy, Alabama r8 Pinkney Hall Lawrence Donald Fusco Ocean City 2 r Randall Hall Humphrey Woodhouse Garden Pittsburgh, Pennsylva..ia 32 Pinkney Hall George Morris Gelston Towson 19 Pinkney Hali William Gottschalk Gideon Baltimore 9 Randall Hall Raymond Meushaw Glann Baltimore 32 Pinkney Hall Max Glickman Annapolis Home, 145 'Main Street William Charles Gloth Bay Ridge Home, Bay Ridge Ben Gold Brooklyn, New York 41 Pinkney Hall Harry Parberry Green East Orange, New Jersey 26 Pinkney Hali Richard Tremaine Hall Pittsfield, Massachusetts 18 Randall Hall David Arthur Harkness Mutual 12 Pinkney Hall James Leslie Hays, Jr. Baltimore 23 Pinkney Hall Arthur Sewell Hughes, Jr. Passaic, New Jersey 32 Pinkney Ha!! Francis Geoghegan Hurlock Cambridge 12 Pinkney Hall Henry Francis Jacques Forest Hills, Long Island, New York 22 Randall Hall Elmer Arthur Jones, Jr. Princess Anne Giddings Avenne, West Annapolis Robert Evans Jones Wethersfield, Connectic·ut rr. Pinkney Hall Lawrence Kantor East Orange, New Jersey 41 Pinkney Hall James Richard Kelly Thurmont 20 Randall Hall John Arnold Knapp · New York, New Y01·k 21 Pinkney Hall Gerald Independence Kurtz Paterson, New Jersey 12 Pinkney Hall Angus Lamond Washington, District of Columbia Kappa Alpha House Arthur Hungerford LaMotte Baltimore 23 Pinkney Hall Robert Henry Lampee New York, New York Delta Psi Omega House Charles Franklin Lee, Jr. Annapolis Home, P. 0. Box No. 34 Elmer George Linhardt Eastport Home, 495 Chesapeake Avenue William Calvin Lotz Ellicott City 9 Pinkney Hall Charles Benson McClure, Jr. Cleveland, Ohio 2 Pinkney Hall Henry David McCool Philadelphia, Pennsylvania Delta Psi Omega Hoose Edwin Kay McCrea Rock Hall 29 Pinkney Hall Stephen Philip McCrea Rock Hall 29 Pinkney Hall Donald Edward Stuart McGarrow Baltimore 12 Randall Hall Baltimore John Robinson Magruder 23 Pinkney Hall Annapolis John Dudley Martin Home, 185 Duke of Gloucester Street Washington, District of Coluinbia , '1 Pinkney Hall William Thomas Mason Elmer Lacy Meredith Federalsburg 2 .Pinkney Hall Frank Joseph Minnick Springboro, Pennsylvania 36 'Pinkney Hall Annapolis Roland Richard Most Home, 45 Woodland Avenue Harry Elmer Nelson Cleveland, Ohio 17 Randall Street, Annapolis David Eugene Nopper Baltimore 42 Pinkney Hall Lawrence Joseph O'Connor, Jr. Annapolis Home, 133 Duke of Gloucester Street Richard Seymour Olmsted East Hartford, Connecticut I 4 Randall Hall Edmund John Pacocha Gardner, Massachusetts I I Pinkney Hall William Burton Parsons Onley, Virginia 4 Pinkney Hall Francis Marion Powell, 2d Sharon, Pennsylvania Delta Psi Omega House William Gibbons Reed New York, New York 28 Pinkney Hall Robert Edwin Reardan Annapolis Home, 39 Upshur Road Charles Francis Rose Washington,- District of Columbia 24 Randall Hall Sidney Rosenbaum, Jr. Atlantic City, New Jersey 3 Pinkney Hall Catonsville John Barker Rowe 25 Pinkney Hall Thomas Ellier Rutley Baltimore r3 Randall Hall Robert H. Sander, Jr. Rutherford, New Jersey Delta Psi Omega House Densil Hutchinson Sanford Midkiff, West Virginia Kappa Alpha House CATALOGUE OF ST. JOHN'S COLLEGE Benjamin Schiff Charles Griffith Sellman Edward Francis Shaughness Ephraim Roy S~awn, ~r. Beniamin Harrison Sh1plcy, Jr. Robert Allison Sindall, Jr. ·. Emil Smith Louis Ambrose Snyder Robert Noble Sosman John Hastings Stillman Morris Ezra Stoner John William Stmven, Jr. James Kennerly Taylor John Davis Taylor, 3d William John Richard Thomas Milton Howard Traynor David King Usher John Henry Von Dreele Henry Reginald Weeks Noel Leroy Welsh Dalton Middlekauff Welty Frank Kennedy Wilson, Jr. James Cornelius Wilson, Jr. Charles. Oliver Wingate, Jr. Austin William Winston Richard Sage Woodman Harvey Earl Young Waitman Burgess Zinn 99 Home, 85 Main Street Annapolis 19 Pinkney· Hall Poolesville 25 Pinkney Hall Catonsville Home, West Annapolis West Annapolis 8 Pinkney Hall Ellicott City 33 Pinkney Hall Baltimore 9 Pinkney Hall Catonsville 4 Pinkney Hall Hagerstown Delta Psi Omega House Westfield, New Jersey 2 Pinkney Hall Troy, New York 30 Pinkney Hall Garrisonville, Virginia r 5 Pinkney Hall Baltimore Home, 231 West Street Annapolis 2 3 Randall Hall Baltimore 8 Pinkney Hall Baltimore Rockville Centre, Long Island, New York 12 Randall Hall 22 Randall Hall Baltimore 6 Randall Hall Baltimore 7 Randall Hall Little Neck, New York r 3 Randall Hall Baltimore 20 Randall Hall Funkstown 138 Conduit Street, Annapolis Baltimore 2 Randall Hall Wethersfield, Connecticut 42 Pinkney Hall Baltimore Washington, District of Columbia Kappa Alpha House r 9 Randall Hall Tenafl:y.1 New Jersey Home, 122 Conduit Street Annapolis 6 Randall Hall Baltimore SPECIAL STUDENTS Eugene Paul Belcher John Alton Fromhart George Robert Gallagher Louis Harwood Green, Jr. Amado Rosabal Jiminez Graham A. Kent Robert Harold McCann Joseph Novak Santiago Urbano Parra Somodevilla Walter William Vogelmann Albert Rene Weiller Annapolis Rochester, New York Baltimore Annapolis San Jose, Costa Rica New Y.ork, New York Parkton Champaign, Illinois San Luis, Oriente, Cuba Annapolis Paris, France Home, 97 Market Street Kappa Alpha House Kappa Alpha House Home, 94 Shipwright Street 19 Pinkney Hall 2 Pinkney Hall Glen Burnie Infirmary 19 Pinkney Hall Home, r 6 Francis Street 28 Pinkney Hall SUMMARY OF ENROLLMENT BY CLASSES SENIORS ••..••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• JUNIORS ••.•••. • • • • • • • • • • • • • • • • • • • • • • • • • • ' ' ' '•" ' • ' ' ' ' ' •"" '"' " ' ' ' ' ' ' ' '"'" '• • SOPHOMORES .............................................................. . FRESHMEN SPECIAL • •• • . • • •• •• . • . . • • •• •• • •• • . • •• •• • •• • • •• • • • • •• • • . • • • • • • • • • ••• • • • • • • 45 53 83 I09 ···································· ································ II TOTAL •••••••••••••••••••••••••• ' •••••••••••••••••••••••••••••••••• 30l �100 CATALOGUE OF ST. JOHN'S COLLEGE SUMMARY: GEOGRAPHICAL DISTRIBUTION Maryland ...............•......... I69 New Jersey . . . . . . . . . . . . . . . . . . . . . . . 29 New York ........................ 28 I6 Massachusetts Pennsylvania ... IS Connecticut ...................... . I I District of Columbia .............. . I I New Hampshire .................. . 3 Ohio ............................ . Virginia ......................... . Rhode Island . . . . . . . . . . . . . . . . . . . . 2 2 West Virginia ................... . Alabama Costa Rica ...................... . Cuba ............................ . Delaware ........................ . Florida .......................... . France Illinois Indiana Missouri Total DEGREES CONFERRED, JUNE 3, 1931 BACHELOR OF ARTS Summa cum Laude et Summo cum Honore Samuel Peaco Chew, Jr. (in English) .................................. West River Cum Laude et cum Honore William Parsons Campbell (in Chemistry) .............................. Hagerstown Cum Laude Philip Irvin Bowman .................................... Harrisburg, Pennsylvania Charles Edwards Athey .................................................. Baltimore George Louis Beneze . ................................................... Baltimore William French Blake ................................................... Baltimore Richard Tilghman Brice, III ............................................ Annapolis Alfred Halstead Cockshott. ................................... Jamestown, New York Ernest Ivon Cornbrooks, Jr ................................ Collingswood, New Jersey Henry Allen Czelusniak .................................... Chicopee, Massachusetts Joseph DeMello ........................................ New Bedford, Massachusetts Joshua Lemuel Dryden ................................................... Salisbury Wilbur Reginald Dulin ............................................ West Annapolis Harry Stanley Emrich, Jr ............................................... Baltimore Matthew Strohm Evans ........................................... Sherwood Forest Aymeric Andre de Faramond ......................................... Paris, France Louis Jefferson Fields .................................................... Crisfield Winson Gilbert Gott, Jr ................................................. Annapolis Louis Harwood Green, Jr .................................. Wheeling, West Virginia Ralph Seislove Guth ....................................... Allentown, Pennsylvania Edward Burgess Hines .................................................. Baltimore Snowden Hoff, Jr ....................................................... Baltimore Joseph Victor Iannantuoni. ................................. Waterbury, Connecticut Edward Andrew Kimpel, Jr ............................................. Baltimore James King ............................................................ Baltimore William James Klug, Jr .................................... Ridgewood, New Jersey' Preston Shirley Leonard ................................ Feeding Hills, Massachusetts Edwin Leroy Lotz .................................................... Ellicott City Robert MacCartee ................................. Washington, District of Columbia Lawrence .Luther Monnett, Jr ........................................... Baltimore CATALOGUE OF ST. JOHN'S COLLEGE 101 J\lbert Hutt Moore ................. · ... · .....• · ......................... Baltimore ·]!:Jmer Raymond Noyer ..........................•..... New Bedford, Massachusetts .Robert Bosman Pool. ................................................... Baltimore J hn Schriver Price ..................................................... Baltimore ;jJJiam Tate ~obinson, Jr ............................ Honolulu, Territory of Hawaii ':Rudolph Schmick ........................... , ............................ Preston .Anthony Joseph Scibelli. ........................................ Jamaica, New York Jess Arnold Scott. ... .' ........................................ LaGr.ange, Kentuc_ky ,.Antonio Hiram Susom ......................................... Arec1bo, Porto ~ico -James· Upshur Thompson ................................................ Cambridge James Edwin Tarbet, Jr ............................................... Cumberland .Glenn Harrison Warner ........................................ Deposit, New York ·Stephen Wolanske .......................................... Gardner, Massachusetts . ,Albert Joshua Zimmerman ............................................... Frederick As of the Class of r930 'Ferdinand Fader ........................................ East Orange, New Jersey . Rosser Ellis Mitchell ................................ · .. · · ................ M'arbury . Wilbur Samuel Phillips .................................................. Baltimore As of the Class of r932 Magna cum Laude et cum Honore Amos Broadbent (in Philosophy) .................................... Baltimore BACHELOR OF SCIENCE As of the Class ,of r926 Merrick ............................................ Wilmington, Delaware DOCTOR OF LETTERS (Honoris causa) The Reverend Thomas Edward Green Director, National Speakers' Bureau, American Red Cross Washington, District of Columbia HONORS AND PRIZES AWARDED, JUNE 3, 1931 To the member of the Senior Class who attains the highest average in his four years' a gold medal. Offered by the Board of Visitors and Governors. SAMUEL PEACO CHEW, JR. 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 medal. Offered ·by The Reverend Martin Aigner, D.D. LAWRENCE LUTHER MONNETT, JR. To the student who, in the opinion of the Faculty, has contributed most to the college during the year, $5 in gold. Offered by the Phi Sigma Kappa Fraternity. RICHARD FERDINAND BLAUL To the student who shall compose the best essay on " The Principles of Free Government," $25. Offered under the will of the late Philo Sherman Bennett. HENRY CLAY SMITH, JR. �l 102 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE To the member of the Senior Class who, in the opinion of the Faculty, has best exein. plified those principles of love for and service to men which were the dominant char. ' acteristics of Algernon Sydney Sullivan, a medallion and certificate of award. Offered annually by the New York Southern Society, in commemoration of Algernon Sydney, Sullivan. INDEX EDWIN LEROY LOTZ 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. WILBUR REGINALD DULIN To the student making the best record in the study of history for the year, $ ro in gold. ' KENNETH SHELDON r To the retiring' President of the Student Council, a gavel. Chapter of the Kappa Alpha Fraternity. LAWRENCE LUTHER MONNETT, JR. 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 men and women, ': as were exemplified by Algernon Sydney Sullivan, a medallion and certificate of award. Offered annually by the New York Southern Society, in commemoration of Algernon Sydney Sullivan. CLARENCE WILSON STRYKER HONORS AND PRIZES AWARDED AT THE FORMAL OPENING OF COLLEGE SEPTEMBER 23, 1931 To the member of the Sophomore Class who attains the highest average throughout the year, free tuition scholarship for the succeeding year. JORN BOAK SMITH To the member of the Freshman Class who attains the highest average throughout the year, free tuition scholarship for the succeeding year. JEROME DANIEL GOODMAN To that student who in his record for the present year shows the greatest improvement over his record for last year, a gold piece. Offered by the Dean. CARL STROHM THOMAS 103 Absences, Excused . . . . . . . . . . . . So Fees, Special .................. 32 ' -Administration, Officers of. . . . . . S Fraternities . . . . . . . . . . . . . . . . . . . 90 Admission by Certificate ........ 27 General Information . . . . . . . . . . . S9 < Admission by Examination ...... 27 General Regulations . . . . . . . . . . . 76 ' Admission, Methods of. . . . . . . . . 26 Geographical Distribution ...... mo Admission on Trial. . . . . . . . . . . . . 30 Grades ....................... 77 Admission, Requirements for. . . . 26 Historical Sketch . . . . . . . . . . . . . I7 Admission, Table of RequireHonor Regulations . . . . . . . . . . . . 76 ments ............' ........... 26 Language Requirements . . . . . . . S2 Advanced standing . . . . . . . . . . . . 3 I Location . . . . . . . . . . . . . . . . . . . . . . 2I Advisers . . . . . . . . . . . . . . . . . . . . . . So Major Courses ............... ~2 Alumni Association . . . . . . . . . . . . S9 Majors, Requirements for ....... S3 Athletics .. . . . . . . . . . . . . . . .. .. . . 90 Meeting Rooms for Classes ..... 75 Attendance . . . . . . . . . . . . . . . . . . . 79 Musical Organizations ......... 92 Board of Visitors and Governors. 5 Physical Training Staff. . . . . . . . . IS Church Attendance . . . . . . . . . . . S9 Presidents Emeriti . . . . . . . . . . . . . 7 , College Calendar . . . . . . . . . . . . . . 3 Prizes ........................ 93 College Green . . . . . . . . . . . . . . . . . 2I Prizes awarded June, I93I ...... IOI College Buildings . . . . . . . . . . . . . . 22 Prizes awarded September, I93I. rn2 College Entrance Examination Probation . . . . . . . . . . . . . . . . . . . . . 7S Board ...................... 2S -Professional Preparation . . . . . . . 24 Committees of the Board........ 7 Promotion, Requirements for. . . . 7S Committees of the Faculty. . . . . . I6 Publications . . . . . . . . . . . . . . . . . . . 90 Courses of Instruction. . . . . . . . . . 39 Purpose of the College .......... 2I Courses, Required ............. SI Rank List . . . . .. .. .. . .. .. .. .. . So Credit Units . . . . . . . . . . . . . . . . . . 26 Registration . . . . . . . . . . . . . . . . . . So Dean's List ................... SI Repeating Courses . . . . . . . . . . . . 77 Degree, Requirements for. . . . . . 77 Reports ....................... 77 Degrees conferred, I93I, List of .. mo Room Assignments . . . . . . . . . . . . 33 Degrees with Distinction. . . . . . . SS Scholarships . . . . . . . . . . . . . . . . . . 36 Degrees with Honor. . . . . . . . . . . . SS Senior Fellowship . . . . . . . . . . . . . 35 Dining Hall ......... : . .. .. .. . 34 Special Students . . . . . . . . . . . . . . 30 Dramatics . . . . . . . . . . . . . . . . . . . . 92 Student Activities . . . . . . . . . . . . . S9 Examinations . . . . . . . . . . . . . . . . . 76 Student Aid . . . . . . . . . . . . . . . . . . . 36 Expenses ..................... 3I Student Council . . . . . . . . . . . . . . . 89 Faculty . . . . . . . . . . . . . . . . . . . . . . . 9 Students enrolled, List of. . . . . . . 94 Fees, Additional Course. . . . . . . . 32 Study Cards, Filing of.. .. . . .. . 79 � 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 1931-1932 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. 103 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, March 1932 Date A point or period of time associated with an event in the lifecycle of the resource 1932-03 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 Description An account of the resource Volume II, number 1 issue of the Bulletin of St. John's College in Annapolis. Published in March 1932. College catalog for the years 1931-1932 Bulletin Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/64a8447ad170778e64ac0e8e2ec524ab.pdf 3618381d5c6a2fe37f9fa12fcc5c1baf PDF Text Text IN AN APOLIS 1696-1 �St. JOHN'S COLLEGE IN ANNAPOLIS 1696-1932 BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS VOLUME II NUMBER 2 MAY, 1932 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, 1696 CHARTERED AS ST. JOHN'S COLLEGE, 1784 ANNAPOLIS, MARYLAND A College of the Liberal Arts to be maintained forever for the benefit of youth of every religious denomination �Historical Background 0 NE 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 following 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. The Legislature at the same time granted to the college its present campus, with its main building now known as McDowell Hall, >< "' z ""l l:' ~ "' i"': 's µl :0.:: °" ..... .. tr\ tr\ 00 .s ] v .... "' µ.) 23 "' ..q O> v <=I ~ .... "' ~ 0) "" t .s ..... 0) 0 "' <=I 0 THE BRICE HOUSE Built about 1750 by Thomas Jennings, cousin of Sarah Jennings, first Duchess of Marlborough, as a wedding gift to his daughter, Juliana, upon her marriage to Col. Jam es Brice. It was a center of Colonial entertainment and was frequently visited by George Washington. It is now used as the residence of the president of the College. �which had been begun in 1744 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 Declara6on 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. Mary~ land'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 Am~ bassador 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 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. T ST. JOHN'S, 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 student is guided in his choice by the necessity of taking six of these 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 total of ten courses. The other seven may be elected as the student sees fit. He is, however, further guided by the counsel of a member of the Faculty, who acts as his adviser. �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 l;IALL 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 William's School and were a part of the school's property transferred to St. John's in 1 7 8 5. OODWARD HALL, The rapid growth of the Library has been greatly aided by gifts from the Carnegie Corporation. WOODWARD HALL, THE LIBRARY In addition to its collection of books and its reading rooms, Woodward Hall containSJ the offices of the members of the faculty, where students freely confer with their instructors. �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. PINKNEY HOUSE The home of the Delta Psi Omega Fraternity, on St. John's Street, facing the Green. ALPHA KAPP A PI FRATERNITY HOUSE THE KAPP A 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. Rooms in the fraternity houses and in the halls of residence are furnished alike with the necessary articles of furniture: 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 Publications of the college consist of a weekly paper, The Collegian, published by the students without faculty supervision, and The Rat Tat, annually published bv the Junior Class. Appointments w 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 particular] y 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 19 3 1- 3 2, 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 e.; ... ,.<:< ..... 0 '"O .... 0 "' "° "' ,.<:< b ~ .n "' 0 '"§ ;;::; "' ~ ' . ~] P< cl µ< "' b ~ (-< "' "° -..o~ "' < ~u b .,.<:< u u µ< ..-l J:: (-< WQ "' Nf-< ,n;-'. THE QUIET ROOM Here quiet is maintained at all times. The reproduction Windsor chairs, the table, and the leather covered chairs here shown are typical of the furnishings of the entire Student Union. Adequate preparation is made for the recreation and rest hours of the student. "' < 0 >z 0 z -~~ ~~ µ< > "' "' .... b Qjf "" z (-< µ< µ< "' ~ p, µ< ~ w'Q jfu "' 8~ ,.<:< • "' - ... "b.o "' vJ cl ti~ >- "' p:; E ~ ~ "" .5 ~ "' ,.;:: >- ,.D .g "' "' ~ "' P. < THE LOUNGE Newspapers and magazines of the students' choice are provided in the lounge. All of the rooms of the Student Union are open daily from eight in the morning until eleven at night. 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 and Athletics in St. John's College. There is also an optional course for those \Vho 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 Teams 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 had 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 minor 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 19 31-3 2 intramural athletic season all Athletics previous records were broken in the various 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, Delta Psi Omega won 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 swimming meet takes place in May. �-.-------···----·------- 1932 VARSITY FOOTBALL TEAM 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 defoa ted 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 �"Board of 'Visitors and Qovernors 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 \'<5 Buck, Lawyers Acting Secretary Edwin Warfield, Jr., Baltimore Editor FRESHMAN FOOTBALL TEAM Treasurer James A. Walton, Annapolis President, Annapolis Banking William Woodward, New York Chairman of the Board of the Central Hanover Bank and Trust Company \'<5 Trust Company Sylvester W. Labrot, Annapolis Labrot \'<5 Company, Bankers Elmer G. Parsly, Philadelphia Judge Walter I. Dawkins, Baltimore Parsly Bros. \'<5 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 FRESHMAN LACROSSE TEAM Frank R. Kent, Baltimore Vice-President, A. S. Abell Publishing Company; member of staff, the Baltimore Sun. Charles B. Gillet, Baltimore Gillet \'<5 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 Douglas H. Gordon President, St. John's College Dr. Amos F. Hutchins, Baltimore William H. Stayton, Washington Surgeon Captain U. S. N. (Retired) Lewis W. Baldwin, St. Louis FRESHMAN BASKETBALL TEAM 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. Address 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. II No. 2) May 1932 Title A name given to the resource Bulletin of St. John's College in Annapolis, May 1932 Description An account of the resource Volume II, Number 2 of the Bulletin of St. John's College in Annapolis. Published in May 1932. Date A point or period of time associated with an event in the lifecycle of the resource 1932-05 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/301aa77c4fb15bac99a7e5dc54114c6f.pdf 74c6743724f67f26e1db10553754140f PDF Text Text ������������������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 16 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis, November 1962 Description An account of the resource Volume XIV, No. 4 of the Bulletin of St. John's College in Annapolis, "Report of the President." Published in November 1962. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1962-11 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXIV_no4_1962_November President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f30eeb9dc80b933a7be4b8ca00d9300d.pdf bca593621c26be69f5be00e369df0327 PDF Text Text No. 4 VOLUME VI Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT ANNAPOLIS, MARYLAND OCTOBER, 1954 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �... REPORT OF THE PRESIDENT To THE MEMBERS OF THE BoARD OF VISITORS AND GovERNORS: It is gratifying to be able to report that the College will admit sixty-seven new students this fall, thus reversing a downward enrollment trend which has prevailed since the peak figures under the G. I. Bill of Rights. No development could be more significant than this for the future well-being of St. John's College. It has always impressed me as an astonishing fact that St. John's College does not have a waiting list of sizeable proportions. It would seem not unreasonable to imagine that some hundreds of young men and women must graduate each year from secondary schools all over the United States, who would be attracted by the liberal arts program at St. John's and would profit greatly thereby. Perhaps the fault lies with the College for not formulating its case more effectively and disseminating it more widely. I have tried to analyze some of the factors which deter students from enrolling at St. John's College. First and foremost I would posit the commonly held assumption that the College does not prepare an individual for any sort of a career. It is mo.st disconcerting to the high school or preparatory school senior to discover that he cannot select a "major" at St. John's. In most cases it is too much to expect that he will abandon his previous conditioning to specialization and pre-professional training in favor of something as nebulous and apparently intangible as the development of his mind or the preparation for living itself. This, I am confident, is the principal stumbling block and only the gradually changing climate of opinion in the United States will help St. John's and its prospective freshmen to surmount it. Volume VI OCTOBER, 1954 Number 4 Published quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. A second obstacle, not wholely unrelated to the first, is the admitted difficulty of the St. John's Program. Secondary schools in this country do little to stimulate a love of good hard work on the part of their students. In a day of television, picture magazines, digests, and commentators it is somewhat terrifying to the student to be shown 1 �a list of world classics and told that they constitute the textbooks for one's future college course. The all-required character of the curriculum raises grave doubts in the mind of the student who has difficulty with mathematics, language, or science. It is not easy to persuade him that he should undertake the study of these subjects for four years, as contrasted with the more attractive electives of the conventional college program. Frankly he wonders whether the student lives a normal life at St. John's, tied as he must be to his books. And then, as if to confirm his worst fears, he discovers the mortality rates of recent classes and decides that he is not up to what would be required of him. St. John's, he concludes, is primarily for intellectuals. The very unconventionality of the program deters many students and their parents from deciding upon St. John's. Anything which is different arouses questions. Even though the program is in effect a modern restoration of the ancient liberal arts curriculum, its dissimilarity to contemporary educational patterns creates misgivings. Moreover, the program is still so young that the graduates have not yet really proven the efficacy of their education. Many Americans want to be shown results, and this will never be the concern of a college like St. John's which is struggling rather with trying to define success. So where there may be real inclination on the part of a boy or girl to apply to St. John's, a parental veto or advice from a guidance counsellor or headmaster is likely to prevail, and application is usually made to a safe college where there is no taint of the unconventional. This was particularly true during the long period before St. John's regained accreditation by the Middle States Association of Colleges and Secondary Schools. Finally, one might cite the relative obscurity of St. John's. There was, of course, the article in Life Magazine fifteen years ago and there have been numerous lesser articles and stories since. In one sense St. John's is known-known as the scene of a great and challenging educational pilot project. The average high school senior, however, is not familiar with the name, nor is he likely to learn of it through teachers or fellow students. A college as small as St. John's suffers from a severe handicap in respect to the size of its constituency. Time may change all of this, but meanwhile the St. 2 John's admissions personnel must struggle constantly against this obstacle of obscurity, which is in part a corollary of the College's smallness. It is my contention that the St. John's Program has never had a really fair test since its inauguration on the campus in 1937. This may be ascribed in part to the wars which have unsettled the entire country, in part to financial problems which were largely inherited from the old regime, and in part to administrative crises which have now become ancient history. But apart from these disruptions it is my contention that a fair trial of St. John's as a real community of learning will only come when the College has achieved a carefully selected student population of 300 matched by a versatile and provocative faculty of close to forty members. Quite apart from the greater financial stability which would flow from a broader student base, the College would gain immeasurably from the greater intellectual ferment of more good minds. It is a present complaint among some of the abler students that each knows the reactions of the others on most subjects by the time the class has reached the junior or senior year. The seminar knows itself too well, and a degree of staleness or ennui results. If, on the other hand, an entering class of 100 students is divided into five seminars for the first year, then perhaps into four in the second year and three in the upper two years, a constant rearrangement of personnel becomes possible with a consequent stimulus to the process of dialectic. The general life of the community would likewise benefit from such a modest increase in numbers, for the Student Polity would become a more significant enterprise and the various extracurricular activities would receive a wider measure of participation. The situation would also be more conducive to some form of intercollegiate contact which, it seems to me, is essential to prevent insularity and inbreeding. A most promising beginning has been made by the Admissions Office under the directorship of Allen Austill, who came to St. John's in the summer of 1953 from the staff of the University of Chicago. He was ably assisted during the winter and spring by C. Ranlet Lincoln, of the Class of 1950, who travelled extensively as admissions officer. In general, Mr. Austill states, the admissions program can 3 �be said to have been one of experimentation. New avenues of student procurement were explored, direct mail contacts on a wide scale to selected lists of senior students, follow-up inquiries by telephone, and finally visits by College representatives in the homes of the prospective students. This latter activity, while time-consuming, was eminently successful, for over fifty applications were received from the hundred home visits made by the two men in the Admissions Office. Parents and students alike seemed most appreciative of the opportunity to talk at leisure with a representative from the College. It would seem, moreover; to be somehow consonant with the more intimate relationships with administration and faculty which a student finds after coming to St. John's. It is interesting to note that approximately 1,500 inquiries were received during the year from prospective students, two-thirds of them from the mailing piece and a quarter of them unsolicited. Significantly enough the latter group proved the most fruitful source of serious candidates for admission. Neither the usual extensive schedule of secondary school visits nor the four demonstration St. John's seminars conducted in Boston, Philadelphia, Wilmington, and Richmond were productive of new students, though they undoubtedly generated some popular interest in the College and its program. Relatively little was accomplished in enlisting alumni assistance in the admissions program, though particular mention should be made of the effective work of alumni scholarship committees in Tulsa and Philadelphia in interviewing and investigating candidates for awards. It is the considered opinion of the Director of Admissions that in both the short and the long run present and former members of the St. John's community-faculty, students, alumni, and friends-will make the most significant contribution to the student procurement program through the numbers of young men and women whom they know and talk to about the St. John's Program. S ible by a special grant from the Old Dominion Foundation, the pos depicts a senior stu d ent d efend"mg h" t h es1s m ora1 exammat10n. · · · · fil 1s T:re are flash-backs to tutorials, laboratory, seminar, and the extraurricular life of the College, all of which are shown to have contribc ted to his total learning experience. The script was originally written ~ two St. John's alumni, but the brunt of the final rewriting and ~eparation for filming was the indefatigable work of Robert Bart, ~ member of the Faculty, and Robert Butman, a teaching intern, both assisted by James Taylor, Jr., of the Class of 1955. Music was composed and performed by Douglas Allanbrook, likewise a tutor of the College, and the narration was done by Mark Van Doren. The film was produced by John C. Gibbs and Forde! Films, Inc., with Gordon Hessler as director and Ollie Comstedt as director of photography. All members of the community, faculty and students alike, gave generously of their time and energies during the hectic month of actual filming, though none endured a more protracted ordeal under the hot kleig lights than William H. Barrett, of the Class of 1956, who played the role of the defending senior. The film, which is done in full color, is notable for its synchronized sound, thus enabling the viewer to listen in on classroom exercises. I expect that the film will be well received in educational circles and that it will have a considerable effect in publicizing the College. The entire student procurement program will be built around its use during the coming year. Introspection In this connection I am pleased to report the completion of the first film on the St. John's Program, which is expected to serve as a useful vehicle in presenting the College to secondary school audiences. Made In my report of a year ago I announced that the College was engaged upon a self-study project, financed by a grant from the Fund for the Advancement of Education, established by the Ford Foundation. A full-dress report will be published later this fall summarizing the various aspects of the study. Meanwhile, I might outline briefly the method of procedure during the year. As I reported a year ago, the study was conducted by the Instruction Committee of the Faculty with most of the work being done by Clarence J. Kramer, of the Class of 1946, who served as executive director. The high point of the year was a three-day conference held on the campus October 21-23, 1953. During the first two days the Instruction Committee and a small group of educators from all over the United States held 4 5 St. John's Film �seminar discussions on four topics involving problems central to the St. John's Program: language teaching in the liberal arts college, the role of science in the liberal arts curriculum, the problem of the social sciences and history, and the problem of integration and isolation in liberal arts education. For the most part these topics were suggested by the criticisms and comments submitted by the alumni during the early phases of the self-study project. The following day the faculty and seminar participants were joined by some seventy-five guests, most of them representing preparatory schools and high schools. There was an address by 0. Meredith Wilson of the Fund for the Advancement of Education on "Intellectual Discipline and the High School," followed by a panel discussion of the relation of secondary education to the liberal arts college. In retrospect the conference seems to have been rather successful. A number of the participants volunteered the information that it was certainly the least stuffy and the most stimulating of such affairs in their own experience. There was a thorough airing of the various topics in the seminars, and the exchange of ideas with teachers and administrators of other institutions was found by members of the Instruction Committee to be helpful in approaching curricular problems. During the Christmas holidays and continuing until the end of the academic year the Instruction Committee met periodically to consider the specific problems posed by the language tutorial and the laboratory. Certain decisions as to the curriculum were reached not as a direct result of the self-study project, but at least as a b;-product of the discussions stimulated thereby : tutors' committee and will be ready for the fall term. It is expected to compensate in large measure for the grammatical shortcomings of most of the entering students. The first-year language tutorial will now commence with two or three weeks of English grammar and will then devote itself to Greek grammar with constant reference to the new manual. The students will be asked to do a great deal of writing in connection with this study. Significant passages in Greek will be taken up and thoroughly scrutinized within a framework of grammatical and rhetorical exercises. Logic will likewise receive its appropriate treatment. The net result is expected to be a greater linguistic skill on the part of the student, so that he can confront significant Greek and English texts more profitably. ( 2) In the laboratory greater emphasis will be laid on the carrying out of experiments, in the sense of letting the student experience the full responsibility that a genuine scientific experiment implies. There will be a consequent reduction in the number of experiments and a lengthening of the time devoted to each. Groups of students performing a certain experiment in the junior or senior year will be allowed to choose their own time for performing it, though there will be regularly scheduled meetings of tutors with the groups. This change will necessitate careful planning of experiments as between tutors and students. And toward the end of an instruction period there will have to be meetings in which the results obtained, the methods used, and the insights gained will all be discussed and coordinated. The Dean notes that this planned improvement in the laboratory branch of the program can be undertaken only from the relatively solid base which the laboratory has now achieved. ( 1) The first two years of the language tutorial will undergo considerable change as a result of the experience of the past year. Upon the recommendation of a committee of tutors, the Greek grammar, Chase and Phillips, will be supplemented by a manual in which the presupposed but usually non-existent grammatical knowledge of the student will be spelled out in greatest detail and in which analytical material, in the form of selected passages, paradigms of grammatical and syntactical analyses, and examples of rhetorical exercises, will be abundantly provided. This manual is now being prepared by the ( 3) The junior and senior seminar readings will be modified to include certain materials tried this spring on an experimental basis with some success. The readings are source material related to American history from a University of Chicago compilation entitled The People Shall Judge. The Instruction Committee decided that it was necessary to make the student more aware of the real human issues that are at the base of modern political controversies. In so doing the College will seek to avoid two pitfalls : undue emphasis on the 6 7 �superficial discus,,ion of current political problems, and reliance upon the existing social sciences with their unquestioned and yet highly questionable methodology and terminology borrowed from the natural sciences. As the Dean says, what is important is to make the students see, better than they have done so far, the connection between basic issues within an industrialized and global civilization and the traditional crucial problems they encounter in the Great Books throughout the four years. Teaching Internship Program . T~e initial year of the teaching internship program injected new life mto the College community and apparently proved beneficial to the seven participants. As I reported a year ago, St. John's College was one of nine colleges and universities to receive grants for this purpose from the Fund for the Advancement of Education, established by the Ford Foundation. Appointments for the first year included L. Paul Bolgiano, Jr., of Arnold, Maryland; Robert H . Butman, of ·w ashington, D. C. ; Mrs. Janice Cordray, of Baltimore, Maryland; Ralph M. Miwa, of Honolulu, Hawaii; F. Garner Ranney, of Baltimore, Maryland; Mrs. Peggy Schrier, of Denver, Colorado; and J a~es M. Tolbert, of Columbus, Georgia. Two of the group were assigned regular laboratory sections or tutorials, while all participated as co-leaders in seminars. Most engaged in extracurricular activities and gave freely of their time to assist individual students in a variety of ways. The interns likewise relieved faculty members of some of their duties. They attended all faculty meetings and in effect had the status of non-voting tutors of the College. As a result of our experience with this program during the first year the Dean and I are convinced that a second year's experience is ~s s ential. for most if not all of the men and women taking their 111ternsh1p at St. John's. In this position we do not have the concurrence of the Fund for the Advancement of Education, which is primarily concerned that as many individuals as possible benefit from the single year appointment. The Fund has approved a grant of $31,000 to the College for a second year's program and as a compromise has agreed fhat two of the first year's interns may remain for a second year. This type of program has great promise for the 8 future. As far as St. John's is concerned, it offers an unusual opportunity to acquaint a small group of promising young college teachers with the College's purposes, curriculum, and methods each year. As they go out and become members of other faculties, it is hoped that they will in some measure reflect the philosophy of liberal arts education which permeates St. John's. The Faculty It is with genuine regret that I announce the retirement of George A. Bingley after thirty-one years of conscientious teaching as a member of the St. John's Faculty. Mr. Bingley first came to the College in 1923 as a member of the Department of Mathematics. He was one of four professors who successfully weathered the retooling process when the new program of studies was introduced in 1937. Mr. and Mrs. Bingley spent this final year on a well-deserved sabbatical leave. The Students As already noted above, the College enrollment reached a nadir of 125 in the fall of 1953. There were 40 freshmen, 29 sophomores, 32 juniors, and 24 seniors. During the course of the year eleven of these left college, partly of their own volition and partly on the recommendation of the tutors. One junior dropped back into the sophomore year. Following their respective enabling examinations in June, four juniors were asked not to return for their senior year, and five sophomores were refused admission to the junior year. Only sixteen seniors completed their requirements in time for graduation while seven others have theses to write or other work to make up before being awarded their degrees. Two men were graduated cum laude. The Dean reports that perhaps the most conspicuous feature of the academic year was the poor quality of the freshman class. About half of the group could not function properly in their respective classrooms, most conspicuously in the seminars. How many of this class will finally graduate is an open question. By contrast the upper classes, particularly the sophomores and juniors, were of high quality. 9 l �A problem of ever-increasing magnitude is the difficulty of students · in meeting the College's charges for tuition, room and board. It has been the College's boast that no deserving student would be denied an education for financial reasons, but it has now become quite impossible to meet all requests for student aid. During the past academic year, for example, 57 students held Maryland State scholarships while 62 students received grants-in-aid or held student jobs on campus. The total sum expended for grants during the year was $19,951 and for jobs $17,298. This means that the aggregate of all scholarship and other financial aid to students reached the figure of $105,000, or nearly $9,000 more than in the preceding academic year when the enrollment was somewhat higher. this case an excellent start was made with an enrollment of t welve under the leadership of J . Rodney Whetstone and Peter W olff, both of the Class of 1944 and both attached to the staff of the Institute of P hilosophic Research. Once again the College sponsored a Seminar-in-Europe in cooperation with Study Abroad, Inc., of New York City. There were eighteen enthusiastic participants under the leadership of the Rev. J. Winfree Smith, of the F aculty. Mrs. Weigle and I were members of this group for most of the tour and returned convinced that this study tour should become an annual part of the College's adult education program. L ibrary Friedland Loan Fund As providing a measure of immensely welcome relief for this worsening situation, I am happy to be able to announce the establishment of the Friedland Loan Fund through the generous gift of Mr. and Mrs. George Friedland, of Philadelphia, Pennsylvania. Mr. and Mrs. Friedland envision this as a rotating fund so that successive generations of students will benefit from it. The fund is endowed, but there is wise provision for the loan of up to $5,000 from principal in .each of the next two years to enable the College to assist students in dire financial straits. To make the benefits of the fund as judiciously applicable as possible, it has been decided to give priority to upperclassmen and to limit borrowings by an individual to $250 in any one year or to $1,000 over a four-year period. Library accessions during the past year increase the College's collection to nearly 50,000 volumes. The College records its gratitude in particular to Clarence W . Stryker, professor emeritus of history, for the gift of his valuable personal library. It is planned to use certain of these books to establish dormitory collections where certain more popular books and certain reference volumes will be readily accessible to students at any hour of the day or night. Other welcome additions to the library during the year were the New York Public Library edition of Ptolemy's Geography, the gift of Arthur A. Houghton, Jr., of New York City ; W illiam H . Dixon's H er M ajesty's Tower, the gift of Mrs. James M. Doyle of Annapolis; and several early 19th century St. John's pamphlets, the gift of Mrs. Frederick Richards, of Annapolis. Adult Education Alumni The Director of Adult Education reports participation by 256 individuals in twenty series of adult seminars conducted this year in Annapolis, Baltimore, Chestertown, Hagerstown, Leonardtown, and St. Mary's City, Maryland, and in Washington, D. C., and San Francisco, California. The latter was an innovation this year and represented a pilot attempt to conduct St. John's seminars in major centers of the country through the use of alumni of the College. In Under the presidency of W. Vernon Martin, of the Class of 1922, the Alumni Association expanded its roster to 2,000 members. For the first time since 1921 an alumni directory was published. T his was made possible by the generous gift of J. Vincent J amison, Jr., of the Class of 1905, whose death this summer after a lingering illness grieves us all and deprives the College of one of its most loyal alumni and board members. 10 11 �Administration In the area of personnel changes, I must first regretfully report that Henry Barton left the College at the end of June after four and a half years of loyal and untiring service as Treasurer and Business Manager of the College. The position will be filled by Arland F. Christ-] aner, who came to St. John's in the fall of 1953 from Lake Erie College and served this past year as Assistant to the President. Mr. Helmuth Kern was named director of the Foreign Operations Center discussed below. Other new additions to the staff included William M. Aston, of the Class of 1953, laboratory assistant; Mrs. Jane Tolbert, assistant in the library; Mrs. Margaret Creamer Wilburn, manager of the book store; Mrs. James H . Truitt, resident head of Randall Hall; and Mrs. Josephine Thoms, artist-in-residence. For varying periods during the year, Miss Anne Douglas V alk served as secretary in the Admissions Office and Miss Theresa O'Beirne as cashier in the Business Office. Miss Patricia Callahan succeeded Miss O'Beirne as cashier in June, while Mrs. Melita Newell transferred from the Development Office to the Admissions Office to do the secretarial work. Before passing on to other matters it is appropriate to note here that Mrs. Frances Perlitz, who handles mail and housekeeping at the College, completed her twenty-fifth year at St. John's last summer. The most noticeable change in the appearance of the campus has been the rising mass of brick and mortar which will soon become the first women's dormitory at St. John's. Located on the crest of the eminence overlooking the back campus, the new building will balance Randall Hall in size and general architectural design. T o make way for the new structure, the old boiler plant, more affectionately known as Koogle Hall, was razed in December. At this time the opportunity was seized to relocate and renew most of the outside heating and hot water lines serving the various buildings. Including work completed six years ago, the entire outside heating system on the campus ·has now been renewed and should present no problem to future St. John's administrations until after the turn of the century. toward a new science laboratory building on the St. J ohn's campus. There is a proviso that a matching sum be raised by the College prior to January 1, 1956. By way of general preparation for this building and in order to provide fo r the orderly future development of the campus, the Board authorized the architectural firm of Richard J. N eutra and Robert E. A lexander, of Los Angeles, California, to prepare a preliminary campus development plan, to be considered by the Board as a possible alternative to plans previously drawn up by other firms. T here were other changes in the physical plant. T he Reverdy Johnson H ouse was painted last summer and complete interior redecoration was accomplished in McDowell H all and in Carroll, Chase, and Paca Houses. The dilapidated roof on the porch of Chase House was removed, thereby enhancing the general appearance of the building. A severe rain and wind storm in early July inflicted heavy damage to the venerable trees of the campus. F ortunatd y, the Liberty T ree emerged unscathed and received a clean bill of health from the attending tree surgeons. Callege Finances T he principal financial effort over the past year has been devoted to raising funds for the new women's dormitory. In addition to pledges and monies already in hand, cash gifts of $78,168 were received and matched by the Old Dominion F oundation. T he College still needs $75,000 in new contributions to complete the building. It is most gratifying to report that the building is being erected upon a cooperative basis by a group of contractors from Annapolis and Baltimore, under the vigorous chairmanship of Alfred G. Paves of Annapolis. Each of the participating contractors agreed to undertake the job at cost and to donate to the building fund the amount of his normal profit. T he architect, engineers and suppliers of various furnishings are also participating on a cooperative basis in the venture. One floor of the dormitory will be ready for occupancy by students when College opens this fall, and the entire building will probably be ready by the end of October. In this connection I am happy to report that the General Assembly at its 1954 session authorized a bond issue in the amount of $250,000 The most notable addition to the general endowment funds of the College was a bequest of $20,726 contained in the will of M rs. Eva 12 13 �D. Yerby, sister of the late Urquhart S. Dowell, of the Class of 1908, former president of the Alumni Association. Additional payment on pledges to the Alumni Endowment Fund amounted to $12,004, while $5,071 was received from the alumni for current purposes in their annual giving campaign. Including matching funds, the total of the Alumni Endowment Fund reached $190,336 on June 30, 1954, and the grand total of all the College's endowment increased during the year from $650,889 to $752,446. Because of the low enrollment the College operated during the fiscal year at a deficit of $25,673. Expenditures aggregated $555,170, while income amounted to only $529,497. This wiped out the surplus carried over from the previous year and made inroads on the reserve for future operations. Fortunately, the sum of $33,097 was left in this account at the end of the year to constitute working capital for the College during the fiscal year 1954-55. The books were audited by Raymond M. Wheat and Company, certified public accountants, of Annapolis, Maryland, and summary financial statements are appended to this report. Association of Independent C alleges in Maryland A most promising start was made this year in the combined effort of Hood College, Washington College, Western Maryland College and St. John's College to seek current funds from industry and business in Maryland. Over seventy calls were made by the four college presidents and certain of their board members upon individual firms, principally in the Baltimore area. Eighteen gifts were received totaling $15,100, thus more than meeting all expenses of conducting the effort during the first year of operation. It is proposed to expand the work of the Association in the years ahead. · Gifts to the C allege In addition to gifts already alluded to I should like to detail the following and to register in this fashion the gratitude which all members of the College community feel toward the donors: A commitment of $3,000 annually from the Raskob Foundation for Catholic Activities, Inc., toward the salary of a tutor of the College belonging to the Catholic faith ; 14 An annual scholarship of $1,250 from the Food Fair Stores, Inc., $1,000 of which is to be awarded to a boy or girl each year, preferably the son or daughter of a Food Fair employee, and the balance to go to the College for overhead expenses; A gift of $600 from J. Vincent Jamison, J r., of the Class of 1905, for a new platform in the Great Hall of McDowell H all ; An antique brass lock for the Great Hall from Bromwell Ault, of New York City, in memory of his mother, Helene Bromwell Ault; A gift of $1,000 from the Old Dominion Foundation for a fellowship for graduate study (awarded to Robert G. Razo, of the Class of 1953, for study at Princeton University) ; Gifts and pledges totaling $6,500 as an initial endowment for the Massachusetts Scholarship Endowment Fund; A canoe for the Boat Club from Gerald Atterbury, of the Class of 1946. As in previous years, all gifts for endowment purposes were matched by the Old Dominion Foundation, which, in addition, evidenced its continuing confidence in St. John's College through a generous grant of $135,000 fo r current purposes. Labor T rainee P rogram The Foreign Operations Center, which has been located under contract on the St. John's campus since July 1, 1953, handles training programs for labor teams and labor trainees brought to this country under the sponsorship of the Foreign Operations Administration. It is one of the technical assistance aspects of the American foreign aid program. Teams are brought from abroad to study American productivity, engineering, production techniques, and the free trade union movement. Work of the Center falls into two parts, the orientation of the arriving teams and the programming and arrangement of the study 15 �ST. JOHN'S COLLEGE Annapolis, Maryland trips themselves. All visiting groups come directly to Annapolis from debarkation in New York or San Francisco and spend between three days and a week on the St. John's campus. During this time seminar sessions are scheduled at which the foreign guests become acquainted with problems in their particular field of interest and familiarize themselves somewhat with American history and culture and with the political and sociological structure of the country. Lecturers and discussion leaders have included, in addition to St. John's faculty members, outstanding labor union officials, business executives, engineers, and government officials. During the first .year of operations there were 262 participants from seven different countries: Austria, Denmark, France, Germany, Holland, Italy, and the Philippines. There was great diversification as to the type and background of the individual participants. There were firefighters from Italy mingling with judges from the Supreme Court in France ; time and motion study engineers from Italy followed leatherworkers from Germany; and high trade union officials from Austria met labor educators from West Berlin. All teams seemed appreciative of the contribution being made by the members of the Faculty to the program. In the future it is hoped that even more opportunities will be found for exchange of ideas between the trainees and the students. * * * I should like to close this report with an expression of heartfelt gratitude to the members of the Board of Visitors and Governors for making possible the European trip for Mrs. Weigle and myself during this past summer. It afforded us both a magnificent opportunity to observe and study E urope and its peoples and to talk with many individuals about education and other matters of common interest. More importantly it meant complete relaxation and rest from the affairs of the College, so that both of us have returned with new zest and enthusiasm for the academic year ahead. RICHARD D. WEIGLE President Annapolis, Maryland September 10, 1954 16 CON DENSED STAT EMENT OF CU RRENT I NCOME Fiscal Y ear Ended June 30, 1954 I NCOM E Educational and general T uition . . . . . .. ... . ... . . . Adult education .. .. ... . E ndowment fund income .. . . . . . . . . . .. . State appropriation . . . . . . . . . ... . ... . . . Gifts and grants-net .... . . .. . . . . . .. . . . ... . F . 0 . A. contract. . . . .. .. . .... . . . . Miscellaneous . . . ... . . . . . . . ... . Total .. .. . .... .. . . . Auxiliary enterprises Dormitories and dining hall . . . . . . . . . . . . . . . Book store ....... Other ......... .............. T o tal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Other non-educational T otal income Deficit for year . $101,253.61 5,232.18 24,228.78 75,000.00 209,142.61 9,600.00 6,869.80 $431,326.98 71,478.86 12,812 .94 4,719.04 $ 89,010.84 9,159.00 $529,496.82 $ 25,673.08 --c--'-~- E X PENSES E ducational and general A dministrative . . . . . . . . . . . . . . . . . . . . . . . . . $ 63,152.20 General . ... ... ..... .... .... .. .... 54,272.69 Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114,536.17 Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12,693.18 Student organizations and activities . . . . . . . . 8,721.26 Adult education . . . . . . . . . . . . . . . . . . . . . . . . . 6,047.13 Miscellaneous . . . . . . . . . . . . . . . . . . . . . . . . . . 9,654.74 P lant operation and maintenance .. . . .. . .... _ _7_6,__18_.0_ _6 _ 6 Total . . . . . . . ... .... . . . . . . . . $345,695.43 Auxiliary enterprises Dormitories and dining hall . . . . . . . . . $ 55,376.05 Book store ......................... 14,824.38 Other . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,300.13 --c--==--=--=--::--::;-::Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 72,500.56 Other non-educational Scholarships and grants-in-aid .. .. . . . . .. . . . $ 88,949.58 22,800.00 T eaching internships . . . . . . . . . . .. .. . . . . 25,1 22.61 Motion picture .. . . .. . . . ... . ... . . . . 101.72 Miscellaneous . .. . . ..... . ..... . . . . . . .. . $136,973.91 Total . . .. .. .. ... . . . . . . . ... . .. . . .. . .. . $555, 169.90 Total expenses 17 �ST. JOHN'S Annapolis, BALANCE SHEET, COLLEGE Maryland JUNE 30, 1954 Liabilities and Capital Assets CURRENT LIABILITIES AND RESERVES CURRENT FUNDS Cash in banks and on hand ... . .... .. ....... . .. . Due from other funds .... .. ..... . . .......... . Accounts receivable . . . . . . . . . . . . . . . . $7,605.56 Less : Reserve for doubtful accounts. 336.88 Pledge receivable .. . ........................ . Inventories .... . ... .. .. . ... .. .. .. ... . .. . .. . . . Prepaid insurance . . . . . . . . . . .... . . . . . Total .......... .. .... . Cash-restricted current funds ... . . . . .. . .. . .. . Total-current $ 7,738.21 7,832.65 $ 7,268.68 1,200.00 11,399.75 6,086.63 41,525.92 5,773.53 47,299.45 $ 38,094.06 34,448.72 10,000.00 674,687.58 3,586.04 760,816.40 $ ENDOWMENT FUNDS Account payable ............ . ... . ... .. . . .... . Student deposits .. . ... . . . ... .. .. . .... . $ 5,294.75 2,618.78 $ 515.00 8,428.53 Reserve for future operations Total .. . ........ . $ 33,097.39 41,525.92 Principal-restricted current funds ... . . . .. ..... . . Total-current . ............... . ... . .... . . . $ 5,773.53 47,299.45 Deferred income Total-current liabilities . . . .. . .. . . .. . . . . .. . ENDOWMENT FUND LIABILITIES AND PRINCIPAL Cash Foundation matching funds receivable . .. . . Pledge receivable ... . .. . . . Investments . .. Accrued income ........ . . ......... . . . Total-endowment .... . .. .. . .. . . .. . .. .. .. . . Principal .. . .. Unexpended income . .. . .. . ....... . . . . .... .. . 8,370.15 750,267.85 2,178.40 Total-endowment .... . . . ..... ... ... . .... . $ 760,816.40 Due to other funds .. .... ...... . . . ... . ........ . PLANT FUNDS LIABILITIES AND PRINCIPAL PLANT FUNDS Cash Foundation matching funds receivable .. Accounts receivable ......... . ..... . . . . . Investments . . . .. . . .... . ... . . . Miscellaneous . . . . . . . . . . . . . .. . . . . .. . Land, buildings, and equipment.- .. . . .. . . . . . Total-plant ............ .. .... . ....... . .. . 18 22,637.74 33,918.00 2,704.10 135,014.07 2,225.87 1,652,140.95 $ 1,848,640.73 $300,000.00 Mortgage payable Less : Mortgage certificates acquired 240,033.33 Reserves for mortgage liquidation and plant expansion .. . .. .. . .. .. . . .. ..... . .. . ........... . . Invested in plant ... .. . .. .. . ....... . .. .. . . . .. . Total-plant .... . .............. . ... . .. . . . 19 59,966.67 196,499.78 1,592,174.28 $1,848,640.73 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from students' fees, from a limited appropriation by the Maryland General Assembly, and from the gifts of its friends and alumni. The type of education for which St. John's stands is expensive and it is impossible to establish student fees commensurate with the overall cost. The gap between income and expenses exceeds $150,000, which the College is in process of providing for through a substantial permanent endowment. All planning for the future has been based upon the conviction that the College enrollment should not exceed 300 students. To provide an adequate physical plant for this student body, new buildings will be required as well as renovations to existing structures. The College invites gifts and bequests to its current budget, its building program, and its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following : "I hereby give and bequeath to the Visitors and Governors of St. John's College in the State of Maryland, an educational corporation existing by Charter of the General Assembly of the State of Maryland and situated in Annapolis, Anne Arundel County, in said State, the sum of . . . . ... . dollars." If bequests are made for specific purposes, such can be fully .stated. Attention is invited to the fact that Federal and State income tax deductions resulting from such gifts may mean a cost to the donor of only ;:i. fraction of the value of the gift to the College. 20 �� 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. 20 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 October 1954-Vol. VI No. 4-Report of the President Title A name given to the resource Bulletin of St. John's College in Annapolis, October 1954 Description An account of the resource Volume VI, No. 4 of the Bulletin of St. John's College in Annapolis, Report of the President. Published in October 1954. Date A point or period of time associated with an event in the lifecycle of the resource 1954-10 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- President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8fe8ac81c4eb9dee3581ccc14c93098b.pdf 2bb63a5783a81fb170ffe2862195a16c PDF Text Text No. 4 VOLUME VII Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT ANNAPOLIS, MARYLAND OCTOBER, 195 5 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �REPORT OF THE PRESIDENT To THE VISITORS AND GovERNORS OF ST. JoHN's COLLEGE: St. John's College and the Foreign Service of the United States may hardly be considered commensurable, or even analogous institutions. Yet George Kennan's penetrating discussion of the latter in the July issue of Foreign Affairs raises two issues which seem to me to have particular relevance to the aims and policies of St. John's College. Mr. Kennan is disturbed by the apparent impression created through a pamphlet of the Wriston Committee that future administrative policy with respect to the Foreign Service will emphasize a broader variety of professional skills within the Service, as over against the previous objective of seeking the all-around development of each individual officer. While acknowledging the indispensability of the specialist, he deplores the possible disappearance of the "generalist" and the failure to appreciate "the need for people as people." He believes that "the totality of a man's capabilities" must be realized and that this requires a certain "substantive knowledge of the world in which we live and the processes by which human society functions." In the representation of this nation's interests Volume VII OCTOBER, 1955 Number 4 Pu'bUshetl fJtlM'lerly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. what is important and decisive in ninety-nine cases out of a hundred is the totality of the man himself: his character, his judgment, his insight, his knowledge of the world, his integrity, his adaptability, his capacity for human sympathy and understanding. With these things, all specialties ... will flower and bear fruit; without them, no specialty will really help. . 1 . �Mr. Kennan, it seems to me, has here reaffirmed his faith in genuine liberal arts colleges and their philosophy of education. His concern is with a continuing supply of able candidates for the Foreign Service-men and women of broad knowledge and understanding, of imagination and versatility, of character and judgment. It is just this type of person that St. John's College is seeking to educate within the age-old tradition of the liberal arts. Mr. Kennan's words bear witness to the fact that the Board and the Faculty of the College must hold fast to the fundamental tenets of our common project and must work with unabating effort to improve and strengthen the College's teaching program in the liberal arts. Another question posed by Mr. Kennan is the compatibility of a good professional diplomatic arm with the temper of a democratic society. He suggests that the exclusiveness of the Foreign Service and the inevitable acquisition of certain foreign ways and modes of thought may make it less representative of the American people but at the same time far more effective in its assigned task of diplomatic intercourse. In his opinion the officer abroad should not be "a museum exhibit of the external habits and demeanor of the average American" but rather "an effective channel of communica~ tion with other governments and a perceptive observer of life in other countries." The question, in both cases, is again whether you want your Foreign Service to be (let us frankly use the abhorred word) an elite, in character and intellect and education, or whether you want its members to be as close as possible to the mean of other Americans of their age. I am sure that the founding fathers of our Republic would unhesitatingly have favored the former, as did all those who had to deal with Foreign Service affairs up to one or two decades ago. It was left for the present generation, given to confusing republican institutions with an egalitarian conformism, to embrace the theory that we should be represented by our average rather than our best. 2 In a sense St. John's College, like the Foreign Service, rnust remain an elite, a community of tutors and students dedicated to the immensely difficult and demanding task of learning and of understan~ing. It will r~rely under_stoo? and appreciated by the wider commumty withm which it rnust live. This is perhaps inevitable by the nature of things. Yet it must resist the pressures toward conformity where any sacrifice of principle is involved. There must be frank recognition that the St. John's program can never be popular in the sense of attracting large numbers of students, as do the rnore conventional institutions. To compromise the intellectual task of the College in order to gain greater acceptability from the general public would be to lose the College's identity. I would propose instead that an ever greater emphasis be placed upon quality in the incoming first-year students and that a high standard of performance be required throughout the four years of their college course. ?e . The Class of 1955 Another milestone in the history of St. John's was passed on June 13, 1955, with the graduation of the first women students from the College. Six of the original group of twentyfour women completed the course and were awarded diplomas-Lydia Sommavilla Aston, of Morgantown, West Virginia; Sarah Catherine Covington, of Centreville, Maryland; Alexandra Jean Culbertson, of Stockton, California; Priscilla Alden Husted, of Mt. Kisco, New York, cum laude; Joan Gilbert McKay, of New York City; and Barbara Brunner Oosterhout, of Hagerstown, Maryland. Three others of this initial group are expected to finish their work at the College within a year. The record of women students over the past four years is a clear demonstration of their ability to cope with the St. John's program and of the rightness of the decision taken in 1950 not to discriminate against the sex. • 3 . �It was disappointi_ng to note that only thirteen of the twenty members of the semor class received diplomas at Commencement. One senior left during the year, four failed to submit theses or had r:iake-up _work to do, while two have yet to fulfill a graduation reqmrement. On balance the senior class exhibited an incomprehensible apathy throughout the year quite in contrast to its earlier record at the College. Th~ Dean and the Instruction Committee are convinced as a result of the experience with this and other recent classes tha~ there is need for modification of the procedures in th~ semor year. Perhaps one source of difficulty lies in the nature of the books read during this period. They are more diffuse and less apt to provide foci for sustained discussions. On th_e other hand, the seniors may be exhibiting an impatience with the sameness of the curriculum and a desire to move on into new fields . With the approval of the Faculty it is proposed to modify the fourth year as follows: ( 1) Regular seminars will meet only one evening each week, the time of the second seminar to be devoted to smaller group meetings as circumstances may indicate to be desirable. These "semin~r-tutori~ls" w~ll seek in a very explicit way to conn~ct the sem~r readmg with books of previous years. They will also provide the students with certain materials which will shed light on the fourth year books. Brief written reports by students will become an integral part of these small group meetings and should have a beneficial effect on their thesis-writing. (2) The thesis-writing period will be shifted from April to the last three weeks of the second term. The third term will therefore be uninterrupted by any preoccupation of seniors with their theses. . 4 . (3) To provide for the more intensive seminar preparation, senior language and mathematics tutorials will meet only three times each week, instead of four or five. The laboratory work will remain unaffected. The Student Body During the year enrollment reached a total figure of 139 students distributed as follows: 66 freshmen, 30 sophomores, 23 juniors, and 20 seniors. The entering class was the largest since 1949 and performed at a better scholastic level than that of the preceding year. The Dean reports the need for greater academic discipline among students of all classes with regard to absences, application to work, and deadlines. On the other hand, he notes that quite a few seminars and tutorials and almost all the laboratory sections functioned extremely well. To meet the situation, a general tightening of the academic regimen will be undertaken in the fall. At the same time a concerted effort will be undertaken to build better student morale and to aid individual students to meet problems through the appointment of a limited number of advisers from among the more responsible upperclass students. It will be the function of this group of men and women to work for the encouragement of healthy traditions and attitudes, to seek to meet potential trouble with advice or other aid, and to take the initiative in becoming acquainted with and winning the confidence of first-year students. The functions of the advisers are in effect no different from those of any responsible member of the community with adequate understanding of the ends of the community and the means relevant thereto. On the other hand, through the formalizing of this function it is hoped to contribute materially to a better esprit de corps, both in connection with classroom work and in the orderly life of the whole community. • 5 • �Accession It is most encouraging to report that another large freshman class is in prospect for the fall of 1955, for applications are approximately equal to those received a year ago. Once again a vigorous admissions program was undertaken, making extensive use this year of "The St. John's Story," the color-sound film completed in 1954. Representatives of St. John's visited some 450 secondary schools throughout the east, in the middle west, and in the southwest. The film was ~hown in nearly half of these schools to audiences aggregatmg 11,000 students and teachers. The reception of the film on the part of teachers, parents, and students has been uniformly good, and expanded use of the film is planned for the coming year. In his report for the year, the Director of Admissions concludes that the task of the College is not to try to convince prospective students of the worthwhile nature of the College's program, but rather to discover those students and those parents throughout the United States whose thinking on the subject of education tends to coincide with that of St. John's College. He suggests that in most such cases there is a person, a situation, or a book, or perhaps a combination of all three, which leads the prospective student to understand in some measure what St. John's College seeks to do for its students. Such a student recognizes the value of asking questions and of seeking answers through the seminar-tutorial method. St. John's becomes for such a student the opportunity for which he has been searching. or present students at St. John's. Fourteen candidates aplied as a result of having seen the College film, nine be~ause they learned about the College through high school teachers or friends in their community. Seven are coming as a direct result of the Maryland state scholarship program, while five first read about St. John's in the writings of Robert Hutchins, Mortimer Adler or others. The Director of Admissions therefore urges that alumni of the College, faculty members and present students share with the Admissions Office responsibility for the recruitment of new students. He welcomes the appointment of a Board committee on student recruitment and asks that a similar standing committee of the Faculty be created to function over the next several years. This committee has now been constituted and an early meeting is contemplated with the Student Recruitment Committee of the Board of Visitors and Governors. I am convinced that a goal of two hundred qualified applications annually is not impossible of achievement, but I think that it will probably demand two or three years of further concentrated effort. This means steady and continuous work on the part of all associated with the College. Schools must be visited again and again. Headmasters and guidance counsellors must be converted. The film must be shown. Student groups must be invited to the campus and there must be an effective publicity and public relations program. The Faculty the fall of 1955, the Director of Admissions points out that approximately one-third of the prospective students first learned about the College through alumni, faculty members Two new faculty appointments were made for the academic year just ended, Mrs. Iola Scofield, who taught for a number of years in the Basic Program at the University of Chicago, Clarence Kramer, a graduate of the College in the Class of 1949, who taught formerly at Marlboro College and • 6 • . 7 . In analyzing the source of applications for admission in �who served as Executive Director of the St. John's Self-Study Program, and, as lecturer, Clayton Lane, who served for many years in the Foreign Service. George A. Bingley, whose retirement from the St. John's Faculty was effective a year ago, was named Tutor Emeritus by the Board of Visitors and Governors. For the second successive year the Internship Program, sponsored by the Fund for the Advancement of Education, proved to be a very valuable addition to the community. Robert H. Butman, of Washington, D. C., and Jame~ M. Tolbert, of Columbus, Georgia, held internship appomtments for a second year. New appointees were John A. Bremer, a graduate of the University of London, England; J. Richard Christian, of San Francisco, California; and Allen R. Clark, of Alexandria, Virginia. I am happy to report that this program which has proven so successful will be continued by the Fund for two more years, although on a somewhat reduced basis. It is hoped thereafter to make the appointment of two or three interns a regular part of the teaching program at St. John's College. Inclusive of the interns, but excluding Simon Kaplan, who was on sabbatical leave during the year, there were twenty-four teaching members of the Faculty during the academic year. This meant the unusually favorable student-teacher ratio of six-to-one. Seit-Study Report In April the St. John's College Press brought out the report of the College's self-study, which was financed by the Fund for the Advancement of Education. The 139-page volume was handsomely printed for the College by the Waverly Press in Baltimore and was widely distributed to alumni, educators, libraries and friends of the College. Comments received to date suggest that St. John's has at last succeeded in its effort to bring out a readable and intelligible exposition • 8 . f its program. In addition to a concise statement of the St. John's Program, the book treats in greater detail a number of the more controversial principles of the College and offers a fuller explanation of them. There is a chapter dealing with the alumni of the new program and two chapters in which their appraisal of their education is stated in general terms and in particularities. The report likewise quotes at some length from the conference of educators held on the St. John's campus in the fall of 1953. The final chapter in the volume consists of the 1954 educational policy statement of the Dean, embodying certain recommendations and modifications of the program arising out of the project and the deliberations of the Instruction Committee. The Library The Librarian and the Library Committee devoted considerable time during the year to a discussion of the future physical needs of the Library. The immediate problem is one of obtaining new lighting throughout the building, together with more shelving and more study comers. There must be additional space for the music library since that was transferred into the main building from the Reverdy Johnson House. Some concern was expressed by the Librarian as to the role of the Library at St. John's College since students are generally encouraged to purchase their books as a nucleus for their own personal libraries. Moreover, the location of the Bookstore in the basement of McDowell Hall puts it in the midst of the activities of the College where it is visited by almost every student every day of the year. This provides an element of competition for the Library which the College would certainly not wish to discourage. It does pose a problem, however, as to how use of the Library can be increased over the next few years. . 9 . �. It is interesting to ~ote that inter-library loans tripled durmg the past .Y.ear. It .1s pr~posed to purchase the Library of Congress edition of its pnnted cards next fall. This will be a. great bibliographical help in identifying books for interlibrary loans and will assist in cataloguing and ordering for purchase as well. Adult Education The number of seminars offered in the Adult Education Pro~r~m was .smaller this year than last. Only 115 individuals participated ~n the six seminars offered in Annapolis, Balti~ore, ~ashmgton and Leonardtown. The most interesting mnovat10n of the year was the seminar on Far Eastern books conducted throughout the three terms by Clayton Lane, lecturer at the College. The Seminar-in-Europe will be conducted for the third successive year, this time under the leadership of John Kieffer, the Director of Adult Education and o~ Hugh ~cGrath, of the St. John's Faculty. There will be thirty participants this year as compared with nineteen a year ago. The itinerary for the tour remains substantially the same. Administration In accordance with the provisions of the Polity of the College, a general review of the document was undertaken by a specially appointed committee of the Faculty and amendments proposed to the Board of Visitors and Governors. These were adopted at the May meeting of the Board. The first five years of ~p~ration of t?e College under the Polity have proved that it is an effective working document. It is expect.ed tha~ the various revisions will clarify certain points and will provide an even sounder basis for College procedures over the next five-year period. . 10 . The most significant administrative development of the year was the adoption by the Board of a new Faculty salary scale. This was worked out originally by a committee of the Faculty which took into consideration such factors as the age, training and general experience of new tutors in determining their initial salaries. The new schedule provides for tenure at approximately age thirty-five and at a salary of $6,000. The minimum salary will be $3,000 for teaching interns and the maximum figure for tutors will be $8,000. It is planned to achieve the new salary scale in two or three increments. For the coming year, therefore, all eligible faculty members will receive a salary increase of up to $500. It is hoped that St. John's College will be awarded one of the grants by the Ford Foundation to endow higher faculty salaries. Should this eventuality materialize, it is planned to put the entire new scale into effect immediately. There are a number of personnel changes to be reported. After eighteen years of loyal and efficient service in charge of the College Infirmary, Elizabeth S. Hopkins, R.N., retires this June. Her position as College Nurse will be taken by Mrs. Lydia Aston, a graduate of the College in the Class of 19 55. I also regret to announce the resignation of Allen Austill as Director of Admissions. Mr. Austill has been resourceful and untiring in his efforts in the whole area of student recruitment. He leaves to accept a responsible position at the University of Chicago. Effective July 1st James M. Tolbert, for the past two years a teaching intern at St. John's, will assume the position of Tutor and Director of Admissions. Mrs. Bent Lane ably filled the position of Artist-inResidence, but leaves with her husband to accept a position at another institution in the fall. The College is deeply indebted to Thomas W. Ligon, of the Class of 1916, who agreed to serve on a voluntary basis • 11 • �as Alumni Secretary of St. John's. In addition to general supervision of the Alumni Office on the campus, Mr. Ligon has conducted a vigorous alumni annual giving campaign which resulted in over three hundred alumni contributing a total of $12,369, the highest amount and the largest number of givers of any current campaign. For the second year, W. Vernon Martin, of the Class of 1922, served as President of the St. John's Alumni Association. A feature of the year was the monthly luncheon in Baltimore to which prominent guest speakers were invited. These luncheons were well attended and helpe~ to build new interest in the College and its program .. It is note~orthy that the number of alumni paying dues mcreased this year to 553 from the figure of 385 in 1954. Elsewhere the past year saw a decrease in the administrative staff of the College. The office of the Assistant to the President was combined with that of the Treasurer and ably filled by Arland Christ-Janer. The resignation of Miss Ann Hill resulted in the virtual closing of the Public Relations Office except for certain news releases which were handled by a student assistant. The office of Adult Education was likewise handled by a student assistant following the departure of Mrs. Hilyer Gearing in April. The Admissions Office was fortunate in being able to obtain the services of Ralph Herrod, of the Class of 1950, as an Admissions Officer on a part-time basis in the New York area, thereby reducing considerably the cost of operation in that office. Mrs. Ruth Truitt, head resident in the women's dormitory, served likewise as housekeeper, thus filling a vacancy created by the retirement of Mrs. Frances Perlitz after over twenty-five years of devoted service to the College. fve offices on the ground floor of Pinkney Hall. On the other ~and the installation of a central switchboard for all telephon~ contacts ~ncr~ased the cost ~f operation, whil~ at the same time contnbutmg to the efficiency and convemence of all members of the College community. Mrs. Marie Johnson and Mrs. Eva B. Price served as operators at the switchboard during the year. Physical Plant In December the new women's dormitory was completed and was taken over by the girls, thus releasing Randall Hall and Stone House once again for male occupancy. The new structure was named Campbell Hall in honor of Levin Hicks Campbell, of the Class of 1793. This action by the Board was taken in view of the generous gift of $75,000 from Milton Campbell, of Easton, Maryland, a grandson of Levin Hicks Campbell. This gift completed the building fund. As a result of these changes, the College has been able to reduce its administrative costs. In some part the changes were aided by the relocation of a number of the administra- · Action was taken by the Board of Visitors and Governors during the year to retain the architectural firm of Neutra and Alexander, of Los Angeles, California, as College architects. The firm was authorized to make a general study of the future development of the campus. At the same time an overall program of expanded phys_ica_l facilitie~ was studied and ~dopted by the Board. First pnonty was given to the plannmg of a new science building and auditorium. Thanks to a generous anonymous gift of $35,000, planning on these two structures has now been completed in its preliminary stages. It is hoped that $1,750,000 can be found during the coming year to make possible the construction of these two new buildings. It will be recalled that the General Assembly of the State of Maryland authorized a bond issue in the amount of $250,000 m 1954 toward a new science laboratory building on the • 12 • • 13 • �campus providing a matching sum were raised by the College prior to January 1, 1956. . With the completion of CampbeII HaII, it was possible to move aII men students out of Paca-CarroII Houses in order to undertake extensive renovation of these two buildings. Complete replastering and redecorating are under way, as well as the instaIIation of new plumbing facilities. At the same time, it is planned to remove the two smaII wings extending out at the rear of the building. These two houses, which are something of an architectural gem, will be available for occupancy in the faII. Mention should also be made of the donation to the College of the historic CarroII-Davis House, presently located at the corner of Main and Conduit Streets. This house was given to Historic Annapolis by Joseph Greenfield, who purchased the property for the construction of a business block. Historic Annapolis in turn considered a number of sites in seeking to find a haven for the structure in which Charles CarroII, the Barrister, was born. The Board of Visitors and Governors later voted to accept the offer of Historic Annapolis and the building will be moved this summer to its new site on King George Street between Iglehart and Woodward HaIIs, immediately adjacent to the boxwood gardens. As rapidly as funds become available, it is planned to restore the buildin~ and possibly to make ultimate use of it as a Faculty Club with Faculty Offices on the second and third floors. Acquisition of this building will increase to five the number of historic buildings on the campus, McDowell HaII, Humphreys HaII, the Pinkney House, the Reverdy Johnson House, and the CarroII-Davis House. . l4 . College Finances It is gratifying to report that the CoIIege operated without a deficit for the 1954-55 fiscal year, though its cash position has become progressively less favorable because of the purchase of equipment and capital items. Income was lower than anticipated, principaIIy because of smaIIer student enroIIment, but this was compensated for through certain economies on the expenditure side of the budget. The books were audited again this year by the firm of Raymond M. W heat and Company, certified public accountants, of Annapolis, Maryland, who have effected certain simplifications in the College accounts. Summary financial statements are appended to this report. Approximately one-fifth of the total expenditures during the year just ended were devoted to assisting students through scholarships and other means of student aid. Fifty students received Maryland State Scholarships aggregating $68, 150, while 62 students benefited to the extent of $35,597 through other scholarship funds, through grants-in-aid, and through student aid jobs on the campus. The aggregate amount expended in financial aid to students amounted to $103,647, slightly less than the preceding year in spite of a ten percent increase in enroIIment. The Friedland Loan Fund in its first year of operation proved a tremendous asset to the CoIIege and a great boon to a considerable number of upperclassmen, who borrowed a total of $5,000 to help pay their fees. The book value of the permanent endowment funds of St. John's CoIIege has increased from a figure of $750,268 as reported in the audit for the fiscal year 1953-54 to a total of approximately $1,300,000 as of June 30, 1955. Again I should like to express the gratitude of the CoIIege to the members of the Finance Committee who have discharged • 15 • �their investment function so ably. With the steady growth of the permanent funds, the Board has heeded the request of the Finance Committee that a qualified investment counseling firm be retained to assume responsibility for the College portfolio. The firm of Scudder, Stevens, and Clark, of New York City was so appointed by the Executive Committee of the Board. Gifts to the College June 30, 1955 marked the end of the matching offer of Old Dominion Foundation. I am happy to report that the College raised the full amount of $250,000 which the Trustees of the Foundation offered to match for building purposes. These funds were expended to erect Campbell Hall and to relocate and renew steam and hot water lines over a goodly proportion of the campus. An analysis of the gifts comprising the quarter-million-dollar figure reveals that they came from 216 donors and ranged in size from one dollar to $75,000. It is also noteworthy that a total of $56,730 was contributed by the participating contractors themselves, who undertook the construction of the new building upon a cooperative basis. The thanks of the College are extended to all who shared in making the new dormitory a reality. Gifts and firm pledges to the endowment fund campaign total $540,000 as of the end of June, or roughly only a little more than half the total of $1,000,000 which Old Dominion Foundation offered to match. I should like to single out for particular mention the munificent gift of $200,000 from Mrs. Elizabeth Myers Mitchell, of Annapolis, Maryland. The alumni of the College accounted for $115,000, representing gifts of 525 donors, or more than a quarter of all the names on the alumni roster. A dozen of these gifts exceeded the $1,000 figure, four of them ranging between $5,000 and • 16 • $7,500, and one of them. coming to nearly $18,000. The alumni phase of the campaign was undoubtedly the most successful fund-raising effort ever undertaken within this relatively diverse and uncohesive alumni group. In addition to these contributions, the College received 150 gifts from friends, ranging from one dollar to three gifts of $25,000 and totaling $208,848. Even though the final goal was not achieved, a most creditable record of giving was established, and the College is deeply grateful to the more than six hundred individuals who responded so generously to the statement of its needs. I should like at this point to recapitulate certain gifts received by the College during the past year and to express once again the College's gratitude to the donors: A gift of $200,000 from Mrs. Elizabeth Myers Mitchell, of Annapolis, Maryland, for general endowment purposes; A gift of $75,000 from Milton Campbell, of Easton, Maryland, toward the completion of Campbell Hall; An anonymous gift of $35,000 toward the complete preliminary planning of the new science building and auditorium; A gift of new plumbing fixtures from Kohler of Kohler, Wisconsin to be used in the renovation of Paca-Carroll Houses; ' A gift of a large oriental rug from Albert H. MacCarthy, of Annapolis, Maryland; and A gift of a rug from Mrs. Ford K. Brown, of St. Margaret's, Annapolis, Maryland. . 17 • �Support from Industry Maryland business and industry have been slow to respond to the appeal of the Association of Independent Colleges in Maryland, Inc., of which St. John's College is one of the four charter members. In its second year of operation the Association received $28,250 from over 40 firms. Joint expenses amounted to $8,192. Including a balance Qf $4,205 from the preceding year, the colleges had approximately $20,000 available for apportionment to their current budgets. Sixty percent of this figure was divided equally among Hood College, Washington College, Western Maryland College, and St. John's College, while the other forty percent was apportioned on the basis of enrollment over the preceding three years. In the case of St. John's the share for the current year amounted to $4,602, of which $3,699 was received in cash and the balance left with the Treasurer of the Association as an advance against expenses during the coming fiscal year. International Labor Orientation Center On April 1, 1955, the Foreign Operations Administration transferred its contract with St. John's College to the Department of Labor. Thus the Foreign Operations Center, which has been located on the campus since July 1, 1953, was renamed the International Labor Orientation Center. Although the functions have been somewhat curtailed, the basic objectives of the Center remain the same. It serves as a small but important part of the Government's technical assistance program. The Labor Center at St. John's, under the directorship of John Doherty, is concerned with the orientation of teams of trade unionists and labor trainees brought to this country . 18 . under the auspices of the Department of Labor and the Foreign Operations Administration. After an initial three to five days on the campus these groups spend fi~e weeks on fi~ld trips throughout the United .states, observm~ and studymg American production techmques and learnmg about the trade union movement in the American economy. During this second year of the Center's op.erat~on th~re were 366 participants from 17 different c?~ntnes, mcludmg for the first time representatives from Bolivia, Cuba, El Salvador Honduras, and Mexico. Particular mention might be made' of a group of union leaders from the six countries of the European Coal-Steel Community, wh~ were studyi~g the adjustment of American workers to techmcal changes m the coal and steel industries; also to a team of ten labor leaders from the Republic of the Philippines, who spent two months attending lectures and seminars on the campus before undertaking an extended ten-month field trip. Five of th~ tutors of the College participated at one time or another m these orientation programs. * * * On the day that I sign this repo~t I leave ~nn_ap~lis on the first leg of an extended trip to India. At the mvitabon of the Department of State I shall spend three months visiting Indian colleges and universities and discussing with them liberal arts education and the St. John's Program. It seems to me that this constitutes significant recognition of the important role which St. John's College is continuing to fill in the educational world at large. Further opportunity to contribute along this line has come to the College beca~s~ of my ~p­ pointment to serve as chairrr:a~ of the Cor:imission on Liberal Education of the Association of Amencan Colleges. In my opinion it is extremely important that St. John's should • 19 . �seize every occasion to work with its sister institutions, both here and abroad, toward the achievement of a clearer understanding of the liberal arts and the way in which they may be practiced by young men and women of college age. I confess to a certain missionary zeal in such an endeavor, though I try to exercise at least a modicum of forbearance. I look forward with keen interest to the months ahead and I should like to express again to the members of the Board of Visitors and Governors my appreciation for their granting me leave of absence from the College to enable me to accept the invitation of the Department of State. RICHARD President Annapolis, Maryland June 30, 1955 D. WEIGLE ST. J OHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF CURRENT INCOME F iscal Year Ended June 30, 1955 JN COME Educati.o~al and general Tmt10n ..... .. .. .. . .. . .. ...... .. ... . . . Adult education . ... . .. . .. ... .. . ..... . . Endowment fund income ....... ... ... . . . State appropriation . . . .. . ...... . ..... . . Gifts and grants-net . . ........ . . . . . .. . F.0.A. contract . ..... ... .. .. ... . . . . . .. . Miscellaneous ...... . . . ........ . . .. ... . Total ......... .. . . .. . . . ......... . .. . Auxiliary enterprises Dormit ories a nd dining hall. . . . . . . . . . . . . Book store. . . . . . . . . . . . . . . . . . . . . . . . . . . . Other . . . ... . .. . ... .... ..... ... .. ...... Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Other non-educational. . . . . . . . . . . . . . . . . . . . . . Total income.. .. ..... .. . ... .. ....... Deficit for year . . . . . . . . . . . . . . . . . . . . . . $107,499 .08 2,480.40 24,380. 23 75,000 . 00 143,920 .43 11,999 . 91 11,355 . 88 $376,635.93 77, 152 .18 13, 047. 48 6,538 . 53 $ 96 , 73 8 . 19 11, 115 . 00 $484,489 . 12 $ 19, 590 . 62 -~~~~,....,. EXPENSES Educatioi;iaI and .general Admm1strat1ve . .... ....... .. ....... .. . General .. ... .. ... . .. . .... . ... . .... . . . . Instruction . .. . ........... . ...... . ... . . Library .... . .. .. .... .. . ......... . . .. . . Student organizations and activities .. . .. . Adult education ... ... . . .. ...... .. . .. . . M iscellaneous .. .. . .. . . ... .... . .... . . . . Plant operation and maintenance .... ... . T otal ..... .... . ... .. . . . ..... . . ... .. . Auxiliary enterprises D ormitories and dining hall . . . . . . . . . . . . . Book store. . . . . . . . . . . . . . . . . . . . . . . . . . . . Other.. ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . Total. . . ...... ... .. ... .... . .. .... .. . Other non-educational Scholarships and grants-in-aid. . . . . . . . . . . Teaching internships. . . . . . . . . . . . . . . . . . . Miscellaneous. . . . . . . . . . . . . . . . . . . . . . . . . Total .. .. . ..... . . ..... . .. . ... . . .. ... Total expenses . .. . .. .... . . . .. .... .... $ 61,627 . 62 38,345.00 119, 710. 37 13 . 030.5 5 7 ,660. 70 3, 195 . 97 6,030. 76 83,467 .69 $333 ,068 . 66 $ 60, 026 . 34 15 , 361. 96 1 ,626. 46 $ 77 ,014. 76 -----~ $ 74, 685 . 11 18, 868 .41 442. 80 $ 93,996.32 $504,079 . 74 --=---=~--,,.--,,----,= . 20 . • 21 • �ST. JOHN'S Annapolis , BALANCE SHEET, COLLEGE :Maryland JUNE 30, 1955 Liabilities and Capital Assets CURRENT FUNDS CURRENT LIAB ILITIES AND RESERVES Cash in banks and on hand . . . . . . . . . . . . . . . . . . . . Accounts receivable . . . . . . . . . . . . . . . . $9, 54 7. 32 Less : Reserve for doubtful accounts 732. 68 Inventories ............... .. ...... ... ....... . Prepaid insurance . .... .. .. ... .... ... . .. ...... . $ Total ... ·.... .. . .. .. ... ........... ..... . . Cash-restricted current funds ...... . ..... . ... . $ 39,406.16 735 .66 Total-current. . . . . . . . . . . . . . . . . . . . . . . . . . . $ 40,141.82 13,640.45 8,814.64 12,366.06 4,585.01 Account payable. ... ... . . . . . . . . . . . . . . . . . . . . . . . Student deposits ...... ........ .. . ......... .. . . Deferred income .......... .. . ..... .......... . . Due other funds . . ... .. ......... ... ... .. . .. .. . $ 8,185.61 3,323.17 10,150.00 4,240.61 Total- current liabilities. .... . . . . . . . . . . . . . . $ 25,899.39 Reserve for future operations .. . . .. ... .. ....... . Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13,506 . 77 $ Principal-Student Aid and Prizes . . ..... ...... . Total - current ... ...... ... . .. . .. . . . . . ... . ENDOWMENT FUNDS Cash: Endowment F unds .. .... .. $234,444.08 Myers Trust Account. . . . . . 123, 057. 26 Foundation matching fun ds receivable .......... . Accounts receivable . .. . .. . .. . .... .. ....... .. . . Pledges receivable ............... . .......... . . Investments . ... .. .... . . .... . .. .... . ..... .. . . Accrued income .. .. .. .... . ...... . ... .... .. .. . 357 '501. 34 251,532 .34 5,000.00 2,525.00 81 4,817.18 5,746.98 Total--endowmen t. ... ...... . .. . ..... . .. . $1, 437,122.84 39,406.16 735.66 $ 40,141.82 ENDOWMENT FUND LIABILITIES AND PRINCIPAL Due to other funds . .... . .. . . .. ... .... . ... . .. . Liability to Myers Trust .. . ... ....... ... .. .. . . Principal ........................ ..... .. . ... . Unexpended income .. . ... ........ ... ... . . .... . Accrued income not available for distribution .. . . 2,318.39 123 , 057.26 1, 303' 118. 57 6,356.87 2,271.75 Total-endowment. . . . . . . . . . . . . . . . . . . . . . . . . $1,437, 122 . 84 PLANT FUNDS Cash .... . .. .... ............. . .... .. ....... . . Foundation matching funds receivable .. .... .. . . . Accounts receivable ...... . . .... .... . ...... ... . Investments ... .. .... ... . . .. .. ......... .. . . . . Pledge receivable . .. . ..... .. ..... ... ... . .. .. . Miscellaneous . ... ............ ... . ...... ... .. . Deposit . ... .. .. .... . ......... ... . ...... . . . . . Land, buildings, a nd equipment .. ...... . .. ... . . 12,205.35 5,809.00 7,558 .88 58,542.50 75,000 . 00 679 .16 1,000.00 2,029,277.31 Total-plant ....... . . ... . . ...... . . ...... . $2' 190 ,072. 20 • 22 • PLANT FUNDS LIABILITIES AND PRINCIPAL Mortgage payable. . . . . . . . . . . . . . . $300, 000 . 00 Less: Mortgage certificates acquired 242, 200. 00 Note payable .... ...... ............ ..... . ... . Reserves for mortgage liquidation and plant expansion ......... . . .. .... .. ... . . ... . Invested in plant ......... ... . . . . .. .. ... . . . . . . 160,794.89 1,896,477.31 T otal-plant ... .. . ....... . . .. . ....... . .. . $2 ' 190,072. 20 • 23 • 57,800.00 75,000.00 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from students' fees, from a limited appropriation by the Maryland General Assembly, and from the gifts of its friends and alumni. The type of education for which St. John's stands is expensive and it is impossible to establish student fees commensurate with the overall cost. The gap between income and expenses exceeds $150,000, which the College is in process of providing for through a substantial permanent endowment. All planning for the future has been based upon the conviction that the College enrollment should not exceed 300 students. To provide an adequate physical plant for this student body, new buildings will be required as well as renovations to existing structures. The College invites gifts and bequests to its current budget, its building program, and its permanent endowment funds . Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to the Visitors and Governors of St. John's College in the State of Maryland, an educational corporation existing by Charter of the General Assembly of the State of Maryland and situated in Annapolis, Anne Arundel County, in said State, the sum of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . dollars." If bequests are made for specific purposes, such can be fully stated. Attention is invited to the fact that Federal and State income tax deductions resulting from such gifts may mean a cost to the donor of only a fraction of the value of the gift to the College. • 24 • �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 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 October 1955 Vol. VII No. 4-Report of the President Title A name given to the resource Bulletin of St. John's College in Annapolis, October 1955 Description An account of the resource Volume VII, No. 4 of the Bulletin of St. John's College in Annapolis, Report of the President. Published in October 1955. Date A point or period of time associated with an event in the lifecycle of the resource 1955-10 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- President's Report Presidents