25 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8cd7661380d7d8b1c608ebca74eabd85.pdf 16dd30550b712486e4f82c4e543db675 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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. 108 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, December 1964, Vol. XVI, #4 Title A name given to the resource Bulletin of St. John's College, December 1964 Description An account of the resource Volume XVI, No. 4 of the Bulletin of St. John's College. Contains official statement of the program and college catalogue, 1964-1966. Published in December 1964. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1964-12 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3b3fb44225a0d8a223ecd06ae5bb40ed.pdf 350726375112fa3babae9004b61a7236 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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/. Identifier An unambiguous reference to the resource within a given context Bulletin, Vol. XVII, No. 4, December 1965 Title A name given to the resource Bulletin of St. John's College, December 1965 Description An account of the resource Volume XVII, No. 4 of the Bulletin of St. John's College, entitled "Statement of Educational Policy and Program of St. John's College". Published in December 1965. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1965-12 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/78de9f92799c48277d5a9919e81e9a14.pdf 3be767f6030a318761439c062450e81b 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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/. Identifier An unambiguous reference to the resource within a given context Bulletin, Vol. XVIII, No. 4, December 1966 Title A name given to the resource Bulletin of St. John's College, December 1966 Description An account of the resource Volume XVIII, No. 4 of the Bulletin of St. John's College, entitled "About St. John's". Published in December 1966. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1966-12 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/fd29e7cb5138ff31ff3f65fe92b960df.pdf 13815cd2d2f93d8fa06d203de388b56f PDF Text Text No. 1 VOLUME XIX Bulletin of ST. JOHN'S COLLEGE REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO DECEMBER, 1967 Founded as King William's School, 1696. Chartered as St. John's College, 1784 �Volume XIX DECEMBER, 1967 Number 1 Published four times a year in April, July, September and December. Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: St. John's College was visited in the fall of 1966 by an interregional evaluating team from the Middle States and North Central Associations of Colleges and Secondary Schools. The purpose of this visit was to appraise the strength of the Santa Fe campus and, at the same time, to discoyer what effects, if any, the creation of this new College had had on the Annapolis campus. The Evaluation Report, written by President Ruth Adams, of Wellesley College, Chairman of the Team, was high in its praise of St. John's, as the following quotations will attest: The creation by a very small independent college of a complete "second college" at a distance of two thousand miles is a magnificent achievement, unmatched, to our knowledge, in the contemporary collegiate scene. In less than five years St. John's conceived and carried through the building of a five-million-dollar plant at Santa Fe, and in less than a year hence will have in operation the full four-year program. This total achievement merits unstinted admiration .... The strengths are impressive, both in themselves and in relation to the brief time in which they have come into being: the St. John's program itself; the President; the physical plant, its setting, and the New Mexico locale; the Deans, as administrators, counselors and disciplinary officers; the intensity of commitment of tutors and staff, and their concern with student development; the intellectual vitality of the students; the cohesion and unity of the student body, achieved in so short a time .... At Santa Fe as at Annapolis, the St. John's academic program is one of impressive integrity. In both colleges there is a deep and sincere commitment of faculty and students to the program and to the values that lie behind it. Emphatically and unanimously the team believes that there should be such a college as St. John's; that its values should have appropriate recognition and wider support; that it is a unique and valuable asset in the world of American higher education .. .. The Evaluating Team clearly identified the two major problems which St. John's College faces on its new campus. In the words of the report, "the gravest threat to St. John's in Santa Fe comes from the lack of operating funds." The team noted that the capital debt of three million dollars was "not in itself excessive for so excellent and functional a plant as exists in Santa Fe, housing as it does a distinguished and proven academic program." The report noted the mounting of the Western Consolidation Campaign and A National Program for St. John's College aiid expressed the hope that progress toward these objectives would be prompt and rewarding. A second . 1 . �major concern of the Evaluating Team was the Admissions program in Santa Fe. The report urged an immediate and vigorous effort to increase substantially the number of applications from qualified secondary school seniors. Originally it was expected that this visit by the Team would result in joint accreditation on the part of the two Commissions. Action has been held in abeyance, however, pending a policy decision whereby the Santa Fe campus would be independently accredited by the North Central Association, since it is a branch of the Annapolis college located within the jurisdiction of that Association. Meanwhile, accreditation by the Middle States Association continues both at Annapolis and at Santa Fe. The Admissions Problem It continues to be an unfortunate fact that St. John's College does not receive the volume of admissions applications which it deserves. The very nature of the St. John's program makes it unlikely to appeal to every student. This is inevitable in a prescribed curriculum which challenges contemporary educational fashions. Another facet of this problem is finance. Rising costs and the need to pay more adequate faculty salaries have driven fees for room, board and tuition to a point which has priced many students and their parents out of the independent college market. A modest falling off in the number of admissions applications is not an isolated phenomenon at St. John's but afflicts many good small colleges in the United States. At the same time the concerted movement to develop state colleges out of former teachers colleges and normal schools and the establishment of innumerable community colleges offer parents a much less expensive opportunity for education for their children. This problem is particularly acute in the Southwest, where it is possible to go to a number of state institutions for less than half the cost of attending St. John's College. l remain convinced that there are literally thousands of school seniors who would find the St. John's program a challenging one. The task of the admissions officers is to reach these students and to inform them of what St. John's has to offer. A most promising start was made in the winter and spring at Santa Fe as groups of four to six guidance counselors came for two- or three-day visits, attended classes, talked with students and tutors, and familiarized themselves with the purposes and the practices of the program. This plan of visits by guidance counselors will be expanded during the coming year. Two new appointments have been made in the field of admissions at Santa Fe for the coming year. Douglas R. Price, Assistant • 2 • �Cultural Affairs Officer at the American Consulate General in Hong Kong, was named Director of Admissions effective September 1st. He succeeds Theodore Smith, who resigned in May. Gerald F. Zollars, of the Class of 1965, has been appointed Assistant Director of Admissions. Mr. Zollars has just returned to this country after holding a two-year fellowship at the East-West Center in Hawaii and at Taipei in Taiwan. Meanwhile, the Annapolis Admissions Office was visibly strengthened this year by the appointment as Assistant Director of Admissions of Edward M. Godschalk of the Class of 1944, who had been working for a psychological laboratory in New York City. Mr. Godschalk visited schools in the Mississippi Valley area and worked closely with James M. Tolbert, Director of Admissions, who returned to the campus after a year's leave of absence in Europe. Student Restlessness St. John's College, like many of its sister institutions throughout the nation, has been afflicted with student malaise and restlessness over the past year. This has manifested itself in excessive class absences, in some experimentation with so-called mind-expanding drugs, and in a rate of student attrition which is somewhat greater than normal. All of this posed a frustrating problem for the administration and the faculty alike, though the behavior of a small minority of the student body should not obscure the solid achievement of the majority. The Dean in Santa Fe suggests that many faculty members, even in a small college like St. John's, are out of touch with students and have only the sketchiest knowledge of student life. Fashionable but not particularly helpful terms to be applied here are the "communication gap" and the "generation gap." Such phrases may be somewhat misleading but they do allude to a real phenomenon that cannot be ignored. It is clear that a considerable part of the unrest may be attributed to the escalation of the unpopular Vietnam war. Men and women alike find no idealism in this struggle and therefore manifest a resentment and fear of the draft. Other events on the national and international scene have been disquieting as well--the civil rights struggle on the one hand and the Israeli-Arab war on the other. These latter two have tended to capture student imaginations and have promoted a desire in some students to desert college for more activist roles. The wide national publicity given to the drug problem has inevitably prompted a certain amount of experimentation on both campuses. The Faculty in Annapolis adopted a resolution in November condemning the use of durgs not medically prescribed as incompatible with the purposes and program of the College. The concern of St. John's is with the normal functioning of the mind, neither • 3 • �hindered nor stimulated by chemicals. A letter, signed by over a dozen members of the Faculty and Administration, was sent this summer to each Annapolis student, making it clear that his return in the fall constituted a commitment to the community to abstain from any indulgence in drugs. The year ahead will challenge the best efforts of the Faculty and the Deans on both St. John's campuses to search for greater understanding in the whole area of student affairs and student morale. The adoption of more and tougher rules and regulations can hardly provide the best solution. There must be closer involvement of both the senior and junior members of the community in meaningful discussion of problems and in joint ventures both on campus and off. Constructive measures must be undertaken. For example, the production of Gilbert and Sullivan's Trial by Jury in Annapolis and William Carlos Williams' Many Loves on the Santa Fe campus did much to create a healthier spirit during the spring. St. John's College is committed to the way of reason. By way of summary, the academic year 1966-67 found a total of 501 students registered on the two campuses. They were distributed among the several classes as follows: Annapolis Freshmen Sophomores Juniors Senior Men 65 58 37 36 Women 54 35 24 24 Total 119 93 61 60 Total Santa Fe Freshmen Sophomores Juniors 196 137 333 42 38 21 31 16 20 73 54 41 Total 101 67 168 297 204 501 Grand Total The Santa Fe campus had a junior class for the first time. A year hence that class will have completed the four-year cycle, and the College will graduate its first class. Facuity Strength St. John's continues to enjoy a favored position with respect to faculty applications. There is little difficulty in attracting able tutors • 4 • �of varied backgrounds. Well over 200 applications were considered by the Dean and the Instruction Committee for the limited number of positions available. After careful consideration the following were appointed for the coming academic year: for the Annapolis Faculty: Gisela Berns, Visiting Tutor, with a Ph.D. from Heidelberg; Gerald E. Bunker, with a background in Greek History, now completing his Ph.D. in Far Eastern Affairs; Rosemary Lauer, with a Ph.D. in Philosophy from St. Louis University; Nicholas Maistrellis, who majored in Biology and has received his Ph.D. from the University of Wisconsin in the History of Science; and Erroll Pomerance, a Teaching Intern, who is completing his Ph.D. in mathematics at Harvard and has taught mathematics at Brooklyn Polytechnic Institute. And for the Santa Fe Faculty- Donald J. Brady, with a background in electrical engineering and a doctorate in English and Greek from the University of Washington; Dennis V. Higgins, who has a Ph.D. from Claremont Graduate School in interrelationships among philosophy, theology and poetry in Renaissance and seventeenth century England; Henry Larom, who has been teaching English at the University of Idaho; Timothy Miller, who holds his doctorate in music from Indiana University and who has been the head of the Piano Department at the University of Cincinnati; and Robert Neidorf, who has his doctorate in philosophy from Yale and returns to St. John's College after teaching at Binghamton in the New York State University system. This year the College lost the services of the following members of the Faculty: Larry A. Goldberg, Molly Gustin, and Marianna Reiley from Annapolis; Donald F. Rauber, Timothy Reynolds, Clare D. Smith and Richard D. Sullivan from Santa Fe. Special tribute should be paid to Wiley W. Crawford, who retired at the end of the year after teaching at St. John's for seventeen years. Mr. Crawford was responsible for setting up the biology program on the Santa Fe campus two years ago. To the Crawfords and to the other tutors leaving the College this year, the College extends its deep gratitude. During the past academic year Charles G. Bell and Hugh P. McGrath were on sabbatical leave. J. Winfree Smith was granted leave to direct the integrated program at St. Mary's College in California, Laurence Berns to teach Philosophy at Rosary College, and Michael S. Littleton to study at Union Theological Seminary. Robert B. Williamson was on leave during the first semester to complete his doctorate at the University of Virginia, while David H. Stephenson was granted leave during the second semester to finish his work on Beethoven in Vienna. For the coming academic year Eva T. H. Brann, Samuel E. Brown, Jr., Thomas K. Simpson and Edward G. Sparrow, Jr., will all be on sabbatical leave. Charles G. Bell and • 5 • �John S. Steadman will move from the Annapolis to the Santa Fe campus. The training of a faculty in the ways of the St. John's program continues to be a serious problem. The experience of founding the new campus has made clear the cardinal importance of training and learning within the College. Seasoned tutors can contribute a great deal to the guidance of newer members of the faculty. In the end, however, there is no real substitute for the actual training and learning that occurs in the classroom. The College hopes to inaugurate a teaching intern program for young men and women just out of college who show great potentiality as college teachers. A request for foundation support to this end has been submitted. Instructional Decisions The annual meeting of the Instruction Committee was held in Santa Fe in late March. At this time it was decided that the two campuses would exercise autonomy in the biology program for the coming year, exchanging manuals and suggested readings. A decision was reached to abandon the major written examinations at the end of the sophomore year. These preliminary enabling examinations had not proven as helpful as originally anticipated. Instead it was decided by the Instruction Committee that a more ambitious annual essay should be undertaken by sophomores, this in effect to be a forerunner to the senior thesis. A new experimental plan was also approved by the Instruction Committee whereby twenty entering students would be admitted on each campus at the start of the second semester in February. These students would take their regular first semester of work during the winter and spring. All would then take the second semester during the summer on the Santa Fe campus. It is anticipated that this new arrangement .will . be of particular interest to men coming out of the armed services, to mid-year graduates of high schools, to students who might have had to drop out of St. John's for health or other reasons, and to students who might be disappointed in their college experience elsewhere. A further suggestion was made to the committee that transfers from other colleges be offered a three-year course at St. John's, the regular freshman year, a condensed sophomore-junior year with perhaps a summer school session added, and a regular senior year. This matter will require further consideration by the members of the Instruction Committee. Library Renovation Since November the Librarian in Annapolis and the members of the Faculty Library and Campus Development Committees have • 6 • �worked carefully and thoughtfully with the architectural firm of Rogers, Taliaferro, Kostritsky, and Lamb on plans for the complete renovation of Woodward Hall and for the addition of a low stack wing on the King George Street side of the building. Final plans will be ready by early fall, when bids will be sought. Over a halfmillion dollars is in hand for the project, including major grants from the federal and Maryland governments, two generous grants from the Hodson Trust, and gifts of alumni and friends. Woodward Hall has already been evacuated of its books and furnishings. A temporary location for the library was found in two biology laboratories of Mellon Hall. A stairwell was converted into a reading lounge and stacks were set up in the basement area. Nearly 40,000 volumes were moved by student volunteers, assistants and the building and grounds crew in the latter part of April. The library continues to function with surprising effectiveness in its new location. On the Santa Fe campus little further progress has been made toward realization of a library building. One hopeful development was the approval by the federal government of a grant of $ 311, 000 toward construction of the new building under Title I of the Higher Education Facilities Act of 1963. These funds must be matched on a two-for-one basis. I hope that this challenge can be met prior to the termination of the matching offer in mid-1968. Other Construction Projects The new women's dormitory complex in Santa Fe was completed in January of 1967. The great move took place on February 3rd even though certain details remained as to furnishing and equipping the new buildings. For example, sheets were tacked on wooden rods and served acceptably and modestly as curtains until the late spring. Students seemed well pleased with the new facilities and promptly named the seven dormitory units and the two apartments for the nine Muses: Calliope, Clio, Erato, Euterpe, Melpomene, Polyhymnia, Terpsichore, Thalia and Urania. An important feature of the new complex is a small infirmary with adjacent nurse's quarters. The College Physician finds the new infirmary a well-equipped little hospital with office space, an examining room, an isolation area, and an adequate number of beds. The only current construction project on the Santa Fe campus is the grading, irrigating, and seeding of the athletic fields immediately west of the tennis courts. A contract was awarded for this work in late July. A major crisis arose when earth-moving equipment found its way to the main water line and produced a geyser of substantial proportions. The new fields will probably not be useable • 7 • �I[ until spring, when they will become an important addition to the College's recreational facilities. Students and Tutors are indebted to Mr. and Mrs. Don Kirby of Albuquerque for the gift of these fields. In Annapolis the main project for the summer has been the terrace and overlook behind McDowell Hall. Telephone and power lines were buried, and all utility poles removed from the campus. A retaining wall and sitting area are being constructed beside Randall Hall similar to the area beside Campbell Hall. Semi-circular stone steps will lead from the terrace to the lower fields. Trees, benches, and paving stones will enhance the appearance of the new area. A second major project has been the complete electrical re-wiring of McDowell Hall. Suspended fixtures of doubtful candlepower have been replaced in all classrooms by indirect lighting behind appropriate wooden cornices. Where necessary, plaster was replaced, and the entire interior of the building was painted. Other projects were the rebuilding of all bathrooms in Randall and Pinkney Halls and the replacement of the defective terrazzo in the lobby of the Key Memorial. Administrative Appointments In September Richard Pacini assumed his new duties as Vice President for Development. One of his first major tasks was that of building a modest staff for the headquarters in Annapolis of the Western Consolidation Campaign and A National Program for St. John's College. Those appointed included Miss Carol German, Secretary; Mrs. Annabelle Harris, List Clerk; Mrs. Donna Graeber, Typist; and Mrs. Mary Miller, Bookkeeper. Systems were worked out, and the new development office was functioning smoothly by the late spring. Miss Deborah Traynor, a member of the Faculty, expressed interest in doing publicity work and newspaper releases on a part-time basis. She has been a helpful addition to the staff. To assume specific responsibility for the campaign in the west, Frank McGuire of Santa Fe was appointed Associate Director of Development. Prior to assuming his position on March 1, 1967, Mr. McGuire had been an Administrative Aide to Governor Jack M. Campbell and Director of the Office of Economic Opportunity for the State of New Mexico. Miss Mary Branham, formerly head of the Tourist Division of the State Department of Development, was named Public Information Director. Both she and Mr. McGuire work under the general direction of the Vice President for Development in Annapolis. Administrative appointments other than those already mentioned include: in Annapolis, Mrs. Virginia Mylander, Bookstore Manager, replacing Mrs. Jorie Hopkins; Mrs. Frances Boyd, Book• 8 • �-- - - -- - -~---------------------------------- store Assistant and Bookkeeper; Mrs. Carole Kelley, Music Librarian; Mrs. Alice Kurs, Biology Technician; Mrs. Roberta Henke, Secretary to the Assistant Deans, replacing Mrs. Catherine Tobin; Miss Mary Warner, Mimeographer and Secretary to an Assistant Dean; Miss Anne Wright, Library Assistant; and Mrs. Barbara Littler, Addressograph Secretary. In Santa Fe: Mrs. Marie Winterhaler, Registrar, in addition to her duties as Secretary to the Dean; Henry Salazar, Bursar; Miss Minnie Mae Powell, Secretary to the President; Mrs. June Greene, Bookstore Manager and Senior Resident; Mrs. Carolyn Mathews, Assistant Librarian; Mrs. Alice Whelan, Cataloguer; Mrs. Mary Ortiz, Secretary to the Assistant Deans; and Mrs. Beth Floyd, Receptionist and Telephone Operator. Mrs. Hildegarde Carithers, who did an exceptional job in establishing the Bookstore, resigned at the end of the year when her husband was transferred to Washington, D. C. Alumni Office Reorganization During the year the alumni office was reorganized within the new Development Office, and Thomas Parran, Jr., was named Director of Alumni Activities. He and the directors of the Alumni Association have addressed themselves to the critical problem of improving alumni-college relations. A committee is currently studying the problem. Meanwhile, helpful progress has been made by involving certain alumni in the career-counseling program for seniors. A decision was made to discontinue the magazine about St. John's and to issue instead an alumni newsletter. Another project is the publication of a new Alumni Register to include the most recent addresses for all classes through 1967. Results of the annual giving campaign fell short of the announced goal of 20% participation and $20,000 in unrestricted gifts. The final report for the year shows that $10,593.33 was given by 436 alumni representing 16.8% of those on the roster. Summer Institute for Teachers This summer the first session of the Teachers Institute in Liberal Education was held on the Santa Fe campus. For eight weeks, thirtythree teachers and other adults worked in seminars, tutorials and preceptorials under the guidance of seven St. John's tutors. The subject matter area for the first of the summer sequences was Politics and Society. In the summer of 1968 this sequence will be repeated and sequences in Religion and Philosophy and Literature and Poetry will be added. Robert Goldwin, of the Class of 1950, Professor of Political Science at Kenyon College, did a superb job as Director of the • 9 • �program. At the same time he guided the preparation of the two new sequences of work for 1968. He was assisted by Mrs. Barbara Lind Larcombe, of the Class of 1963, who serves as Registrar for the Institute. Only one special two-week course was offered this summer to members of the Santa Fe community. This was in The Constitution: Democracy and The Republic, by Martin Diamond, Professor of Political Science at Claremont Men's College. A distinctive feature of the first summer was the award of nine fellowships by the Hoffberger Foundation of Baltimore, Maryland. These fellowships went to teachers from the inner core city schools of Baltimore. The hopes of the Foundation Trustees were apparently more than justified, for the teachers expressed keen appreciation for the learning opportunity afforded them and for the broader outlook which they gained from a summer in the ,southwest. The general reaction of all participants to the Summer Institute was highly favorable. It appears that this Institute, supported by a major grant from the Carnegie Corporation of New York, will enroll three or four times as many teachers in the summer of 1968. It is significant, too, that the participants will return to their respective schools with an appreciative understanding of the St. John's program and of its potential value for young people entering college. Finances In Annapolis the College operated during the past fiscal year with a modest excess of income over expenditures of $4,920. Total current income amounted to $1,343,648 made up of $802,001 in student fees, $303,626 endowment income, $99,000 in the State appropriation for scholarships, $94,888 from miscellaneous sources, and $44,133 in gifts and grants. Current expenditures totaled $1,338,728, made up of $1,013,971 for education and general expenditures, $138,883 for auxiliary enterprises, $176,959 for scholarships and grants-in-aid and $8,915 for other miscellaneous purposes. In addition, the Treasurer in Annapolis paid out $78,749 toward the cost of the Development Office for the period ending June 30, 1967. Modest further addition of $61,965 were received toward the endowment fund in Annapolis, including gifts to the funds established in memory of Alfred Houston, George A. Bingley and Victor Zuckerkandl. All of these gifts were matched by the Trustees of Old Dominion Foundation, who generously agreed to extend to June 30, 1968, their offer to match gifts for the permanent endowment of the Annapolis campus. As of June 30, 1967, the book value of the Annapolis endowment fund was $8,206,248, as compared to a market value of $8,309,867. • 10 • �The financial position of the Santa Fe campus is an increasingly difficult one. A total of $1,200,142 was expended as follows. $780,691 for current expenditures, $49,567 for capital outlay, largely in equipment and library books, $77,839 to complete the women's dormitories, $127,243 for debt service, $162,864 for Peace Corps expense, and $1,938 for miscellaneous summer programs. To meet these expenditures, the Treasurer in Santa Fe received a total of $1,048,838 as follows: $418,041 in student fees, $191,172 from the Peace Corps, $40,027 from miscellaneous sources, and $399,598 in unrestricted gifts. There was, therefore, a deficit in current operations of $151,339 for 1966-67, and a cumulative operating deficit to date of $202,692. Western Consolidation Campaign A promising start was made on the Western Consolidation Campaign, first phase in A National Program for St. John's College. Under the able chairmanship of Walter Evers, of the Class of 1935, nearly a million and a half in gifts and pledges have been obtained from Board members. A matching pledge of $400,000 has been offered as soon as the total of Board giving reaches the two-million mark. Solicitation of major gifts outside of the Board has now begun. The following table is of interest in analysing all cash gifts received for the Santa Fe campus from the inception of the project in February of 1961 through June 30, 1967: Alumni 1960-61 1961-62 1962-63 1963-64 1964-65 1965-66 1966-67 TOTALS Board Foundations $ 50,800 50,411 21,691 200,000 3,065 4,420 $ 209,709 219,740 201,644 683,688 393,096 $ 75,000 5,000 5,000 5,000 60,750 General $ 12,065 75,471 372,259 168,331 13,391 129,679 41,725 $330,387 $1,707,877 $150,750 $812,921 $ Total 12,065 126,271 702,379 414,762 420,035 821,432 499,991 $3,001,935 Totals for the years 1965-66 and 1966-67 are applicable to the goals of the Western Consolidation Campaign. It is a significant indication of the Board's commitment to the Santa Fe project that the grand total of all its gifts and of all its pledges to the Santa Fe campus aggregate $2,895,532. In other words, the Board has given in cash $1,707,877 and pledged an additional $1,187,655. Gifts and Grants to Annapolis Gifts and grants to the Annapolis campus for the year just ended totaled $181,340, distributed as follows: $43,803 from • 11 • �alumni, $13,830 from Board members, $64,707 from corporations and foundations, $38,962 from friends, and $20,038 through the efforts of the Association of Independent Colleges in Maryland. Of these monies $47,742 were unrestricted, $34,548 were designated for the library renovation, $79,250 were given for endowment purposes, and $19,800 were given for other capital purposes. I take this opportunity to express on behalf of the Board, the administration, the Faculty and the students the deep debt of gratitude which all of us feel to each alumnus, supporter, and friend. The College could not sustain itself without their generous and loyal giving. * * * * * Responsibilities outside of the College but related to it in an important way continue to occupy my time and 'attention. In January I was elected Chairman of . the Association of American Colleges at the annual meeting in Los Angeles. This is a one-year appointment. It pleases me very much that St. John's College, one of the smallest in the country, should hold this office in a body which numbers nearly 900 colleges and universities in its membership. By coincidence, I was also elected Vice-Chairman of the Independent College Funds of America, an organization of 509 independent colleges dedicated to the common task of raising funds from business and industry through state associations of colleges. A third responsibility has resulted from my appointment by Governor Spiro T. Agnew to be Chairman of the Maryland Commission on the Capital City. This body of ex officio and appointed members is charged with planning for the orderly development of the city of Annapolis so that the interests of the State, the county, the city, the Naval Academy and other groups will be appropriately and judiciously cared for. In April and earJy May Mrs. Weigle and I were able to take a pleasant vacation trip to New Zealand, Australia, Singapore, Hong Kong, the Philippines, and Hawaii. This provided a welcome respite from our work at the College. We would like to express our warm thanks to the members of the Board of Visitors and Governors for making the trip possible. We have returned refreshed and eager to find solutions to the manifold problems which continue to confront the College. RICHARD D. WEIGLE President August 25, 1967 • 12 • �FINANCIAL STATEMENTS �ST. JOHN'S Annapolis, BALANCE SHEET~ ASSETS CURRENT FUNDS Unrestricted Cash........... . . . ..... .. .. . ............... . ..... .... Accounts Receivable ................... . .......... . . . . . Sundry Receivables ... . ...... . .............. ... ... .... . Inventory-Bookstore .......... . ......... .. .... . ...... . Total.. . ................ . . . . . . . . . . . . . . . . . . . . . . . . . . $ 98,656 1,892 10, 101 22,949 $ 133,598 Restricted Cash ......... .. ........... . .. . ...... ......... . . ..... . Loans Receivable ................ ... .. . .... . ..... . .... . Due from U.S. Government . ..... ............ ... . . .. .. . Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 , 615 73,922 9,891 $ $ 213, 428 347, 026 $ 47,642 1,594,687 45,640 6,525,268 7,041 ENDOWMENT FUNDS Cash .. . ..... . . ........ .. . . ... ...... . . ............... Accounts and Notes Receivable .. .... .. .. . ... ... .. ...... Matching Funds and Pledges Receivable .. ........ ....... Investments at Cost ................................... Accrued Income .. . . . ........... .. . ... . ............... . . . . . Total Endowment Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 8, 220, 278 PLANT FUNDS Cash .... ............................................ Land and Campus Development ............... . ........ Buildings and Improvements ..... ... . . . .. ... . .......... Equipment .................. . ..... .. .. ..... .. ... ..... . . . . $ 401,091 280,269 4,514,995 389,367 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 585, 722 Total Funds. ... .. .... ... . ... . . . ...... .. .... . ...... $14, 153,026 • 14 • �COLLEGE Maryland June 30, 1967 LIABILITIES AND CAPITAL CURRENT FUNDS Unrestricted Accounts Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Due to other Funds .............. . ..... .. . .... . . .... .. . Student Advance Deposits . ............ . ...... .. ... .... . $ 16,979 6,057 31,448 54,484 79, 114 Fund Balance .. . .. ........... ....... ..... ... ... ...... . Total. .................... . ..... . ···· ·· ·· · ········ $ 133,598 Restricted Notes Payable to Bank-Peace Corps. . . . . . . . . . . . . . . . . . . . Advanced from U. S. Government ...................... . $ 25,005 65,181 90, 186 123,242 Fund Balance ... .. . ..... ... .. ... . .... .. . ..... . ... . . .. . Total......... ... ..................... . .. .. . .. .. . . Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 213,428 347,026 $ 9,870 $ ENDOWMENT FUNDS Funds Functioning as Endowment .... .. .................. . Principal-Income Expendable Unrestricted Endowments .... ..... . . .. . . . ........... . .. . Restricted Endowments . .. .... . ... . .. . . .. ..... ....... . . . Reservation of Profits-Sale of Securities ................ . Unexpended Income ............. .. ... .. . . . ......... . .. . Total Endowment Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . 5,937,851 855, 911 1,412,486 4,160 $ 8, 220, 278 PLANT FUNDS Funds Available for Plant Expansion....................... Investment in Plant. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 401,091 5, 184, 631 Total Plant Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 585, 722 Total Funds....................................... $14, 153,026 15 • �ST. JOHN'S Santa Fe, BALANCE SHEET, ASSETS CURRENT FUNDS General Current Cash .. .... . . .... . . . ... . ....... . .......... . . . . . ....... . Due from Other Funds ..... . ....... . .... . ........ . . .. . . . Notes and Accounts Receivable, less Reserve of $946 ..... . . . Deferred Expenditures ......... . .. . ... . .. . . . .... . . . ..... . Other Assets . . ..... ... .... . . . ... . . ... ...... . ...... .... . Total. .... . ........... . . . . . . . . . . . ..... . . . . . . . ... .. . Restricted Current Cash-Restricted ....... . ...... . . . . . .. .. . .. .... . . . .... . . Cash-Loan Fund . ...... . ..... .. .. .. ..... .. .. . ........ . Notes Receivable-Students .... .. ....... . ............... . United Student Aid Fund Deposit ... . ... . ........... . .. . . Total .. . . .. ...... .. . . .. . ..... .. ............. . ..... . Total Current Funds ............ . ....... . . .. ...... . . $ 107,405 8,747 3,371 19,432 10,198 $ 149, 153 $ 57,588 9,164 65,041 1,000 $ 132,793 $ 281,946 ENDOWMENT FUNDS Cash.... . . . ................... .. ... . .............. .. .. Investments .. . . . . ........... . ... . .. . .. . .. . .. . .......... $ 30, 709 2,219 Total Endowment Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 32, 928 Due from Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 250, 000 Total Annuity Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 250, 000 ANNUITY FUNDS PLANT FUNDS Cash ... . . .. . . .. . .. . .......... . ........... . ... .. .... . . . Retirement of Indebtedness Funds ... .. .. . .. .' . .. .. . . ... . . . Land and Land Improvements .. . ...... . . . .. .. ......... . . . Buildings ... . . . .. .. . . ......... .. . ..... .. ... ......... . . . Equipment and Furnishings .... . .. . . ..... . .. ... . .. . . . ... . Library Books ... . ........... . .. . . .. . ..... . . ... . . . . .. .. . Other-Land and Buildings . .. . .. .. . . .... .. . . ..... . . . ... . $ 17,065 16,934 245,545 4 , 766, 130 328,681 50,435 79,465 Total Plant Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $5, 504, 255 Total Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $6, 069, 129 16 • �COLLE GE New Mexico June 30, 1967 LIABILITIES AND CAPITAL CURRENT FUNDS General Current Notes Payable . . . ............ .. ..... . .... . . . .... . . .. .. . Accounts Payable and Accrued Expenditures ... . ..... .. . . . Deferred Income . .. . ....... . . . ....... . ...... . .. .... ... . T otal ..... .. .. . . . ... . ... .. .. . .. . .. . ..... . .. ... ... . Cumulative Fund Deficit for Years 1963-67 .... . ... . .. . .. . Total ... . . . ... . . .... . . . .............. . . .. ... . .... . Restricted Current Fund Balances- Restricted .......... . ............. ... .. . Loan Fund- Principal of Funds .... . .... . ............ . . . 308,708 15,200 27 ,937 $ $ 351,845 (202' 692 ) $ 149, 153 57,588 75,205 $ Total . ... . .... . . . . . . . .. .. . ... . . . ...... .. .... . .... . $ 132,793 Total Current Funds .. ... ... . . . . . . ....... . . . .. . ... . $ 281, 946 ENDOWMENT FUNDS Total Endowment Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 32, 928 $ 250, 000 $ 17 ,065 16,934 ANNUITY FUNDS Total Annuity Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PLANT FUNDS Unexpended ... . ...... . ....... . ........... .. ... . .... .. . . . Retirement of Indebtedness Funds . . ... .. .. . ... .. ......... . Invested in Plant Dormitory Bonds of 1964 . .... .... ... .. .......... .. .... . Notes Payable ..... ... .. . . . .. . . . . . . ........... .... ... . . Due to Other Funds ....... . .. . ....... . ... . .. .. . . ...... . From Contributions and Current Funds . .. . . . . .... . . . . . . . Construction Account Payable . . ..................... . . . . 888,000 2, 361,000 255,000 1,964,256 2,000 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $5, 504, 255 Total Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $6, 069, 129 17 • �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1967 INCOME Education and General Tuition Fees . ....... .. .... . . ..... . ... . . .... . . .. . .. . . .. . Adult Education .. . . ... .... .. .. ....... ..... . ........... . Endowment .. . ... . ... . ...... .. .. ·.... . . . . . . .. . . .... . ... . State Appropriations .. . . .. ....... .... .. . . ..... . . . .... .. . Miscellaneous . . .. ...... . . ......... . ......... ...... . . . . . Total ... ................ .. .... . . . .. . ... .. ... .... .. . $ 550,501 670 272,826 99,000 24,890 $ 947,887 Auxiliary Enterprises 1 g~~~ft!~ ~: : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : $ 125,858 125 ,643 33,213 1,285 Total .. . ... .. . . . ...... .. ... . . . .. ..... . . . .. ... .... . . $ 285,999 Other Non-Educational Income . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 65, 629 Gifts and Grants. . ............ . . . ..... ..... . .. .. . .. . ... ... $ 44, 132 Bookstore ... . ... ... .... . ... . .......... . . .. ... ......... . Coffee Shop . . . . .... . .. . .. . . . .. . . . .. .. ..... .. . ......... . Total Income. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $1 , 343, 64 7 EXPENDITURES Educational and General Administration .. ..... . . .. . . .. .. .. . . . .... .. . . .. . ... .. . . . General .. ....... . . . ....... ......... . ..... .... . .. .. .... . Instruction ... . .... ...... . .. . ............ ..... . .. ... ... . Student Activities .... . . .. . . .. . . . ..... ... ..... . ... .. . .. . . Adult Education .. .. ... . . ..... . . .... ..... . . . . . . ... .. ... . Plant Operation and Maintenance .. . .. . ....... .... .. .. .. . . Total .... ... . . ...... . . . . .. . . .... . . . . .. . ... ... . . . .. . $ 162,295 91,624 519,881 12,972 585 226,614 $1,013, 971 Auxiliary Enterprises Bookstore .. . . . . .. .... . .. .. ..... ... ... . ... ... ....... ... . Dining Hall . ....... .. . . .. .... . .. .. . .......... ... .. .... . $ 33,560 105,323 Total . ..... ........ ... . ..... .. .. . .......... . ...... . $ 138,883 Other Non-Educational Expenditures Scholarships and Grants in Aid . .. . . .. . ...... .. . . .. . .. . .. . Others .................. .. ... .. ... ... ... . .. . . . . . . .. ... . $ 176 , 959 8,914 Total .... ...... . . .. . .. .... . ... . $ 185,873 Total Expenditures .. .. . . . ...... . $1,338,727 Income in Excess of Expenditures. . . . . . . . . . . . . . . . . . . . . . . . . 18 • $ 4,920 �ST. JOHN'S COLLEGE Santa Fe, New Mexico CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1967 INCOME Educational and General Tuition . . . . . .. . ...... ... . . . .. . .... . . . . .. . . .. . .... . ... . Adult Education .. . .. . ... . .... . . . . .. . ........... . ..... . Endowment .. . .. . ..... . .. . ....... ... . . ....... . ....... . Miscellaneous . . .... . .... . .. . . .. .. ... .. . . ........... . . . $ 270,485 2, 181 330 4, 186 Total ...... . .... . . .. . .. . .. . .. . .. . .. . ... . .. ....... . Auxiliary Enterprises $ 277' 182 1 g~~~ft~ie~: : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : $ Bookstore ...... . ........... . . .. . ..... . ............ . .. · 67,476 76,606 13,978 Total . .. ... . .. . ..... .. . .. . ................ . ... . .. . Other Non-Educational Income ........ . . . ... .. ........... . Gifts and Grants .... .... . . ..... . . . . . .... . .. . . . ........ . . . Organized Activity Relating to Instructional Departments . . . . $ 158,060 $ 11,167 $ 411,501 $ 162,864 Total Income ..... . . . ......... ... . ... . . . . ... . .... . . $1,020,774 EXPENDITURES Educational and General Administrative and. General ..... . . ... .. . . ... . ... . .... .. . Instruction . .. . ... . ...... . .. . .. . . . . . . ... .... .. ....... . . Student Activities .. .. . .. . ... . . . ... . . . ..... . .. . . . . . ... . . Operation and Maintenance .. . . .. . . .. . ..... . . .. . . . ..... . $ 158,750 338,431 5,721 121,367 Total. .... .. .. . . . . .......... . .. . . . ........ ··· · ···· Auxiliary Enterprises Dining Hall . ..... ......... ..... . . . . ... ... .. . .... . .... . Dormitories, including $32,625 debt service . ....... . ... . .. . Bookstore ...... . . .... .. . . . . . . . .. .... ... . . .. ...... . .. . . $ 624,269 Total. ... . . ... . .. ... .. ... . ... . ....... . ....... . .. . . Other Non-Educational Student. Aid . ..... . . ... . .. .. . ... .. . ... .. . . . ........ . . . . Interest .. . .. . . . . . . . ... ... .. . ..... . ..... .. . . . . ........ . Annuity Payments . .. .. .... .. .......... . . . . . . ...... . .. . Summer Program ...... . . . . ... .. . ........ ............. . Organized Related Activities ..... . ...... . .. .. ... .. ... . . . Miscellaneous . . . . . . . ..... . . . .. ..... .. . . ..... ..... . . .. . $ 154,721 $ $ 61,391 77,952 15,378 65,950 67,883 8,217 1,938 134,795 648 Total . ....... . . . .... . .. . .. . .. . . . . . .. . . ... . . ...... . $ 279,431 Total Expenditures . . ........... . .. . .. . .. . ......... . $1,058,421 Appropriations For National Defense Student Loans . ... . . .. .. .... . .. . . . . For Capital Outlay ....... . . . . .. . ... . .. . .. . ... . . . ...... . $ 4 ,839 108,853 Total Appropriations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 113, 692 Total Expenditures and Appropriations. . . . . . . . . . . . . . . $1, 172, 113 Excess of Income over Expenditures and Appropriations. . . . ($ • 19 • 151, 339) �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS TUTORSHIP ENDOWMENTS Addison E. Mullikin, 1895 .. . ....... . . .. ....... Arthur deTalma Valk, 1906 .............. . .. . . . SCHOLARSHIP ENDOWMENTS Annapolis Self-Help .............. .... ......... George M. Austin Memorial, 1908 . . .. . ......... . Chicago Regional . . ...... . ................. . .. Class of 1897 .. . ........... . . .. . . .......... . .. Class of 1898 .. .. ....... . .. . ... .. ........ ..... Corporal George E. Cuniff, III, 1930 . .. ........ . Faculty . . ................... .. .... ... .. ..... . John T. Harrison, 1907 ........ . ............ .. . Hillhouse High School, 1927 ....... . .. . ......... Richard H. Hodgson, 1906 .. ....... . ........... Alfred Houston, 1906-Student Aid . .. . . ... ... .. Houston Regional. ... . ....... .. ........ . ...... Jesse H. Jones and Mary Gibbs Jones .. . .. ...... Robert Edward and Margaret Larsh Jones .... . .. Massachusetts Regional .... . .... . .... ... . ...... Philip A. Meyer, II, 1938 ....... . ...... ... ..... Oklahoma Regional ....... . .. . .... . . . . . ....... Pittsburgh Regional .... . .......... ...... ..... . Reader's Digest Foundation .......... . . .. . ..... Clifton H. Roehle .............. .. .. .. . . ... .... Clarence J. Stryker .. . ..... . ........ ..... . . . ... Friedrich J. von Schwerdtner ..... . ..... . ... . ... STUDENT LOAN FUND ENDOWMENTS George Friedland ... ...... . .. . ... ... .... . ... .. John David Pyle, 1962-Memorial. ... . . . . . . .... ALUMNI MEMORIAL ENDOWMENTS Granville Q. Adams, 1929 ..... ... ...... . ....... Drew H. Beatty, 1903 ... . ......... .... .. . . .... Dr. William Brewer, 1823 ......... . .. .... ... . . . Frederick W. Brune, 1874 ........... .. . .. ...... Henry Duvall Chambers, 1905 .. . ..... . ....... .. Henry M. Cooper, Jr., 1934 .. . .. . ...... .... .... Robert F. Duer, Jr., 1921 ... . .................. In Honor of: Dr. Philip Edwards, 1898 . .. ... . .. . Allen Lester Fowler, 1915 . .. .. . ........ . . . .. ... Charles W. Hass, 1927 ....... . ................. Dr. Amos F. Hutchins, 1906 ... . . .... . ...... .. . . Helen Barnes Jones and Robert 0. Jones, 1916 .... Dr. W. Oscar LaMotte, 1902 .. . . . ........... . .. William Lentz, 1912 .............. Col. Harrison McAlpine, 1909 ..... . .. .. . 20 Gift of Donor Old Dominion Foundation Matching Gift Total Fund $1,902,435 150,215 $ 500,000 150,000 $2,402,435 300,215 $2,052,651 $ 650,000 $2,702 ,651 $ 15,000 25,000 3,070 1,130 87,933 135 12,317 25,025 7,367 150,250 13,500 500 36,000 18,660 22,685 19,362 26,000 560 5,000 7,055 3,498 1,551 $ $ $ 481,601 $ 323,864 $ 805,465 $ 25,049 3,926 $ 20,000 1,470 $ 45,049 5,396 $ 28,975 $ 21,470 $ 50,445 $ 500 200 125 854 2,637 1,000 2,465 1,035 500 40 658 18,357 5, 140 1,020 325 $ $ 500 400 250 1,361 2,637 2,000 2,800 2,020 1,000 40 1,291 25 ,920 5, 140 2,040 650 15 ,000 25,000 3,070 135 2,359 20,025 7,367 150,250 2,500 500 36,000 22,685 9,000 26,000 560 3,413 200 125 507 1,000 335 985 500 633 7,563 1,020 325 30,000 50,000 6, 140 1, 130 87,933 270 14,676 45,050 14,734 300,500 16,000 1,000 72,000 18,660 45,370 28,362 52,000 1, 120 5,000 7,055 6,911 1,551 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift of Donor ALUMNI MEMORIAL ENDOWMENTS-Continued 400 Robert F. Maddox, 1876 .... . ... . ....... .. . . . . . $ 11,885 William L. Mayo, 1899 ..... . .. . . .. ....... . .. . . 100 Ridgley P. Melvin, 1899 . .... . .... . . . ..... . .... 5,000 William S. Morsell, 1922 (Athletic Fund) .... .. . . 10,000 John Mullan, 1847 . . .... . . . . . ...... . .. . .... . . . 4,408 Walter C. Mylander, Jr., 1932 . . ... . . . ... ..... .. 1,000 H . Keith Neville, 1905 .. . . .. . . ...... . . . . . ...... 1,107 Dr. John 0. Neustadt, 1939 . .. . . . . . .. . . . . . .. . .. 840 Blanchard Randall, 1874 ....... . .... . .. .. . . . .. . 87 Susan Irene Roberts, 1966 .. .. . . .. . . . . . . . . . . .. . . 100 Leroy T. Rohrer, 1903 . ... . . .. . . ... .. . .. . ... . .. 500 C. H. Schoff, 1889 . .. . .. . . . . . .. .. . .. . ........ . . 3,000 Rev. Enoch H. Thompson, 1895 ...... . . . ... . . . . 125 Dr. Robert S. G. Welch, 1913 . . ... . ... . . ... . .. . 625 Dr. Willis H. White, 1922 ... ... .... . . . . ...... . . 2,000 Amos W. W. Woodcock Fund, 1903 . ....... ..... OTHER ENDOWMENTS Hertha S. and Jesse L. Adams Concert Fund . . Alumni Memorial Book Fund . . . . . .... . . . . .. . . . . Philo Sherman Bennett Prize Fund . .. .... . . .. . . . Benwood Foundation Library Fund ..... . . .. .. .. George A. Bingley Memorial Fund . ....... . . .. . . Helen Cropsey Davidson and George Davidson, Jr. Walter I. Dawkins Prize Fund ... . . . ..... . .. . . . . Mary Safford Hoogewerff Memorial Library Fund. Fund for Tomorrow Lectureship .. . . ... . .. .. ... . Floyd Hayden Prize Fund ......... . . . .. ... . .. . . Library Fund ... . ..... . ... . .. . . . . . . . . ... . . . . . . Ellen C. Murphy Memorial Library Fund . .. . . . .. Cora Dodson Sasscer Newspaper Fund . . ... . .... . Adolph W. Schmidt Fund . . . . . . . . . . . .. . .. .. ... . Mrs. Blair T. Scott Memorial Prize Fund . . . . ... . Stevens Memorial Prize Fund .... . . . .. . . . . .. . . . Elma R. and Charles D. Todd Memorial Library Fund . . .. . ... ... . .. . . .. .. . . Clara B. Weigle Memorial Fund . . ... . . ... . . ... . Victor Zuckerkandl Memorial Fund .. . . . ...... .. Alumni Endowment .. . ... . . .. .. .. . .. . ... .. .... General Endowment . .. . . . ... . . . ... . . . .. . . .... $ 400 11,885 200 10,000 20,000 4,408 2,000 1,107 1, 170 87 200 1,000 6,000 250 1,250 3,000 100 5,000 10,000 1,000 330 100 500 3,000 125 625 1,000 76,035 $ 34,973 $ 111,008 $ 60,000 350 308 25,000 13,655 7,000 1,033 1,000 3,000 77 560 1,500 1,000 10,181 517 1,250 $ 60,000 $ 120,000 350 308 50,000 13,655 7,000 1,033 1,000 6,000 102 960 3,000 1,000 10' 181 517 1,250 25,000 3,000 25 400 1,500 19,500 19,500 1,127 19' 133 197,275 404,820 $ Total Endowment Principal . . .. . . $ Total Fund $ 768,290 PERMANENT ENDOWMENT FUNDS Old Dominion Foundation Grants Not Applied to Named Funds . . . . . . ... .. . .. .. Reservation of Profits, Sale of Securities .. . .. .. . . Old Dominion Foundation Matching Gift 186,309 295,734 $1,064,024 $2,060, 166 $2,060, 166 $ $1,412,485 $1,412,485 $4,820,041 . 21 . 39,000 1,127 19' 133 383,584 404,820 $3,386,207 $8,206,248 �GIFTS AND BEQUESTS St ..John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, and the gifts of its friends and alumni and from permanent endowment funds. The College's permanent endowment now exceeds $7,000,000, but increasing educational costs will require future additions to these funds . The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to St. John's College in Annapolis, Maryland or in Santa Fe, New Mexico the sum of .. . ... . ... . . ..... . .. ... . . . . .. .. . dollars." The College would prefer gifts and bequests to be applied in the discretion of the College; but gifts and bequests may be made for specially stated purposes. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 21 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College, December 1967 Description An account of the resource Volume XIX, No. 1 of the Bulletin of St. John's College, "Report of the President." Published in December 1967. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1967-12 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXIX_no1_1967_December President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e29862ce48a46ac7ad14d8aeaaadd495.pdf cdcfb2c875fee8a1cfce9651dfce5dd0 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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/. Identifier An unambiguous reference to the resource within a given context Bulletin_vol1no1_1949 Title A name given to the resource Bulletin of St. John's College, February 1949 Date A point or period of time associated with an event in the lifecycle of the resource 1949-02-01 Description An account of the resource Volume I, No. 1 of the Bulletin of St. John's College, entitled "The St. John's Story." Published in February 1949. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7cf1c46f2850906bc346fcd94d4113e5.pdf 5640db6067545c184de009f29f93078f 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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. 100 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, February 1963, Vol. XV, #1 Title A name given to the resource Bulletin of St. John's College, February 1963 Description An account of the resource Volume XV, No. 1 of the Bulletin of St. John's College. Contains official statement of the program and college catalogue, 1962-1964. Published in February 1963. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1963-02 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/d5fb56840cd315d8f297130c6fb96a31.pdf 8d97b0448813adaea4cc063975fdcfad 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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. 83 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, January 1954, Vol. VI, #1 Title A name given to the resource Bulletin of St. John's College, January 1954 Description An account of the resource Volume VI, No. 1 of the Bulletin of St. John's College, "Catalogue Issue." Contains official statement of the St. John's program and college catalog. Published in January 1954. 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 1954-01 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 Language A language of the resource English Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ad0bde6188d41d4d15299b0d23ff3079.pdf 52dcb1662ba690f3b94685e7546eb8d5 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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. 83 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, January 1957, Vol. IX, #1 Title A name given to the resource Bulletin of St. John's College, January 1957 Description An account of the resource Volume IX, No. 1 of the Bulletin of St. John's College. Contains official statement of the St. John's program and college catalogue. Published in January 1957. 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 1957-01 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 Language A language of the resource English Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a2b4b42d6548a22cc5047fd8c69b9ef7.pdf 298b427be21ed784bf349c09fe4697b1 PDF Text Text VOLUME X No. I BULLETIN OF ST. JOHN'S COLLEGE STATEMENT OF EDUCATIONAL POLICY AND PROGRAM 1957 ANNAPOLIS, MAR:YLAND JANUARY, 1958 ;.:. ..· .. Founded aa King William'• School, 1696. Chartered u St. Jobn'1College,1785 �STATEMENT OF EDUCATIONAL POLICY AND PROGRAM OF ST. JOHN'S COLLEGE The Polity of St. John's College provides that the Dean shall annually, with the advice and concurrence of the Instruction Committee, present to the Faculty at one of its fall meetings a statement of educational policy and program. After appropriate discussion and revision the document is adopted by the Faculty and then presented by the President as a report to the Board of Visitors and Governors. The 1957 statement is printed herewith and circulated to the recent alumni of the College in the hope that it will stimulate discussion and comment as the College seeks answers to curricular and instructional questions. RICHARD President I D. WEIGLE �STATEMENT OF EDUCATIONAL POLICY AND PROGRAM OF ST. JOHN'S COLLEGE 1957 It is fitting, once again, in the twenty-first year of the St. John's program and within the frame of a statement of educational policy, to reflect on what the College has been doing all these years, to try to gauge its achievements and its failures. Ours is a sober task that has to he guided by a passionate desire not to succumb to either complacency or despondency. We usually vacillate between these two extremes. I •, I All a school can do- and St. John's is no exception- is 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. The various, divisions of the program, especially the Seminar and the Formal Lecture, offer the student a good opportunity to enlarge his horizon, to consider aspects of things not yet considered, to meet with views of the world not encountered before, to discover the familiar in the new and the questionable in the familiar. The College knows well how to spur questioning and inquiry. It has created an intellectual climate that permits the student to face problems, not in the attitude of passive spectatorship, viewing a series of systems of thought or imagination, the "idols of the Theater" in Bacon's phrase, hut rather directly and actively, in the attitude of perplexed curiosity, wrestling with difficulties which have become his own. 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 furnishes link after link to the chain of learning offered to the student at St. John's. The essential factors that make this climate possible are, to quote a previous Statement, the community of the learning effort, the continuity of the learning process, and the spontaneity of the learning itself. II In other important respects, however, the College has failed. The spontaneity of learning is blunted when the intellectual effort made by the student is not commensurate with the weight of the material 3 �presented to him. This is too often the case. It is not enough to blame this lack of effort on the had working habits acquired hy the student before he comes to St. John's. The College has to share this blame. It has failed to provide for the necessary equilibrium between routine work and spontaneous questioning, between discipline and freedom, between scholarly involvement and thoughtful detachment. It has not yet learned to exploit fully the unavoidable tension between the demands of scholarship and the reflective wonderment which alone can make that scholarship a fruitful means of education. This lack of equilibrium leads too many students to take "either a great deal out of a few things, or a very little out of many things". And it also leads, especially in the Junior and Senior years, to a kind of apathy that on occasion seriously obstructs the continuity of the learning process and even endangers the community of the learning effort. III These failings can he attributed to three different kinds of causes. One, of a rather accidental nature, is the small size of the upper classes. This tends to bring about a situation in which the members of a group-a seminar, a tutorial, a laboratory section--,-know each other too well and are, consequently, not too much inclined to confront each other in the give and take of an argument, unburdened hy accumulated memories and ready anticipations. Another cause, of a far graver nature, is the insufficient habituation of the students to independent work, as for example, a searching exploration of a given text, a penetrating analysis of mathematical theorems, their scope and mutual relations, a patient dealing with the intricacies of a laboratory problem. The written work of the students, including the annual essay and the final senior thesis, however valuable, cannot he considered-even taking into account notable exceptions-as representing that kind of work. IV This Statement addresses itself mainly to the pointing out of the College's failings, at the risk of exaggerating their gravity, in order to promote the formal discussion of them and the search for remedies within the Instruction Committee and the Faculty as a whole. It is quite possible that those failings are of a transient nature and reflect the character of the student body in recent years more than some insufficiencies in the structure of the Program. At any rate-to repeat what was said in a previous Statement-the rising preeminence of this problem merely indicates that the Program has come of age, is less "sensational", is more within the reach of the average "unexcited" student, is closer to its proper function-to educate. The challenge has to he met not hy "adjusting" the College to the "unpreparedness" of the students hut rather hy stirring up in them the intellectual energy necessary to cope with the Program. And there has already been ample, if informal, discussion of possible means to achieve this end among the members of the Faculty and the Instruction Committee. The recent decision of the Faculty to leave the acquisition of operational algebraic skills to the students' own responsibility is one of the steps in the desired direction. This decision will certainly help to increase the continuity of learning in the mathematics tutorials and to improve the laboratory work. The changes in the Junior year, agreed on by the Faculty, notably the greater concentration on the study of certain books at the expense of others, will also tend to remedy the situation. The alteration in the procedures of the Senior seminar coupled with a decrease in the number of Senior tutorials was decided upon, two years ago, with the same end in view. But these measures do not seem to he sufficient. As to the ~rst cause of the College's failings mentioned before, the small size of the upper classes, it is reasonable to expect that it will he eliminated in the not too distant future by the quantitative and qualitative change in the enrollment. And this hy itself might do a great deal. Related to the cause just mentioned is a third: the very great amount of regular and so much diversified work imposed upon the student. For many years now this fact has been one of the .primary concerns of the Faculty and the Instruction Committee. The work load of the students has been actually reduced through the years. The concensus was that the load appeared excessive only in relation to the poor working habits of the students. And, furthermore, the exacting demands of the curriculum stemmed from the principle, always agreed to, that growth requires stretching rather than shortening of intellectual fibres. All this is undoubtedly true. But it is also true that the quantity of assigned work and the time needed to do it kept impinging upon the possibility of some spontaneous initiative on the part of the students. As to the second and third causes, the Instruction Committee envisages two main courses of action: 1) A very considerable scaling down of the number of regularly scheduled classroom activities in the Junior and Senior years to provide time for independent work on the part of the students. This might he done in different ways, either by thinning out those activities throughout the year or hy alternating regularly scheduled periods with periods set aside for individual work. 2) The assigning of work projects to Juniors and Seniors, which they will have to carry out on their own, hut under strict and constant supervision hy Faculty members. The Final Thesis might become the culmination of this kind of work. 4 5 �These proposals are not meant to he radical departures from the program as it now exists. a) The idea of an all-required program of study is not abandoned; the students will have to go, as before, through all the divisions of the program with perhaps greater intensity, if less extensively, than before. No premature "specialization" is involved in the change of the pattern. b) Although some of the tutorial material will, of necessity, have to he reduced, the seminar reading material might not he affected at all or to a minimal degree. It will, in part, become the material of the work projects assigned to the students, and the work done hy individual students will he presented for common discussion to the other students in their respective seminars. The laboratory work, as far as time is concerned, need hardly he changed. The Instruction Committee will have to deliberate for a long time before reaching concrete decisions on the re-scheduling of the students' activities and on all the details of the instructional material to he abandoned, changed or left as it is now. And it is at this point that a general remark must he added: 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 and frustrations, the faithful satellites of all teaching and learning. It is necessary to apply the same patience to the problem raised in this Statement. Any rash decision might he fatal. Whatever the difficulties ahead of us, the goal of the educational program at St. John's will remain unaltered: it is the cultivation of intellectual virtues, the acquisition of abilities that enable man to look beyond the immediate, the accepted and the necessary. And let us not forget for a moment: all improvements of instructional patterns depend ultimately on the way the teacher follows them up, responsibly, patiently, generously, and full of fear before the immensity of his task. JACOB KLEIN. Dean (Adopted hy the Faculty, December 5, 1957) 6 � 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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. 6 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin-April 1958-Vol X No 1-January 1958 Title A name given to the resource Bulletin of St. John's College, January 1958 Description An account of the resource Volume X, No. 1 of the Bulletin of St. John's College, Statement of Education Policy and Program 1957. Published in January 1958. Date A point or period of time associated with an event in the lifecycle of the resource 1958-01 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/5afa95ac9c8ae5f80f154dc5b5cb5a84.pdf b142a74c9d53ba2ad9b82269b418ef11 PDF Text Text PORTRAIT ~FACULTY • • • . . �St. John's College has reassessed its particular needs as a small pilot college in the liberal arts and has announced the opening of its Third Century Fund in the 262nd year since its founding as King William's School in 1696. This is the second in a series of St. John's Colkge, Annapolis, Maryland pamphlets in which St. John's discusses the elements that determine the dimensions and spirit of the College. This pamphlet presents perhaps the principal element, the Faculty. ST. JOHN'S COLLEGE Annapolis, Maryland Number 2 July, 1958 Volume X Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. "It is the busim& of the college B to provoke and encoura,ge a& Socrate& provoked and encoura,ged, that paaBionate wonder which is the beginninu of a phiw& ophy." J OSEPH W INFREE SMITH, Tutor at St. John's College �., ... .. ~ :, ..,_~,-i.~W <·,"-.a tt. 1~ ·~~'(t~\'{~ L~i \<11· 't'~.. r1 ~ -,~ •. 1~ ~ u-~ i,;'1$} ~. :;~\tJ\)',j~ -~l~::-,(u·~ l>l:.o; ..1i\~ \• .\.Ar~~'"f·\t.~~ ;· ~, \?1'\"f.st~:.'\~*'• "'/" ~-~' • ~w -~,~· ~.'1Tit~8 ' .:r:r:Yi.l l/ "'!'I:!.JCt. c~slfc~ a'J"l.do1- .38 \i1 1o}·uT ?,1. . �One hundred and thirty years later, Jacob Klein, as Dean of the College, 1949-1958, identifies the functions of the ST. JOHN'S PROGRAM in the following excerpt from his Statement of Educational Policy and Program, 1957. On February 22, 1827, Francis Scott Key, a member of the Class of 1796, addressed a group of distinguished Marylanders in St. Anne's Church in Annapolis. All were graduates of St. John's College, founded as King William's School in 1696. Key's address was an impassioned, yet carefully reasoned lawyer's brief for support of this ancient college. In a striking passage Key described the role of St. John's College of his day and of the traditional liberal arts curriculum under which many of the Founding Fathers of the Republic were educated. Unwittingly Key was also foretelling a twentieth century renaissance at this same St. John's College as it reaffirms today the enduring .value of the liberal arts and sciences. "It is to give strength and preparation for the whole life. It is then that habits, principles and tastes, that fix the colour of succeeding years, are to be formed. Then are the victories to be achieved over the temper and disposition, over the temptations from within, and from without, that make the man master of himself through life. Patience in investigation, accuracy of research, perseverance in labour, resolution to conquer difficulty, zeal in the cause of learning and virtue, are then to be acquired. Then is Science to display her charms, and Literature her delights, and a refined and exalted taste to lure him, by higher gratifications, from the vain pleasures of the world. Then is he to be made familiar with the sages and heroes of antiquity, to catch the inspiration of their genius and their virture, and the great and the good of every age and of every land are to be made his associates, his instructors, his examples." "All a school can do-and St. John's is no exception-is 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. The various divisions of the program, especially the Seminar and the Formal Lecture, offer the student a good opportunity to enlarge his horizon, to consider aspects of things not yet considered, to meet with views of the world not encountered before, to discover the familiar in the new and the questionable in the familiar. The College knows well how to spur questioning and inquiry. It has created an intellectual climate that permits the student to face problems, not in the attitude of passive spectatorship, viewing a series of systems of thought or imagination, the "idols of the Theater" in Bacon's phrase, but rather directly and actively, in the attitude of perplexed curiosity, wrestling with difficulties which have become his own. 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 furnishes link after link to the chain of learning offered to the student at St. John's. The essential factors that make this climate possible are the community of the learning effort, the continuity of the learning process, and the spontaneity of the learning itself." MCMLVII �Learning is a co-operative enterprise and is best carried out when persons at different stages of comprehension work together. The typical learning stage at St. "The pursuit of knowledge can never be anything but a leap in the dark, and a leap in the dark is a very uncomfortable thing." Samuel Butler, 1835-1902. John's involves a small group of learners composed of students, tutors and author-teachers, the writers of the Great Books who are talking in most cases at the high point of their own learning. The kind of teaching and learning that goes on at St. John's presupposes a faculty differing in ways from the faculties at other colleges. Each of the faculty members has to be expertly competent in at least one field of knowledge. Beyond that he must be willing to acquire a certain expertness in other fields of knowledge, and a certain competence in the liberal arts. This means that he has to re-educate himself. He has the opportunity to do so by the very nature of the St. John's program. He attends classes in the same way as a student; his own learning goes along with his teaching; just as the students do, he progresses from year to year in the curriculum; and this continuous learning and teaching brings him in an ever increasing measure into close contact with the entire program. He is, and has to be, a teaching member of a seminar and of either two tutorials or one tutorial and the laboratory. Each faculty member is constantly passing on the special skills that he possesses to his colleagues who might require them in their respective classes. The collaborative effort at St. John's is especially evident in the co-operative teaching of the faculty. St. John's is as much a school for teachers as it is for students. The qualification and experience of the tutor is measured by the depth of his expert competence and the breadth of his knowledge in all of the liberal arts. A College is a Faculty . . . St. John's faculty consists of thirty-eight members. T he portraits and comments that follow represent a cross-section of the faculty, no more, no less. These tutors serve St. John's students as resourceful companions and guides with experience in the pursuit of knowledge. The statements that follow are their own. �Curtis A. Wilson Dean, St. John's College CuRTIS A. WILSON ... B.A., University of California at Los Angeles, 1945; M.A. 1947; Ph.D., 1952, Columbia University; Fulbright Fellow, 1950-51; Tutor, St. John's College, 1948-50, 1951-, Dean, St. John's College, 1958. . .. Thought, turning back on itself, detects the formal features which are common to its operations in diverse fields. The common features are the linguistic meansgrammatical, rhetorical, logical-whereby experience is articulated. Grammar, rhetoric, and logic are second-order disciplines; that is, disciplines which are concerned with the formal or structural means employed in other disciplines such as poetry or physics. It is on this second-order level that the rigid compartmental walls which divide off the various scientific, literary, and historical disciplines can be crossed and recrossed without loss of distinction or clarity. And it is on this second-order level that the commonness of the logos-to echo Heraclitus- comes into focus. Liberal artistry manifests itself as a skill in distinguishing the tricksy roles of signs and symbols, as they move out of everyday speech into poetic imagery, or are employed in the hammering out of scientific concepts. There is said to be a "widening cleavage between man and nature" (Riezler). But let us note first of all that there is a cleavage between different ways of talk, between verbal patterns employed in the 'humanities', and verbal patterns employed in the 'sciences'. There are divergences here which rest on real distinctions and which cannot be suppressed; contrasts between the I and the it, between clusters of terms centering round the goal-seeking agent and other clusters relating to the impersonal nexus of point-events which is the final subject matter of the sciences. But there is also much,unexamined jargon which -however well it may behave in limited fields of application- is a major obstacle to the discovery of the liberal and unifying dimension. Central to any lively practice of the liberal arts is the Socratic elenchus: the questioning of terms. The resurrection of the original contexts in which words like atom, force, energy, electron came into use, before their final regimentation, is a valuable means towards the liberalization of scientific studies. Similarly, the manifold means of words like justice, authority, love must be explored, if historical and literary studies are to escape being enslaved to jargon. More fundamentally, there is a rhythm and structure in ordinary speech which forms the seed from which all the larger unifications grow - a Greek tragedy, a Mozart concerto, or the Einstein-Minkowski geometrization of spacetime. Myth and logic, poetry and the sciences, alike develop out of the semantic and syntactic potentialities of everyday speech. In order not to be at the mercy of diversity, nor yet to underestimate the importance of diversity, it is necessary to develop and exercise the awareness of such latent structures; to develop and exercise the formal and analytical skills whereby diversity may be rendered commonly formulable. The development and exercise of such awareness and such skill by means of disciplined conversation and l'explication des textes- this is the aim of liberal education. �Richard Scofield RICHARD ScoFIELD ... B.A., 1919; M.A., 1920, University of California; B.A., 1924; M.A., 1949, Oxford University; Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite Libre de Bruxelles, 1920-21; Rhodes Scholar, Oxford University, 1921-24; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39; Visiting Associate Professor of History and Humanities, University of Chicago (College), 1948-49; Tutor, St. John's College, 1939-. ... Literature, in the restricted sense of poetry and prose fiction, is studied in the St. John's language tutorials, where tutor and students together work out interpretations and formal analyses. Here the st"Cldents learn that poetry is, among other things, a fine art and as such has its own complex and subtle techniques. Literature, in the broad sense, supplies the material of discussion to the seminars. This College, officially ignoring the ancient quarrel between Philosophy and Poetry, puts them side by side on its list of seminar readings, and makes no specific distinctions within the general domain of literature. Reading the books not by 'subjects' but as they come in chronological order, the students reconstruct tradition and contest, and see in all the books, whether poetic or philosophical, their generic unity as expressions of man's thought about himself and the world. This is to the great advantage of both philosophy and poetry. Both have suffered from the attempt to isolate them from each other, to shut them up in separate compartments. But perhaps poetry has suffered more. It has all but lost its citizenship in the Republic of Letters. To restore that citizenship would be to help the student to find greater significance, greater dignity and seriousness, in poetry, to help him to escape from the triviality and sterility of 'appreciation' and historical criticism. More specialized and concentrated studies may come later in graduate schools. The literary concern of a liberal arts college is with something more basic and more general: the articulation and criticism of ideas. For the St. John's seminar poetry, like philosophy, is, first of all, discourse of reason. That it is also fine art, related on the one hand to music, on the other to painting and sculpture, is both certain and important. But if poetry is to maintainor to regain-its tradition. l role in liberal education, it a must be as an intellectual thing, not as a pattern of sounds nor as a locus of influences. �Douglas Allanbrook DouGLAS ALLANBROOK ... Boston University, 1938; Brown University, 1939-41; University of Florence, 1946; B.A., Harvard College, 1948; Active duty with the United States Army, 1942-45; Traveling Fellow, Harvard University, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright Fellow in Italy- Conservatorio San Pietro a Majella, Pupil of Rugiero Gerlin in Harpsichord and Early Keyboard Music, 1950-52; Tutor, St. John's College, 1952-; Teacher of Composition and Theory, Peabody Conservatory, 1955-1957. List of Works: Te Deumfor Chorus, Brass, Percussion (1947), Cathedral Choral Society, National Symphony, Paul Callaway, Conductor, Washington. Premiere, December, 1947; Cantata for Orchestra and Chamber Chorus "Ash Wednesday"(1947); Songs to Petra.rch Sonnets "In Marte di Madonna Laura" Harvard University. Premiere, Spring, 1947; Piano Sonata (1948-49) Mozarteum, Salzburg. Premiere, 1949; Concerto for Harpsichord and Orchestra (1949-50) Baltimore Little Symphony, Ralph Kirkpatrick, Soloist, Baltimore. Premiere, October, 1956; Songs to Shakespeare Sonnets for Orchestra and Voice (1950-51) Berlin Radio Orchestra, Newell Jenkins, Conductor, Nell Tangeman, mezzo-soprano. Premiere, December, 1951; "Il Trionfo d' Amore" Overture for Large Orchestra (1949-50) Sudwestfunk Orchestra, Baden-Baden, Premier, October, . 1950; Opera in 3 acts "Ethan Frame" after the novel by Edith Wharton (1950-52); Symphony in 3 Parts for Large Orchestra (1953); Overture "The Triumph of Reason" for Orchestra (1954); First String Quartet in D (1955) Columbia University, Composers Forum. Premiere, December, 1956; Fantasy for Violin and Piano (1956) Phillips Gallery, Washington, Robert Gerle, Violin, Composer at Piano. December, 1956; Partita for Solo Violincello (1956) Corcoran Gallery, Washington, Paul Olefsky, Soloist. Premiere, February, 1957; Second String Quartet (1956-57); Concerto for Violin and Orchestra (1957-58). ... A rather simple intellectual curiosity prompted me to write to St. John's the last of the year I was living in Italy as a Fulbright Fellow. I looked forward with dismay to the ambient character of conservatories and music schools and hoped that St. John's would give a broader chance to learn and perhaps to teach. This it certainly has done. My first reaction to St. John's was one of some suspicion and some enthusiasm. This seemed to be the way one should do things but in trying to follow the imperative I was doubtful of the thoroughness and stability of much of the learning. More recently I have come to understand the necessity of this gamble and to see that the suspicion is healthy and the enthusiasm inevitable. �ICharles G. Bell CHARLES G. BELL ... B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A. (M.A.), 1938, B. Litt. 1939; Instructor and Assistant Professor of English, 1940-45, Wartime Assistant in Physics, 1945, Iowa State College; Research Assistant in Physics, Princeton University, 1945; Assistant Professor of English, Princeton University, 1945-49; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, University of Chicago (College), 1949-56; Guest Professor, University of Frankfurt, 1952; Ford Fellow, 1952-53; Guest Professor and Director of the Honors Program, Ui;tiversity of Puerto Rico (at Mayaguez), 1955-56; Tutor, St. John's College, 1956-. The point that interests me most is the oneness of multiplicity, of all disciplines, which have their own private skills, riches, even languages, though they converge in mysterious and often unformulable ways. Liberal education has a grace; and the gift it bestows is to move from island to island, cultivat.ing each, surrendering to the unavoidably special laws, the texture and climate which give life to each actual field-and yet to know, in the image of Donne's meditation, that all these islands are parts of one land, united in their own nature and in the consciousness of the observing mind. THE PRISM Our house was full of books; there was one shelf This age does not forbid, though it tempts like fruit: The Book of Knowledge. When first the wine-ripe skin Yielded to my young touch, Newton was the man Who stood at the darkened window prism in hand, Cleaving white light, that fell in rainbow glowing Against the farther wall. That thing I desired, And wrote the still trusted elf, but Christmas morning Found among toys and marbles no such glass; Until my father, hearing the tearful case, Took me down to our reception hall By the great front door, where the rising winter sun Struck through leaded windows' bevelled panes, Painting the walls with rainbows, often seen, Though not considered. "All these colors,'' he said, "Are spectra of such prisms.'~ If they were dim By the pictured foretaste of the darkened room, It was enough; I stood wordless with wonder At the strangi; aspect of things: if white or color? If both, how much of truth is a metaphor? From red into violet the patterns played. I was standing at the fall, where forms go down In a bright veil of mist, and found myself, With all I called my own, of such enduranceAppearance of the moment, mere appearance. "The Prism" appears in Delta Return, by Charles Bell, Indiana University Press, Bloomington, 1956. �Thomas King Simpson I I l THOMAS KING SIMPSON ... B.A., St. John's College, 1950; M.A. in Teaching, Wesleyan University, 1955; Instructor, American University at Cairo, Cairo, Egypt, 1950-53; Teaching Intern, St. John's College, 1955-56; Tutor, St. John's College, 1956.. . To me it is very important that we are not committed at St. John's to any iron curtain between the areas which educators traditionally classify as 'the sciences' and 'the humanities'. Certainly it is true that we at one time and place address our efforts to the study of language and of works whose distinguishing merits are literary, and at other times and places concentrate on the performance of laboratory experiments and on their formulation in theory. It is true even that crises in the development of the St. John's program have turned about these poles of our activity. But it remains true, fundamentally, that we are the same teachers and students who do both with a single purpose, for we bring what are ultimately the same questions and concerns to the tutorial or seminar and to the laboratory. In the laboratory, we accept the discipline of fact, through long hours of work often fascinating, often frustrating. But as we do so we continue to question our own efforts, and can never for long forget that a 'fact' is no simple thing. The simplest facts emerge from phenomena often by complex and subtle processes involving a context of theory and preconception ; they are in a real sense man- made, the products of a mind which actively comprehends what it sees. If science were simply a collection of hard facts, wellordered and finally known, it might properly be contrasted to the humanities and learned from textbooks. But it is not, and science is not 'in' the textbooks. It is in the mind of one who understands ; it is the event, the advent of insight which is science. By reading the classic statements of scientists who initially conceive fact and theory in their interrelation, we encounter the genuinely imaginative character of the scientific mind at work. Thus viewed, science certainly does not seem the opposite of the 'poetic' arts or the humanities. It is genuinely poetic, and deeply subtle. Only a gross misconception of science can lead to the false image of the scientist as the 'expert', technically competent but isolated from his culture. Such a presumption of an absolute gap where none exists is seriously undermining our contemporary society. To me the essential thing at St. John's is that an effort of the mind is going on, in which undergraduate students participate along with the faculty, who are in effect the graduate students of our community. The important moments in the laboratory or tutorial or seminar are those in which a student- who may be a tutor- comes for the first time to see the crux of the reasoning, the focal concept or analogy, the unity of a book. Great books- as contrasted with textbooks - constantly invite those insights. �The Seminar and The Great Books A seminar consists of from fifteen to twenty-five students, with two or three faculty members as leaders, all sitting around a large table. It meets twice a week, on Monday and Thursday evenings, from eight to ten. The session can continue well beyond ten if the topic under discussion has aroused a sustained and lively argument. The preparation for each seminar meeting amounts, on the'average, to one hundred pages of reading. The reading assignment may be very short if the text is a difficult one. It may be lengthy if the text lends itself to an easy understanding. Eva T. N. Brann EvA T. N. BRANN ... B.A., Brooklyn College, 1950; M.A., 1951; Ph.D., 1956, Yale University. Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa. Instructor in Archaeology, Stamford Univeristy, 1956-57; Tutor, St. John's College, 1957. . . T o me, a new tutor, freshly released from eight years' st udy, two years' research and one year's lecturing, t he way of learning at a St. John's seminar is a vivid matternot that it is a very novel or intricate met hod we use here, but just for the opposite reason: that here, unencumbered by academic paraphernalia we are engaged in t he most absorbing enterprise imaginable : free and well-disposed discussion of books in whose authors' wisdom we have every reason to believe. At a seminar there are really present t hree different kinds of people: the students, t he t wo seminar leaders and the author whose book is t o be read for the evening. T he st udent s' business is t he basic one, relevant conversation. The quality of t his talk is assured by t he word relevant; at least t hat is one of our items of belief. The leaders have various t hings to do. Sometimes we provide t he two poles of an argument, sometimes we arouse t he group in friendly conspiracy, sometimes one of us simply asks the customary opening question and lets t he spirit of t he evening t ake over. This very minimum of form requires a maximum of concent ration on our part . Proof of this is t hat we are never able to go home and to sleep right after the meeting- it takes time to unwind. Often, of course, t he matters under discussion are of a semi-scholarly nature, such as t he interpretation of a single passage, t he definition of a term or the proper t ranslation of a Greek phrase. If t hat were all, and if the great books were manuals, we would simply need to herd our class t hrough paragraph and section. But our authors (and t his seems to me a second maxim of the seminar), are as discreet as they are truthful; t hey seldom profess or prescribe; instead t hey circumscribe and indicate the main matter. To say that means really to claim that the authors desire t heir books t o be regarded as texts for conversation . But to decide what is relevant and what is not is part of t he leader's work and it is here that the most respectful attention to all the members of the seminar is required. The name 'seminar' or 'seed-nursery' itself demands that we should never quash some spontaneous notion in favor of an externally disciplined argument- generally yesterday's extraneous idea prefigures t he. main point of tomorrow's reading and so is proved t o have been very ·much t o t he matter. On the other hand, a certain kind of frivolity, the mark of which is the use of a lot of desiccated jargon, should be exposed quickly. During the year t he seminar has varied from abysmally tepid t o exhilarating, and, t o be honest, I have never been quite sure wha~ was wrong when something was wrong, or, for that matter what made things go right . But if, and t his seems to me the most indispensable article of faith in t his undertaking, t he kingdom of converse is that in which what is most essentially human takes place, I would say t hat the seminar provides us all with a bit of something essential. (Miss Brann is presently on leave of absence for t he academic year, 1958-1959. She is reading in the American School of Classical Studies, in Athens, Greece.) �Victor Zuckerkandl VICTOR ZucKERKANDL .. . Conductor of Opera and Symphony Concerts in Germany and Austria, 1920-27; Ph.D., University of Vienna, 1927 ; Music Critic, Berlin and Vienna, 1928-38; Lecturer in Music, Wellesley College, 1940-42; defense worker, 1942-44 ; grant-in-aid, American Philosophical Society, 1945-46; Lecturer, New School for Social Research, New York, 1946-49; Fellowship, The Bollin gen Foundation, 1946-48, 1952-53; Tutor, St. John's College, 1948; Lecturer, Vienna State Academy of Music, 1934-38 ; Editor, Bermann Fischer Verlag, Vienna, and Stockholm, 1936-39. ... The growing need in our society for a musical educat ion centers specifically on the understanding of music, a program of musical studies with the great works themselves as t he sole topics, studies in which music it self would be the teacher, and the tonal language learned right at t he spot where it is spoken at its best . We need t o study and teach B ach, not the Style of the Baroque Period, Mozart, not the role of the dominant cadence, B eethoven, not the Sonata F orm. The professional musician whose intellect ual horizon extends beyond the limits of his special field will be aware that music does not exist in isolation but as one among other organs of our cultural organism, and can live and , flourish only as such. As a teacher he cannot be satisfied with merely presenting his subject (as if nothing else existed), leaving it t o chance whether and how it will connect wit h ot her t hings in the student's mind. He will rat her want t o int roduce and promote the right connections, ultimat ely forming an organized intellectual whole. The conditions for success of such an enterprise are particularly favorable at St . John's, where Western man's int ellectual achievement as a whole is t he act ual topic of all teaching and learning, where each subj ect is approached in the same perspective, as part of a larger whole, and where t he t ut or crosses lines dividing subject from subject, learning and t eaching in fields ot her than his own. Studies such as t hese are by their nature non-professional in the st rict sense, that is, directed towards understanding rat her than practising. Usually they are watered-down versions of professional studies, requiring less t han maximum effort of teacher and st udent alike. The St. John's idea of a non-professional education is not that of an anemic professional education; it is an altogether different task, calling for a different approach t o knowledge and for different disciplines, no less strict and demanding t han t he professional ones and certainly requiring maximum intellectual effort on the part of both student and t eacher. Every member of this college community can t estify to the truth of t his statement . As I see it , t his is perhaps the greatest merit of t he St . John's program : t hat it has raised non-professional teaching and learning to a new and very high level of dignity. �Luke Harvey Poe, Jr. LUKE HARVEY PoE, JR. . . . B.S. (Mathematics), 1938; LL.B., 1941, University of Virginia; Practice of law, Cravath, Swaine, & Moore, New York, N.Y., 1941-42; Active duty with the United States Navy, 1942-46; Tutor, St. John's College, 1946-; Assistant Dean, 1947-49; Rhodes Scholar, Christ Church, Oxford, 1950-54; D.Phil., Oxford University, 1957. ... THIRD YEAR SEMINAR: The books read in the third year seminar at St.John's show us one of the greatest intellectual revolutions of recorded history. Here we see the birth of the 'new learning' and with it the beginnings of our modern world. Some understanding of this new natural philosophy is necessary to an adequate understanding of our modern world in general and of our present political institutions in particular. After the sixteenth century, the ancient learning and its greatest authority, Aristotle, gave way to the new natural philosophy of Bacon and Descartes. In Aristotelian terminology, the formal and final causes were replaced by the material and efficient causes as the subject of investigation. By observation, induction, and mathematical formulation, the workings of the great machine of nature could be known; science by inductions from observable facts could discover the immutable laws of nature. As this new conception of material nature and its laws gained acceptance, it was naturally extended to human beings. So men began to observe human beings in an effort to discover the laws of their nature, which should be comparable to the immutable laws of the material universe. Natural science in destroying the teleological view of the universe had also destroyed the t,eleological view of man. Thus during the seventeenth century, the traditional doctrine of natural law and the political philosophy based upon it began, under the impact of this new view of the nature of man, to give way to a new doctrine of natural rights, and to a new concept of the state which followed from it. One significant indication of this change was an increasing emphasis upon the concept of rights and the almost total neglect of the idea of duties. John Locke, who made the most explicit statement of this new doctrine of natural rights, was apparently the most influential transmitter of this doctrine to our Founding Fathers, the men who wrote our Declaration of Independence and Constitution. If we would understand the full implications of these documents, we must understand the implications in our Western tradition of the epochmaking transition.from natural law to natural rights. One of the most important tasks of the third year seminar is to develop such an understanding which should, in turn, help us to discover where we are so that we may seek which way to go. �Joseph Winfree Smith, Jr. JOSEPH WINFREE SMITH, JR .... B.A., 1934; M.A., 1935, University of Virginia; B.D., 1938, Virginia Theological Seminary; Ph.D., 1948, University of Virginia; Student at the Institut Catholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Jvy Depot, Virginia; Tutor, St. John's College, 1941-; Assistant Dean, 1947; Curate, St. Anne's Episcopal Church, Annapolis, 1947-48. ... First, let me say what I t hink the job of t he college is. Its job is speculation. The liberal arts are all of them means t o speculation, t he principal one being dialectic. For the student in college t he first thing is t he simultaneous recognition of the possibility and wort h of knowledge and, on t he other hand, of his own ignorance. He cannot begin to practice the art of dialectic with the presupposition that he has knowledge. He can begin only with a thirst to know, a passionate wonder with respect to all t hings. Wit hout this passionate wonder, uniting all teachers and st udents in a college community, the activity of a college is vain. The search for the whole of knowledge, however, is never complete. This is why freedom is necessary in speculation. If t he inquiring teacher or student (and there is no essential difference between them) is to keep his passion for knowledge and avoid t he presumption t hat he knows when he really does not know, he has t o be free from a final commitment t o any doctrine or set of terms or propositions, t he truth of which he cannot honestly say that he knows. No one has seen this more clearly t han Plato, and no one has seen more clearly t han Plato the human means for remedying man's ignorance. T his is why Plato is t he model for a college. If a man is blessed with revelation, he is certainly committed t o the t rut h of faith. But even if among the trut hs of fait h he finds some of the most important truths above the whole of t hings, this does not mean t he end of speculation. For he st ill does not possess knowledge of t he whole. St . J ohn's College, like any college, has for its essential task speculation. It is the business of the college to provoke and encourage, as Socrates provoked and encouraged, t hat passionat e wonder which is t he beginning of philosophy. It is also the business of t he college t o t ry to make t his wonder fruitful t hrough t he art of dialectic, through seeking, finding, losing, augmenting, and qualifying ideas with not hing less t han t he whole truth as t he unalterable goal. �Richard Daniel Weigle President, St. John's College RICHARD DANIEL WEIGLE . . . B.A., 1941; M.A., 1937; Ph.D., 1939, Yale University; Instructor, Yali Union Middle School, Changsha, China, 1931-33; Executive Secretary, Yale-in-China Association, 1934-38; Instructor in History, International Relations, and Economics, Carleton College 1939-42; Active Duty with the Army Air Force, 1942-45; Documents Officer, Far Eastern Commission, and Executive Officer, Office of Far Eastern Affairs, Department of State, 1945-49; President, St. John's College, 1949-; Chairman, Commission on Liberal Education, Association of American Colleges, 1955-1958; LL.D., Washington College, 1957; Member, Maryland Permanent Advisory Commission on Higher Education, 1957... A college president can write of his college after nearly a decade with only a subjective objectivity, so to speak. Forgive me if I call St. John's program an example of liberal education at its best. This means that the College seeks to impart to its students certain knowledges, certain skills and certain understandings. The knowledges are indeed the traditions and the heritage of Western civilization. The skills are the intellectual arts which free the mind of a man. The understandings are his philosophy of life gained by constant questioning, searching, and affirming. To achieve these ends St. John's encourages its students to learn through reading and dialetic in seminar, through strict discipline in symbols in tutorials, through experimentation in laboratory, and through listening in the formal lecture. The ability of students to range widely within the prescribed character of the program was brought home forcibly to me in sitting in on a freshman oral examination some years ago. The student indicated that he wished to discuss Thucydides' Peloponnesian War. I fully expected to hear a banal review of the seminar discussions on the nature of history, whether objective history could be written, and whether the historian wrote with a purpose. Instead the student presented an excellent summary of military strategy and then proceeded to acquit himself well on the questions which his tutors posed. This young man was making real progress in the liberal arts of understanding, thinking, analyzing, deciding and communicating while using materials which interested him most. Over the years I have come to an ever-increasing respect for the curriculum, and for the faculty who make out of it a rich learning experience both for the students and for themselves. The program has its shortcomings. Perhaps its greatest strength lie::; in its realization of the enormity of the task of teaching and learning which it has set for itself. New insights have come to me from seminar participation and from the teaching of a fresman mathematics tutorial. The whole environment of the College is conducive to keeping even a college president intellectually refreshed and alive. �Academic Biographies On the facing page: Tutors Scofield and Klein Ford Keeler Brown 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, 1929-39; Active duty with the United States Navy, 1942-45; Tutor, St. John's College, 1939- John Spangler Kieffer A.B., Harvard College, 1927; A.M., Harvard University, 1929; Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages, 1929-34, Assistant Professor of Classical Languages, St. John's College, 1934-39; Board of Visitors and Governors, 1943-49; Acting President, 1947; President, 1947-49; Tutor, St. John's College, 1939-; Director of Adult Education, 1951-57. Simon Kaplan Graduate, Real-School in Libau, Russia, 1912; Institute of Technology, Darmstadt, and University of Heidelberg, 1912-14; University of Leningrad, 1921-23; University of Jena, 1924-27, Ph.D ., 1927; Fellow of the Hermann Cohen Foundation, Berlin, 1928-31; Research Studies, University of Paris, 1934-36; Tutor, St. John's College, 1943- Jacob Klein Friedrichs Realgymnasium, Berlin, 1917; Ph.D., University of Marburg-Lahn, 1922; Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssohn Stiftung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-; Dean, St. John's College, 1949-58. (Leave of absence, 1958-1959) Robert S. Bart William Kyle Smith B.S., University of Virginia, 1921; Th.B., Princeton Theological Seminary, 1924; Instructor in Spanish and Portuguese, University of Virginia, 1919-21; Instructor in Spanish, Princeton University, 1921-22; Pastor for Presbyterian Students, University of Virginia, 1924-30; Secretary, University of Virginia Christian Association, 193042; Instructor in Bible Literature, University of Virginia, 1933-42; Tutor and Assistant Dean, St. John's College, 1942-46; Tutor, St. John's College, 1946-51; Tutor and Assistant Dean, St. John's College, 1951- B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Travelling Fellow, Harvard University, 1940-41; Tutor, St. John's College, 1946-. (Sabbatical Leave, 1957-59) William A. Darkey, Jr. B.A., St. John's College, 1942; M.A., Columbia University, 1949; Tutor, St. John's College, 1942-46; Active duty with the United States Army, 1946-47; Tutor, St. John's College, 1949- �Hugh P. McGrath Barbara Hopkins Leonard Arland F. Christ-Janer William Francis Gleason B.A., University of Liverpool, 1934; Diploma in Education, University of Liverpool, 1935; Language Instructor, London County Council and Language studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Armed Forces, 1940-46; Language Instructor, London County Council, 1946-47; Tutor, St. John's College, 1948- B.A., Oberlin College, 1937; M.S., 1941 ; Ph.D., 1948, The University of Rochester; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Marine Biological Laboratory, Woods Hole, Mass., 1937; Histological Technician, Department of Pathology, Yale Medical School, 1938-39; Graduate Scholar in Biology, 1940-41; Graduate Teaching Assistant in Biology, 1941-44; The University of Rochester; Visiting Lecturer in Zoology, Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Smith College Scholar, Marine Biological Laboratory, Woods Hole, Mass., 1949; Tutor and Assistant Dean, St. John's College, 1951- B.A., Carleton College, 1943; B.D., Yale Divinity School, 1949; J.D., University of Chicago Law School, 1952; U.S. Air Force, 1943-46; Head Resident , University of Chicago Housing System, 1950-52; Assistant to the President, Lake Erie College, 1952-53 ; Assistant to the President, St. John's College, 1953-54; Treasurer and Assistant to the President, Tutor, St. John's College, 1954- A.B., University of Chicago, 1947 ; B.A., Harvard College, 1950; LL.B., Harvard Law School, 1953; Sullivan & Cromwell, New York, 1953-56 ; Teaching Int ern , St . J ohn's College, 1956-57 ; Tutor, St . J ohn's College, 1957- A. Leonard Slafkosky B.A., St. John's College, 1943; Ph.L., 1948; Ph.D., 1954, Laval University, Quebec, P.Q., Canada; Active duty with the United States Marine Corps, 1943-46; Researcher and Course Specialist, U. S. Marine Corps Institute, 1954-56; Director of Athletics, St. John's College, 1948-56; Tutor, St. John's College, 1948-; (Leave of Absence 1957-59) Wiley W. Crawford B.A., 1925; M.A., 1928, University of Missouri; Ph.D., University of Minnesota, 1934; University of Missouri Scholar, Marine Biological Laboratory, Woods Hole, Mass., 1925; Research Assistant in Zoology, Woods Hole, Mass., 1926; Gregory Fellow in Zoology, University of Missouri, 1926-27; Teaching Fellow in Zoology, University of Missouri, 1927-28; Assistant Professor of Zoology, Wabash College, 1928-32; Chairman, Department of Biology, Blackburn College, 1934-46; Chairman, Department of Biology, University of Dubuque, 1946-47; Professor of Biology, Evansville College, 1947-50; Tutor, St. John's College, 1950- Iola R. Scofield B.A., 1917; M.A., 1919, University of California; Instructor in English, 1917-21; Assistant in Philosophy, 1921-24, University of California; Instructor in English, New York University, 1925-27; Tutor, Liberal Arts Program for Adults, Univ'e rsity College, University of Chicago, 1947-51; Adult Education, St. John's College, Washington Public Library, Graduate School, U. S. Department of Agriculture, 1941-47; 1951-54, Tutor, St. John's College, 1954- Clarence J. Kramer B.A., St. John's College, 1949; M.A., Marlboro College, 1950; Tutor, St. John's College, 1954- James M. Tolbert B.A., 1935; M.A., 1937, Emory University; Ph.D., University of Texas, 1950; Teaching Fellow in English , Emory University, 1935-36; Teaching Fellow in English, University of Texas, 1938-42; Instructor in English, Tulane University, 1942 ; Military Service, 1942-46; Instruct or in English , University of Texas, 1946-50; Teaching Intern, St. John's College, 1953-55; Tut or and D irector of Admissions, St. John's College, 1955- Michael Ossorgin Lycee Russe, Paris, 1938; Conservatoire Russe a Paris, 1932-35, 1942-44; B.D., Instit ut de TMologie Orthodoxe, Paris, 1942; Instructor in Music, lnstitut de TMologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of t he Orthodox Diocese in Alaska, 1948-49; T eacher of Music, Bureau of Indian Affairs, Depart ment of t he Interior, 1950-56; Tutor, St. John's College, 1956- Ruth Robertson Adams B.A., American University at Cairo; M.A., 1949; Ph.D., 1953, University of Maryland. Registered occupat ional therapist, having been trained at t he Philadelphia School of Occupational Therapy. Junior assistant engineer at the Western Electric Company during t he war years. Graduate Assistant in English Department, University of Maryland, 1947-53 ; E nglish Instructor , University of M aryland, 1953-54; English Instruct or, Baltimore Junior College, 1954-57; Tutor, St . J ohn's College, 1957- Duncan J. McDonald B .Sc., McGill University, 1940; A.M ., Harvard University, 1942; Meterorologist, R. A. F . T ransport Command, 1942-45; Rhodes Scholar, M orton College, Oxford, 194548; Instruct or, D artmouth College and Dartmouth Medical School, 1948-51; Geneticist, Atomic Bomb Casualty Commission, Hiroshima, Japan, 1951-54; Desert Locust Control Organization, East Africa, 1954-57 ; Tutor, St . John's College, 1957- Edward Grant Sparrow, Jr. A.B., Harvard College, 1951 ; LL.B., Harvard Law School, 1954 ; M.A., Teachers College, Columbia University, 1957; Tutor, St . John's College, 1957- The Great Books Of Western Civilization: The Backbone Of St. John's Liberal Arts Curriculµ,m �Michael J. Fletcher Samuel Emmons Brown, Jr. B.S., College of William and Mary, 1950; M.S., University of Richmond, 1951; Teaching Assistant, University of Illinois, 1951-52; Research Assistant, University of Illinois, 1952-53; Chemist, E. I. du Pont de Nemours & Co., 1953-55; Teaching Assistant, University of Delaware, 1955-57; Tutor, St. John's College, 1957- Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., Indiana University, 1956. Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; Graduate Assistant in Music History and Literature, Indiana University, 1953-55; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, 1958- John Schriver Price Lehigh University, 1927-29; B.A., St. John's College, 1931. Numerous engineering and construction jobs with the United States Government and industry, 1931-40. Supervisor of Baltimore N. Y. A. Training Program, 1940-41. Supervisor of the Training Department and of Technical Publications, Friez Instrument Division, Bendix Aviation Corporation, 1941-47. Supervisory engineer, Conlan Design Company, 1947-51. Supervisor of Development Department, Revere Copper and Brass, Inc., 195158. Tutor, St. John's College, 1958- St. John's College, 1942-43, 1946-47; B.S., Marshall College, 1949; M.S., University of West Virginia, 1950; Ph.D., Cornell University, 1954. Instructor of Physiology, University of West Virginia, 1949-50; teaching and research assistantship in Limnology, Cornell University, 1951-54; Instructor of Biology, Baldwin-Wallace University, 1954-56; Assistant Professor of Zoology, University of Maryland, 1956-58; Tutor, St. John's College, 1958- Donald William Rogers B.A., St. John's College, 1942. Farmer, 1944-57. Tutor and Director of Athletics, St. John's College, 1958- Earl Bennette Henson, Jr. Bryce Du Val Jacobsen B.S., Northwestern University, 1941; M.A., 1943; Ph.D., 1951, Yale University. Master, Loomis Institute, 1943-45; teacher, Luzerne Public High School, 1945-46; Instructor of Philosophy and Education, Colgate University, 1946-48; Instructor of Philosophy, Emory University, 1948-49; Assistant Professor of Philosophy, Emory University, 1949-51; Training Specialist in Engineering, Lockheed Aircraft, 1952-53; Assistant Professor of Philosophy, University of Massachusetts, February 1954-June 1958; Visiting Assistant Professor of Philosophy, Mt. Holyoke College, 1955-58; Tutor, St. John's College, 1958- Malcolm S. Brown Haverford College, 1949-51; B.A., Amherst College, 1953; M.A., Columbia University, 1956. Tutor, St. John's College, 1958- Edward Malcolm Wyatt B.A., 1953; M.A., 1956, University of Virginia. Instructor of Mathematics, University of Virginia, 1955-58. Tutor, St. John's College, 1958- St. John's is a community of learning. Its faculty produces manuals which are used in the laboratory and tutorials. Originally prepared by former tutors, and uniquely the product of St. John's, each faculty member contributes his experience toward their revision. Following are lists of manuals presently in use: Grammar (Sophomore language); Logic (Sophomore language); Notes to Accompany the Reading of Newton's Principia (Junior Mathematics); Units and Variation (Junior Mathematics); Analytic Geometry (Junior Mathematics); Einstein's Theory of Relativity (Senior Mathematics); Measurement (Freshman Laboratory): Chemistry (Sophomore Laboratory); Optics (Sophomore Laboratory); Mechanics (Junior Laboratory); Electromagnetism (Senior Laboratory); Vertebrate Zoology (Freshman Laboratory); Histology, Embryology, and Genetics (Junior Laboratory); Music: The Melody (Freshman Music); Music: Harmony (Sophomore Music). �The President and the Board of Visitors and Governors have completed a study of the financial structure and physical establishment of the College with both the immediate future and long-range needs in mind. To maintain its high standards and its place . the distinguished company of liberal arts colleges, m .ll St. John's will need to increase its endowment funds s~bstantia y and to find new money for useful renovation of historic but outdated buildings. • • THIRD CENTURY FUND ST. JOHN'S COLLEGE ·THIRD CENTURY FUND RrcHABD F. CLEVELAND General Chairman SPONSORs St. John's Third Century Fund has a goal of $6,600,000. Of this sum, $4,000,000 is for endowment and the balance is for greatly needed building improvements. The income of the endowment funds will be used to strengthen vital factors in the College structure:· . To raise Faculty Salaries, to insure Operating Stability, and to increase the Scholarship Funds. Though we cannot prescribe the amount of anyone's good will, we can reach our goal only if those concerned give serious consideration to the gift they may wish to make. CoLB:Y M. CHESTER ARTHUR A. HouGliTON, Jn. HOMrary Chairmen DR. GRANVILLE Q. ADAMS MORTIMER ADLER HoN. J. GLENN BEALL DR. CLAUDE L. BENNER HoN. WILLIAM BENTON PmBRE. BERNARD EUGENE R. BLACK Mas. W. RANDOLPH BURGESS HON. JOHN MARSHALL BUl'LER JAMES CAIRNS HENRY H. CALLABD c. LT. GEN•. LEVIN H. CAMPBELL DR. LEONARD CARMICHAEL HENRY H. CLIFFORD HENRY I. COBB, JR. DONALD J, COWLING RALPH CRUM w. JosEPH S. Dr GIORGIO PIERRE S. Du PoN:r 3BD ARCHIBALD c: EDw.ARDs HON. ARTHUR G. ELLINGTON VICTOR FRENKIL KEITH FuNsTON DAGGETT HARVEY EARL I. HEENAN, jB, ROBERT HELLER RICHARD H. HODGSON REUBEN A. HOLDEN ALFRED HOUSTON DAVID HUME CARLISLE HUMELSIN!jl ROBERT M. HUTCHINS MEYER KESTNBAUM MRs. SAMUEL W. LACEY Mrss EDNA F. LAKE HON. WILLIAM PRESTON LANE, JR. HON. RICHARD 4NKFOBD BEIRNE LAY, JR. MRs. Lours LENGFELD DONALD ·McCORMICK HoN. THEODORE R. M c KELDIN DONALD R. McLENNAN, JR. PAUL MELLON RE.ut ADM. CHARLES L. MELSON CLARENCE MILES HooPER S. MrLEs w. LAWRENCE L. MONNETT, Ja. FELIX MORLEY W. GRIFFIN MORREL HoN. KEITH N EVILLE PAUL NITZE LT. GEN. ALFRED H. NOBLE HoN. HERBERT R. O ' CoNoR WALTER P. PAEPCKE WALTER C . p AINE DR. THOMAS p~ DR. THOMAS G. PULLEN, JR. HON. GEORGE L. RADCLIFFE WHITELAW REID EUGENE V. RosTow BEARDSLEY RuML ALEXANDER SACHS STANLEY SIMON Mas. HARRY R . SLACK NEIL H. SWANSON HoN. J. MILLARD TAw Es Da. C. S. TIPPETTS DR. ARTHUR DE TALMA VALK MARK VAN DOREN ERNEST VoN HARTZ v. c. H. WEEMS, U.S.N. RET. CAPT. P. BENJAMIN WILLIS J. THEODORE WOLFE BRIG. GEN; AMos W.W. 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TH3II .H :;nua.IaMuH :!J8IJHA0 .J 3'01IOl'!D •HOH maH WAJaTmW WOTaoH .V aHaou:lI 3'HIJOciJ..H XOAJ8 .l:I YSISIJ.li .2llM i'!08i'IAW8 .H JI:if'VI ,i'IA~:m:H .1. JIIA~ Y.OT~tJoH a~liiU:J<· .at ,Hl'IJJUq .D 8A'MOHT .aa HOMI8 Y:ifJHAT8 eHOeJl'Io< a 11oeoooH ,IJ .<lifAHOH! ~ i'laa.ioH .A 11:nma.fl 3.i'IIAq .0 IIaTJAW Y.ABlllq aAMOBT .SIG JI t1llWllni\'J hmnsi;) 't"rj'IOO ([ , $i;lJJ~I:l IIOHOO'O .H TII:!!:llll3H ;110H i!JXO'!Uq .q IIS.TJAW n:Jawu.aff 8HOA8 naai'IAX3JA a,1.AJaVi:IJO •'iI CAAH') 110'I'OHIJJ:!I •{) XUHTIIA .1'! H .mmasP.I HOT'JIV H01'8HU'[ HTI:!Ui 'ii HI'll'\!IHD .W 3'JJIVl'!Y'! HTI3'JI .MOH m111 .Y'I.8.U '8(1 11"' GVlU'il Y.HUTV13:l QJIIHT · 3;)3JJO:l 2~VIHOt .T8 • :!!J!IO'11 1 ai!!mAO .:::> a:nul. aHAJJAD .H Ya~aH J.t fI'!llAD .H 111vaJ: .i'!:!!:O .'l\l .ia:AH01wu.D a >.Hoa:J .aa QlIO'l!'UJ0 .H YSIH:tli .at 11IaoO .I Ylil1:i!H OHIJWo0 .t aJA'l!OG .. II/ mr, ( ' ~ ( , t uunO .w H'IJAfi ia .8 H'ia:aot aa& moq ua .8 a:?.Jl!."tl eruu.wa:.il .0 aJAanoRA OIOS:oID �·- • Dr. Peter Donchian Third Century Fund 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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. 21 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin-Portrait of a Faculty-Vol X No 3-July 1958 Title A name given to the resource Bulletin of St. John's College, July 1958 Description An account of the resource [Volume X, Number 3 of the Bulletin of St. John's College], "Portrait of a Faculty." Published in July 1958. Date A point or period of time associated with an event in the lifecycle of the resource 1958-07 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 Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6f75c8c171b4b4ad9e8372a952c078ac.pdf ad315b37cc81a07c5273fa43f80baa42 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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. 108 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 1966, Vol. XVIII, #2 Title A name given to the resource Bulletin of St. John's College, July 1966 Description An account of the resource Volume XVIII, No. 2 of the Bulletin of St. John's College. Contains official statement of the program and college catalogue, 1966-1968. Published in July 1966. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1966-07 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/cc65c0f475b8a45b68cdf202da02a8df.pdf 030b219360d8781af971a76fd765919b 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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. 9 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, July 1968 Description An account of the resource Volume XX, No. 2 of the Bulletin of St. John's College, entitled "Statement of Educational Policy and Program." Published in July 1968. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1968-07 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 Identifier An unambiguous reference to the resource within a given context Vol. XX, #2, Educational Policy and Program Statement 1967 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/997ee2b39f57a139ca31168090349eaa.pdf 67cdf9eda2f3cd18edd427947c859648 PDF Text Text �Address DeHvered at the 15 7th Commencement of St. John's CoHege on June 6th, 1949 By Mr. john S. Kieffer, the President of the College Members of the Graduating Class, St. Johnnies old and new, and guests. Volume I June 1949 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. I stand here today grateful to the Seniors for their invitation to deliver the Commencement address. It is a pleasure to speak the last words you shall hear as students from the college, and to speak as a representative of those who have been your teachers for four years. Your departure is a loss to the college, a reminder that it exists in a world of flow and change ; but it is also a gain to the college as you take your places in society and represent St. John's to the outside world. Commencement is a time to look forward, not back. And so, with unspoken remembrance of past toil, let us look to what lies before us. The crisis of the world today spells out in capital letters the meaning of the crisis we at St. John's recognized twelve years ago. Breakdown of communication and loss of direction is no longer confined to the academic community, it is plain to the man in the street. The colleges and universities of the late nineteenth century rested secure in their faith in Adam Smith. Britannia ruled , the ocean waves and Clerk Maxwell ruled the ether waves. Scholars could be comfortably sure that, as under laissez faire, tradesman, industrialist, laborer and farmer promoted the world's economic health by pursuing each his individual gain, so the domain of Truth was extended by each act of individual research. Today this comfortable assurance is dispelled. Marx and Curie have let loose forces to shatter that peaceful world. Originating in the library and the laboratory, they have swept into the market place and the factory, and in the process brought down the intellectual foundations of college and university. The shattering of a world does not mean necessarily the ending of a ' world. It means that the next generation will have to put it together again. Building the world anew is an exciting task; you have work laid out for you. The test of our, success with you will lie in whether you are going forth from college to build a new world or to plunder the ruins of the old. · I am not speaking inspirational generalities. The ruins are plain to behold. The plunderers are at \~ark before our very eyes. They are those who contend senselessly for the prestige of public office and shame the great traditions of the Capitol with their self-seeking; they are those who make a caricature of the heroic freedom of the continent builders by cloaking monopolistic pillaging with the banner of free enterprise. There is a side to American society today that reminds one of nothing so much as the spectacle of the barbarians of late Roman times squatting in imperial palaces and awkwardly strutting in shoddy purple. Our barbarians are more outwardly refined and often harder to recognize. Almost at times they seem to be all of us. Let me list a few of the pillagers: within the academic world there is the subsidizing athlete at one end of �the scale, the cynical graduate student, working for his "union card" the Ph.D. degree, at the other. Or perhaps these are victims of more clever plunderers, the sports promoters and the educationalist racketeer. Outside there are the stock jobbers and suaver financial promoters, those labor leaders who have turned the hopeful aspirations of their followers into a source of profit and power for themselves, the salesman and advertiser, the entertainer, who enriches himself by appealing to public tastelessness. On every hand the work of patriotic plundering goes on, feeding on the credulity and fears of an unwieldy populace. I sketch this picture for no demagogic reasons. I am not summoning you to a crusade. As thoughtful, well-balanced men you know this side of the world into which you are going and you abhor it. What I would do today is to consider with you what your St. John's experience has given you to help you live in this world and how in turn you can help St. John's to live in it. I dwell on barbarism and ruin, not because that is all there is, but because that is what challenges us all to building and rebuilding according to the pattern laid up in heaven. St. John's was chartered in our own heroic age to rebuild from the ruins of an earlier war the republic of learning that had been King \Villiam's School. Its charter affirms the principles of freedom of the individual and responsibility to society that are the American heritage. It makes plain that through liberal education these principles are kept in being. And it dedicates St. John's forever to this purpose. Because of this dedication you have had four years of freedom and responsibility. You have practiced these principles in your studies and in your community life. You have made mistakes; you have abused at times your freedom and neglected your responsibility, but the fact that you have been judged worthy of the degree proves that in greater measure you have lived up to the principles. Living up to principles was the test of the auxiliaries in Plato's Republic. Knowledge of principles was the end to which the education of the guardians through dialectic was direct(ld. Though I do not offer you to the world as ready made guardians, I do remind you that in idea and essence the work you have done for your degree has been directed towards knowledge of the principles you have lived up to. From the very beginning of your course with Homer's Iliad, the nature and limitations of man's freedom have been a persistent theme, and his responsibility to his fellows your constant study. Freedom and responsibility have been portrayed epically and tragically in the characters of Achilles and Agamemnon, of Oedipus and Antigone. The ironic scrutiny of Socrates has helped you disentangle their essential statement from the bemazed opinions of the Sophists. The Hebraic and Christian scriptures have raised them to the high level of theology, whence Augustine and Thomas have drawn them down in systematic detail. The still unmet challenge of the scientific revolution, reflected in Bacon, Hume, Kant and Hegel, speaks to you today from the whirlwind of Marx and Curie. Has your reading of the Great Books fitted you to descend into this cave of the winds ? \i\That hopeful signs can I point to, what prognostications make, that will fulfill my duty as Commencement Orator and yet preserve my honesty and intellectual integrity? I detect one hopeful sign. We hear less, as time goes by, of "the economic interpretation of history." The notion i l'. ·~ prevalent at the time of my graduation from college twenty-two )'ears ago, that politics was meaningless has faded away. Too many of you. through service in the Armed Forces, have participated in the ultimate politics of our times, not to have learned its awful meaning. The restoration of the supremacy of politics over economics restores to relevance the freedom of the will. It restores the possibility that you may face the world as rational men, that you and your society have choices open to you again. There is good or evil to be chosen and tragic greatness to be attained. I know this prediction of mine will be drowned out by the soothing voices preaching adjustment and offering psychiatry to exercise the world's ills. Do not listen! There is not a world to get adjusted to, but a free world to build, if you have truly gained the freedom signified by your degree. Words inevitably betray us into generalities. Am I not an unworldly professor, naively ignorant of the realities you face, the need for a job or a professional training, the desire to provide for your families or to start a family? No, I am not. These are realities, but their reality lies in the ultimate happiness or misery that will come from the choices you make. Conditions and necessities will limit you and restrict your choices, but will not govern you, if you are truly realistic. This is what I mean when I affirm that the crisis of the world today has restored politics to its proper dominance as the art of governing society. The assumptions of the period between the wars that economic determinations governed still linger on in the stereotyped expression "we live in an age of specialization," "it's a highly competitive world." Many people still govern themselves according to these precepts. In hundreds of colleges students have chosen chosen courses to fit themselves for a job with Standard Oil, General Motors, the Metropolitan Life Insurance Company. A substantial minority have fled this bleak prospect by taking refuge in the lost cause of culture and the arts. I suggest that both these groups are unrealistic. The world you are fit to build and are going to build is a world of cooperation not competition. All signs point that way; the world federation movement, the gropings of the national administration toward policies of naional assistance in housing, health, education and civil rights, the countless cooperative endeavors of private groups, all point to the end of the era of competition. You are equipped to find your place, to make your place in this world that is gradually emerging from the ruins. Your liberal education must be thrown into the balance as the issue emerges whether the new world of cooperation is to be one of free and responsible cooperation of rational men or one in which the cooperative principle is exploited by the manipulation of a few. Those graduates who have trained themselves towards a specific job have placed themselves in jeopardy of becoming efficient servitors of the machine, technicians who permit themselves to be used as means to an unexamined end. This seems to be the avowed purpose of Soviet edus:ation. In our own society the same end is being pursued unconsciously. I do not subscribe to the view that a few wicked monopolists are deliberately constructing a fascist society. I do believe that the great industrial system we have built up is operated by people who see it as an end in itself, and this is the stage setting for fascism. The science of statistics is today arregating to itself the queenship of science. The clever men in the cave are trying to be philosopher kings. �j\ !! 11! i r I What can you who are going J,o,rth into this world do? First you must not flee from it, no matter how much you might long to imitate the tJ.ightingale. You must learn to kn0w it, to discern the builders from the plunderers. You must find yourselves and which of the buildingtrades you belong to and then join ithat group to which you belong. It tnay be that some of you are auxiliaries and ,,should properly be engaged in restraining the plunderers, whether as , journalists, as teachers, as Lawyers, as physicians or ..divines.' ·Some of you will be men of gold, men who will seek understanding· and through Socratic examination make clear to the rest of us the ends towards which we· are building. Each bf you will keep this goal before himself, but some among you will make it your whole lives. I wish I rnuld give you clear advice where to seek the discipline for the career of guardian. . Certainly not in the graduate schools. The only place I know is in that .''graduate s.chool" of the liberal arts towards which Scott Buchanan pointed, but whic;h is yet to be built. Some of you may help to build it. Finally all of you are artizans, men of iron.and bronze,. doing your democratic p;i,rt in ·the work of society; If we. ·are to build this new world· I· see rising, that work must be done} with a•; full rational sense, that whatever job yo.u hold is a ·necessary part of· the whole, and that you are doing what you are best fitted tci do in it'. · · St. John's has not prepped you· for graduate school though many of you will go to graduate schools and be prepared to do good work there, nor has St. John's trained you for specialized jobs in industry. To many people this means we are not a college. Often we are damned for doing nothing but read and talk. Of cm.atse we do much more, but certainly through having you read the Great Books we have drawn you from the hurried, harried seizing of the moment; the Faustian ambiguity of the modern world. By getting you to talk we have prepared you for life in a human world, where you will talk and listen and be listened to. If you have merely learned to talk to one another in a special jargon, we have failed. The fact that your final orals are open to the public, symbolizes the purpose that you are to talk to all your fellow men. Expect and learn to be misunderstood, but patiently seek understanding. There is no immediate measure of your success, but the more fully you belong in the St. John's :community, the more you will take the measure of the world's cheap and obvious standards. For the cooperative building to which I point you, you will often have to stand alone. You will stand alone the more easily because St. John's will always be standing behind you. \i\That can you do to help St. John's live in this world? For one thing, you can continue to live in St. John's, by never abandoning the Grea.1. Books. As long as you live in St. John's, St. John's will live in you. But St. John's lives not as an idea only, but as a community on this campus devoted to a common purpose. Your choices, of profession, of causes to support, of lives to live will speak, well or ill, of St. John's and will draw attention to our purpose. Your widening experience will equip you to return and tell us ho we can do our job better. : I have a few more words to 'say. I have been talking to you about the world you are going into and help build. St. John's College is also going into that world. We have a job of building to do here and need cooperation in doing it. ~ What is St. John's College? It is the progran1, we would all fay, yet everyone of us would say in a different way what the program is. ~n one sense St. John's is a myth; not a falsehood, but a wholeness of an ~dea ~awards which we all strive, but never grasp in its wholeness. The idea is the purpose to teach students to think, to give them through the Great Books, the stretching of their imaginafons out from their immediate and passiona.te responses to sensation to the greater world that men have created or chscovered by reason. ~t. John's is a logos, a connecting of many elements. When we try to brmg th~ pr~gram. int? daily. practice we are making a logos of myth. It is this which is so difficult, because connections are hard to make.. Th~ faculty are often discouraged in their attempts and much of our discu~s10n comes to deg~nerate into trivial dealings with the crooked progress 111 day to day learrnng and teach'.ng. Yet the common purpose expressed in the myth, holds us together. . Last J anuar~ I. s_aid in a college forum that St. John's College was bigger than any i.ndividual. This. I ~aid in a particular context. Today I want to repeat it and to generalize it. In the cooperative endeavor that ':'e. are t?ere is ~oom for all individuals who accept our purpose, and parti~ipate m the bigness of St. John's. St. John's is bigger than any individual, even than Scott Buchanan. He himself realized this and left St. John's because there was forced on him the state of being St.John's, which, if St. John's was to be, could not be. Buchanan's angelic utterances will echo forever through these grounds. They will, if we are true to our purpose, be responded to by other voices, in a great chorus of learning. St. J ohn'.s College ~s bigger than any group - students, faculty, board, alumm, commumty. St. John's invites all individuals and all groups, who share our purpose, to join with us in the task of buildina the college for the future. It invites anyone, whether student, tutor, board member, alumnus, who cannot join in this task to leave and let us get on with the work we have to do. I would not encl on a negative note. I would like to raise before you the colors of St. John's, black and orange, and learn from them what we are. The black is _the dep~hs of. Plato's. cave, the orange, the rising sun . seen through the chsappearmg nusts of ignorance. We are always in the cave and are the cave. It i~ our essence as learners. Let us hope that '!"e may some clay come out mto the clear golden sunlight of the Platonic ideas. a � 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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. 8 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin, July 1949 Vol. I, #3 Commencement Address of John Kieffer, June 6th, 1949 Title A name given to the resource Bulletin of St. John's College, June 1949 Description An account of the resource Volume I, Number 3 of the Bulletin of St. John's College, Address Delivered at the 157th Commencement of St. John's College on June 6th, 1949 by Mr. John S. Kieffer, the President of the College. Published in June 1949. Date A point or period of time associated with an event in the lifecycle of the resource 1949-06-06 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 Kieffer, John Spangler Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f946321d1d07c6df177f22dd42c31b61.pdf c20ee32776a950f0f99f0eb48b735955 PDF Text Text r l- \ __,,, ___ KEY 11 C.--.Gi l ..... :soo..f 'O St"-'f.S....... .,.......,_ ........ Sc.._. ~ ~~-~~ .......... ._Soc'-' 'l!l~kt...i: lD5l,_.........,~ .115t.~r.t .... JISI_...... .... ~ §~~ ;-.; ~~ .. :::. . :St• .•.; I .~·./- \.'' . / ,. i I . )<":::_.~" ) ' I \'\- - ...- ..r ·-"'- CITY Of _ ..-, SANTA FE ·{ .// . re COUNTY ~NTA NEW MEXICO T. te,17 M. "· 8,IQ£. ""°"· ....,. - CIMIU9 �St. John's College in Santa Fe ST. JOHN'S COLLEGE is committed to liberal education and to excellence. Since 1937 its curriculum has been organized around the reading and seminar discussion of a representative list of great books. The course of study covers a period of four years and is completely prescribed for all students. It includes work in language, mathematics, music and laboratory science. The aim of the St. John's program is to develop in the student the intellectual skills which are the foundation of the liberal arts. In pursuit of these skills, the student learns for learning's own sake. St. John's College is also committed to smallness in an age of bigness. To achieve the goals of its curriculum, it believes firmly that a student body of 300 is the desirable optimum. A greater number would endanger the intimate character of the college community, now small enough so that all of its members may contribute meaningfully to one another's learning. The need to provide for a share of the ever-expanding numbers of young men and women seeking a college education has long been recognized by St. John's. In a bold step in 1961, the Board of Visitors and Governors of the College voted to establish a second campus in the western half of the United States. The new campus was to be a duplicate of that in Annapolis in facilities, curriculum, and enrollment: by this unique plan of colonization St. John's answered the need for expansion while retaining the fundamental educational precepts to which it was committed. The College thus embarked on a plan of growth never before attempted in this country. Santa Fe, New Mexico, was chosen from 40 possible sites as the location for the new campus. In reaching this decision, the Board and the Faculty were impressed by the need for a good liberal arts college in the Southwest, independent of the government or the church. They were encouraged by a group of Santa Feans who were deeply interested in establishing such a college in their city. The cultural orientation of Santa Fe, with its museums, its nationally famous summer opera, and its colony of artists and writers, was a strong Volume XV June 1963 No. 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. �Left: The Tiwa pueblo of Taos, northeast of Santa Fe. This pueblo has been occupied for four centuries. attraction. Proximity to the Los Alamos Scientific Laboratory, with its superb library and wealth of scientific talent, promised helpful cooperation from both Laboratory officials and individual scientists. The 7,000foot elevation of the city of Santa Fe offered a fine year-round climate. Perhaps as significant as any factor was the enthusiasm of New Mexicans for St. John's. An editorial which appeared in the Santa Fe New Mexican on February 23, 1961, summed up the attitude of Santa Fe itself toward the College: "In many ways the philosophies which have given St. John's its illustrious reputation perfectly match the civic philosophies that give Santa Fe its claim to the title of 'City Different.' Both have refused to sacrifice their spirit for the sake of bigness. Both share the same sense of values. Both, we believe, are unique in their field of being." Right: The Old Palace of Governors in Santa Fe. This State monument is also the home of the Museum of New Mexico. * * * Top: Road leading to Santa Fe Ski Bowl, popular scene of winter-sports activity. Located in the Sangre de Cristo Mountains, the area is only 16 miles from Santa Fe. Church of Cristo Rey, one of the newest churches in Santa Fe, is built in Pueblo style, with massive adobe walls, wooden beams and mud plaster. Left: Middle: The New Mexico Museum of Art, devoted to fine arts and artists of the State. Built in 1917, it is done in traditional pueblo style. Bottom: The Santa Fe Opera Bowl, home of the nationally famous Santa Fe Opera, is the scene of summer performances by outstanding artists. �Left: View from slopes of Monte Sol, looking north across the campus site toward the city of Santa Fe and the Jemez Range in the background. Right: Construction began in April of 1963 with the laying of 150-foot culverts in Arroyo Chamisa. These are now covered by the causeway which leads to the main complex of buildings. Left: View from campus to the east. Wooded area in background is a national forest on the foothills of the Sangre de Cristo Mountains. Figures in foreground are at the location of the college plaza. .. - ~--~ ·{ :: The New Campus THE CAMPUS, donated by residents of Santa Fe, consists of 260 acres of rolling land in the southeast corner of the city. It is bounded on the southwest by a city park, while a short distance to the east is a national forest. Lying on the slope of Monte Sol about two miles from the historic Plaza, the campus is removed from the center of the city and yet is convenient to the services and facilities found there. The site commands magnificent views in three directions-the Sangre de Cristo Mountains to the northeast, the Jemez Range and Los Alamos to the northwest, and the Sandia Mountains to the southwest. A comprehensive master plan has been designed for a complete campus for 300-350 students. On April 22, 1963, ground was broken for the first buildings. Since only a freshman class will enter when the campus opens iri September 1964, construction has been planned in several phases to keep pace with the growing student body. The first phase provides the classroom and laboratory buildings, the student center, and dormitories for 106 students. Basically the facilities in Santa Fe will parallel those on the Annapolis campus, but will have the advantage of being designed as an integrated, functional whole. The two campuses will be an interesting study in similarities and contrasts. Whereas the older buildings in Annapolis are reminders of the English colonial heritage of Maryland's capital city, those of the western St. John's will reflect the Spanish-Indian origins of the New Mexican capital. The new buildings have been designed in a modified "Territorial," a regional style easily adapted for contemporary use. Their flat-roofed masses will recall their aboriginal American origin; the balconies, portales and patios hearken back to Spain; and the stuccoed walls and brick cornices recall the period when New Mexico was a territory rather than a state. At the same time, these new buildings will reflect still another phase of the style, for they will be completely contemporary in meeting the requirements of a modern educational institution. Built with the most modern of materials and in accordance with today's principles of design, the buildings have been managed so as to blend with the primitive site, completely up-to-date and yet reflecting the rich heritage of the past. �Site Plan • FIRST PHASE CONSTRUCTION D SUBSEQUENT CONSTRUCTION A. B. C. D. E. F. Dormitories for men Classrooms Laboratories Administration Library, music and fine arts Student Center G. H. I. J. K. Auditorium Athletic Center Playing fields Infirmary Dormitories for women L. Faculty residences l 1 Right: Architect's model of the central complex of campus buildings: library, fine arts and music in center foreground; student center at left; laboratories, classrooms and administration left to right in background. The patios and balconies of the Territorial style of architecture show clearly. �Classroom building, Santa Fe Hall. Funds for construction of this building were raised in the city of Santa Fe. It will contain eight classrooms which can be used for tutorials and for seminars, as well as offices for sixteen members of the faculty. The Laboratory Building will house two large laboratories each for biology, chemistry and physics, with special facilities for optics, electronics and mechanics. There will be nine project labs, a dark room, animal room, an isotope lab, offices and shops. The Dormitories are designed in small units grouped around patios and connected by portales. The architect has sought an atmosphere congenial to living and studying. All students will have the privacy and quiet of single rooms. The first dormitories ~rected will house 106 students with apartments for two tutors. St. John's is a community of learning. The process of learning goes on as much in the dining hall, the coffee shop, the common rooms and the bookstore as in the classrooms . The Student Center is conceived as a complex of buildings around a patio, and will be the location for most of the common life of men and women on the campus. �II - Equipment St. John's College in Santa Fe SUGGESTED GIFT PARTICIPATION The Board of Visitors and Governors of the College invites individuals and foundations to consider any of the following gifts, which may bear the name of the donor. I - Buildings Library Books: $5,000-20,000 Gifts for book purchases toward the initial goal of 5,000 volumes by September 1964. Laboratory Equipment: $10,000-25,000 All laboratory equipment, including microscopes, analytical balances, optical benches, oscilloscopes and electronic equipment. $700,000 $15,000 Music Equipment: A concert piano and six practice pianos, high fidelity equipment, tape machines, and turntables for tutorials. Laboratory Building: $775,000 Laboratories, project rooms and shops for the all-required science program. Record Collection: $5,000-10,000 An important supplement to both the curriculum and extra-curricular activity. Dormitories: Nine small 12-24-student units with a total capacity of 106. Student Center: Dining hall, bookstore, coffee shop and common rooms. I Administration Building: Administrative and business offices. $1;025,000 III - Endowments $275,000 $350,000 Library: Reading rooms, carrels, microfilm room, rare book room, staff offices and space for 50,000 volumes. Music and Fine Arts Building: $125,000 Music seminar and practice rooms, music library, art studio, small gallery and offices. $800,000 Auditorium: Capacity of 1,000 for lectures, concerts, motion pictures or plays; a discussion room accommodating 200. Athletic Center: $700,000 A gymnasium, swimming pool, squash and handball courts, and dressing rooms. Tutorships: $250,000-375,000 Endowed faculty chairs or tutorships-to bear the name of the donor or to be a memorial. Lectureships: $8,000-25,000 Endowment of $8,000 for a single lecture or $25,000 for a series. Tuition Scholarships: Endowments providing part or full tuition fees. $10,000-40,000 $12,500 Studen't Assistantships: Income from $12,500 underwriting a student job in the library, dining hall, laboratory or college offices. Library Funds: $10,000-30,000 To build and maintain book and record collections and to subscribe to periodicals and ·newspapers. �Committeemen and Friends Board of Visitors and Governors SANTA FE Officers: Chairman: Richard F. Cleveland Lawyer Baltimore, Maryland John D. Alexander, Jr. Lawyer Constable, Alexander & Daneker Baltimore, Maryland Bromwell Ault Vice President lnterchemical Corporation New York, New York William C. Baxter Lawyer Baltimore Gas & Electric Co. Baltimore, Maryland Joseph L. Bean Consultant Darien, Connecticut Francis G. Coates Lawyer Baker, Botts, Shepard & Coates Houston, Texas Peter Donchian Education Consultant New York, New York Edward J. Dwyer President Electric Storage Battery Co. Philadelphia, Pennsylvania Thomas M. Evans Chairman of the Board H. K. Porter Company New York, New York Walter F. Evers Management Consultant Walter Evers & Company Cleveland, Ohio Col. E. E. Fogelson Independent Oil Operator Dallas, Texas Pecos, New Mexico Victor Frenkil President Baltimore Contractors, Inc. Baltimore, Maryland Vice Chairman: William A. Lydgate Partner Earl Newsom & Co. New York, New York Secretary: Dr. Thomas B. Turner Dean, Medical Faculty The Johns Hopkins University Baltimore, Maryland Floyd D. Hall Senior Vice President Trans World Airlines New York, New York Edward S. Pinney Lawyer Cravath, Swain & Moore New York, New York Richard H. Hodgson Salisbury, Maryland Louis T. Rader President Univac Division, Sperry Rand Corporation New York, New York Carlisle Humelsine President Colonial Williamsburg Williamsburg, Virginia The Hon. William S. James President Senate of Maryland John S. Kieffer Dean St. John's College Edward A. Kimpel, Jr. Motion Picture Exhibitor Baltimore, Maryland Donald P. Kircher President Singer Manufacturing Co. New York, New York The Hon. Marvin Mandel Acting Speaker House of Delegates of Maryland John Gaw Meem Architect Santa Fe, New Mexico Walter C. Mylander, Jr. Lawyer Mylander and Atwater Baltimore, Maryland Charles A. Nelson Management Consultant Nelson Associates New York, New York Mrs. Duane L. Peterson Baltimore, Maryland Harrison Sasscer Staff Associate American Council on Education Washington, D. C. Adolph W. Schmidt Governor T. Mellon and Sons Pittsburgh, Pennsylvania Joseph W. Scribner Singer, Deane & Scribner Pittsburgh, Pennsylvania Mrs. Harry R. Slack, Jr. Baltimore, Maryland The Hon. J. Millard Tawes Governor of Maryland Mrs. Millard E. Tydings Baltimore, Maryland Richard D. Weigle President St. John's College William M. White President The M innequa Bank of Pueblo Pueblo, Colorado John L. Williams Realtor Williams-Bowker Company Sacramento, California Hon. Jack M. Campbell Governor of New Mexico Hon. Pat Hollis Mayor of Santa Fe The Most Reverend Edwin V. Byrne Archbishop of Santa Fe Emory J. Bahr J. R. Brennand Mrs. John J. Dempsey John A. Dillon, Jr. Harvey S. Durand Nathan C. Greer Mr s. Laura Hersloff Mr. and Mrs. Oscar B. Huffman Mrs. Patrick J. Hurley Samuel D. Johnson Daniel T. Kelly, Jr. Dr. Bergere A. Kenney Mrs. L. T. Konopak Mr. and Mrs. William J. Lippincott Manuel Lujan LeRoy Manuel Mrs. Walter M. Mayer Marshall L. McCune Hon. Robert M. McKinney L. E. Meyer Mr. and Mrs. Frank C. Rand, Jr•. Reverend Henry F. Seaman Hon. Oiver Seth Allen Stamm Mr. and Mrs. Charles Thwaites William H. Vernon Alexander V. Wasson Mrs. Laura Wesley Miss Amelia E. White Parker Wilson Paul A. Wilson E. R. Wood James W. Young Maj. Gen. Harold C. Donnelly Calvin P. Horn W. J. Jackel D. R. Kirby Dr. and Mrs. William R. Lovelace II Mr. and Mrs. J. R. Modrall Mr. and Mrs. Robert J. Nordhaus Mr. and Mrs. James G. Oxnard Robert C. Poole Dr. Tom L. Popejoy Benjamin G. Raskob Mrs. Albert C. Rood Mr. and Mrs. John L. Rust George W. Savage Albert G. Simms Dr. and ·Mrs. Albert G. Simms II Hon. John F. Simms, Jr. Mrs. Elizabeth Simpson Lawson K. Stiff Robert P. Tinnin Nelson T. Turner CIMAR RON Mr. and Mrs. Eugene G. Hayward Saul N. Harburg Dr. Ben Hazard Mrs. Sally Howell Miss Genevieve Janssen Mrs. Ward Lockwood Mr. and Mrs. Stephen A. Mitch ell DALLAS Roland S. Bond Mrs. Wirt Davis Everett L. DeGolyer, Jr. Robert E. McKee, Jr. John D. Murchison Mrs. H. W. Roberts Leland Thompson DENVER Mrs. George B. Berger, Jr. Mr. and Mrs. Vic E. Breedin William Grant Miss Polly Grimes Dr. Robert L. Stearns Miss Eleanore Weckbaugh EL PASO FAR MINGTON Robert E. McKee Hon. Tom Bolack HOUSTON LOS ALAMOS Thomas J. Cook Dr. George A. Cowan Dr. and Mrs. Alvin C. Graves Dr. and Mrs. Herman Hoerlin Dr. John H. Manley Dr. William R. Oakes Dr. Fred L. Ribe Mr. and Mrs. Norman R. Rosen Dr. Carroll W. Zabel Mrs. John Blaffer John T. Jones, Jr. Hall Timanus PHOENIX Dr. F. M. Hinkhouse Mr. and Mrs. John Pritzlaff SAN ANTONIO Bishop and Mrs. Everett H. Jones Mrs. Edgar Tobin ALBUQUERQUE ROSWELL Hon. Clinton P. Anderson Hon. Edwin L. Mechem United States Senators Robert 0. Anderson TUCSON TAOS Harold Nason Guy Thackery Mrs. Amy Adler Mrs. Richard S. Claassen Sam Dazzo Ch ii ton Anderson Mr. and Mrs. Jack P. Brandenburg Mrs. Max Finstein J. I. Staley PICTURE CREDITS WICHITA FALLS Inside front cover: Bottom, M. E. Warren. Page 2, top: New Mexico State Tourist Bureau; middle and bottom : New Mexico Department of Oeve l opm~nt. Page 3, top: New Mex ico State Tourist Bureau; middle and bottom: New Mexico Department of Development. Page 7, lower right: M. £ . Warren. �� 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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 June 1963-Vol XV No. 2-SJC in Santa Fe Title A name given to the resource Bulletin of St. John's College, June 1963 Description An account of the resource Volume XV, No. 2 of the Bulletin of St. John's College, St. John's College in Santa Fe. Published in June 1963. Date A point or period of time associated with an event in the lifecycle of the resource 1963-06 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 Santa Fe, NM 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/96238f1ec0c4fa568a1874be54bcd948.pdf 42784f3e436d386a7b9d30f3d2b5d3f1 PDF Text Text VOLUME XVII No. 2 Bulletin of ST. JOHN'S COLLEGE CHARTER AND POLITY OF THE COLLEGE ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO June, 1965 Founded as King William's School, 1696, Chartered as St. John's College, 1784 �History St. fohn's College was founded in 1696 as King William's School in accordance with a Petitionary Act for free-schools of the General Assembly of the Colony of Maryland. Fo11owing the Revolutionary War, the General Assembly of the new State of Maryland granted a Charter to St. fohn's CoIIege pursuant to and as a part of Chapter 37 of the Laws of Maryland of 1784. This Charter was subsequently amended by the General Assembly through Resolution No. 41 of 1832. The Visitors and Governors of St. Tohn's College in 1950 revised the Charter to eliminate extraneous and obsolete matter and to make certain other amendments consistent with present requirements and conditions. It was the opinion of the Attorney General of Maryland that tl1e original C11arter of the College was subject to the general Corporation Laws of Maryland and might accordingly be amended by the Visitors and Governors, pursuant to these laws, without legislative action by the General Assembly. Subsequent amendments were made in 1961, in 1963, and in 1965. When the decision was reached to establish a second St. Tohn's College in Santa Fe, New Mexico, amendments were made to the Charter to authorize branches or extensions of the College. The Charter was then filed with the Corporations Commission of the State of New Mexico as a foreign corporation. The College was thus empowered to grant degrees in New Mexico under the provisions of its Maryland Charter. Volume XVII JUNE, 1965 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. The Polity of the College was first drafted by the Faculty and then adopted by the Board of Visitors and Governors at its regular meeting on July 8, 1950, in Annapolis, Maryland. It was reviewed and amended by the Board of Visitors and Governors at its annual meetings May 14, 1955, and May 21, 1960; at its regular meetings February 22, 1961, December 9, 1961, and February 23, 1963, in Annapolis, Maryland; at its regular meeting September 28, 1963, in Santa Fe, New Mexico; and at its annual meeting on May 15, 1965, in Annapolis, Maryland. • 1 �Charter of St. John's College 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; And whereas, it appears to this General Assembly that many public spirited individuals, from an earnest desire to promote the founding a college or seminary of learning on the Western Shore of this State have subscribed and procured subscriptions to a considerable amount, and there is reason to believe that very large additions will be obtained to the same throughout the different counties of the said Shore if they were made capable in law to receive and apply the same towards founding and carrying on a college or general seminary of learning with such salutary plan and with such legislative assistance and direction as the General Assembly might think fit, and this General Assembly, highly approving those generous exertions of individuals, are desirous to embrace the present favorable occasion of peace and prosperity for making lasting provision for the encouragement and advancement of all useful knowledge and literature through every part of this State; BE IT ENACTED: II. That a college or general seminary of learning by the name of "St. John's College" be established on the said Western Shore upon the following fundamental and inviolable principles; namely, first, the said college shall be founded and maintained forever upon a most liberal plan for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of edu<;ation and to all the literary honors of the college, according to their merit without requiring or enforcing any religious or civil test, or urging their attendance upon any particular religious worship or service other than what they have been educated in or have the consent and approbation of their parents or guardians to attend; nor shall any preference be given in the choice of a Principal, Vice-Principal or other Professor, Master or Tutor in said college on account of his particular religious profession, having regard solely to his moral character and literary abilities and other necessary qualifications to fill the place for which he shall be chos~n. • 3 • �. IV. That the governing body or board of said College shall consist of not more than forty nor less than thirteen Visitors and Governors to be chosen and to hold office in such manner as the said Visitors and Governors may determine and prescribe by their fundamental ordinances· provi~e~, however, that the _Governors of the States of Maryland and' New Mexico shall act ex oflicw as two of the total number of Visitors and Governors _of s~i~ college during their respective terms in said offices; and that the said V1S1tors and Governors and their successors duly chosen shall be ~1:1d are hereby declared to be one community, corporation and body politic to have continuance forever by the name of ST. JOHN'S COLLEGE and by the same name they shall have perpetual succession. VII. That if ~h~ City of ~n~apolis should be fixed upon as a proper P!ace for estabhshmg the said mtended college, this General Assembly gi~~ and grant, and upon that condition do hereby give and grant to the Visitors and Governors of the said College by the name of "The Visitors an~ Governors of Saint John's College in the State of Maryland," and their successors all that four acres within the City of Annapolis purchased for the use of the public and conveyed on the 2nd day of October 1744 by Stephen Bordley, Esq., to Thos. Bladen, Esq., then Governor, t~ hav; an_d_ to hold the said four acres of land with the appurtenances to the said V1S1tors and Goyernors and their successors for the only use, benefit and behoof of the said college and seminary of universal learning forever. VIII. That the said Visitors and Governors and their successors by the same name shall_ be able and capable in law to purchase, have and enjoy to them and their successors in fee, or for any other less estate or estates, any land_s, tenements, rents, annuities, pensions or other hereditaments b_y the gift,. grant, bargain, sale, alienation, enfeoffment, release, confirmation, or devise of any person or persons, bodies politic or corporate capable to make the s~me, and such lands, tenements, rents, annuities, pensions or other he~editaments or any less estates, rights or interests of or in the same at their pleasure to grant, alien, sell and transfer in such manner and fo~m as they shall think meet and convenient for the furtherance of the said college; And ~lso that they may take and receive any sum or sums of mon~y, and any kmd, manner or portion of goods and chattels that shall be ~~ven, sold or bequeathed to them by any person or persons, bodies politic or corporate capable to make a gift, sale or bequest thereof and employ ~he same towards erecting, setting up and maintaining the said coll~ge m such . manne~ as . they shall judge most necessary and convement for the mstruction, improvement and education of youth in the • 4 • vernacular and learned languages, and generally in any kind of literature, arts and sciences, which they shall think proper to be taught for training up good, useful and accomplished men for the service of their country, in church and state. IX. That the said Visitors and Governors and their successors by the name aforesaid shall be able in law to sue and be sued, plead and be impleadable in any court or courts, before any judge, judges, or justices within this State and elsewhere in all and all manner of suits, complaints, pleas, causes, matters and demands of whatsoever kind, nature or form they be and all and every other matter and thing therein to do in as full and effectual a manner as any other person or persons, bodies politic or corporate within this State or any of the United States of America in like cases may or can do. X. That the said Visitors and Governors and their successors shall have full power and authority to have, make and use one common and public seal and likewise one privy seal with such devices and inscriptions as they shall think proper, and to ascertain, fix and regulate the uses of both seals, by their own laws and the same seals or either of them to change, break, alter and renew at their pleasure. XI. That the said Visitors and Governors and their successors from time to time and at all times hereafter, forever, shall have full power and authority to constitute and appoint in such manner as they shall think best and most convenient, a principal, a vice-principal of the said college and professors with proper tutors and assistants for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modem tongues and languages; and the said principal, vice-principal and professors so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty by the name of "The Principal, Vice-Principal and Professors of St. John's College"; and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction, discipline and government of the said seminary and of all the students, scholars, ministers and servants belonging to the same. XIV. That a majority of the said Visitors and Governors for the time being and duly assembled at any meeting upon due notice given to the whole body of Visitors and Governors shall have full power and authority to make fundamental ordinances for the government of the said college and the instruction of youth as aforesaid, and by these ordinances to appoint such a number of their own body not less than seven, as they 5 • �may think proper for transacting all general and necessary business of the said seminary and making temporary rules for the government of the same; and also by the said fundamental ordinances to delegate to the principal, vice-principal and professors such powers and authorities as they may think best for the standing government of the said seminary and of the execution of the ordinances and rules of the same; provided always that they be not repugnant to the form of government of any law of this State. XV. And for animating and encouraging the students of said college to a laudable diligence, industry and progress in useful literature and science, be it enacted that the said Visitors and Governors and their successors shall by a written mandate under their privy seal and the hand of someone of the Visitors and Governors to be chosen annually as their President, according to the ordinance to be made for that purpose, have full power and authority to direct the principal, vice-principal and professors to hold public commencements either on stated annual days, or occasionally as the future ordinances of the said seminary may direct and at such commencements to admit any of the students in the said college or any other persons meriting the same (whose names shall be severally inserted in the same mandate) to any degree or degrees in any of the faculties, arts and sciences and liberal professions to which persons are usually admitted in other colleges or universities in America or Europe; And it is hereby enacted that the principal, or in the case of his death or absence, the vice-principal, and in case of the death or absence of both, the senior professor who may be present, shall make out and sign with his name diplomas or certificates of the admission to such degree or degrees, which shall be sealed with the public or greater seal of the said corporation or college and delivered to the graduates as honorable and perpetual testimonials of such admission; which diplomas, if thought necessary for doing greater honor to such graduates, shall also be signed with the names of the different professors or as many of them as can conveniently sign the same; provided always that no student or students within the said college shall ever be admitted to any such degree or degrees, or have their name inserted in any mandate for a degree, until such student or students have been first duly examined, and thought worthy of the same. in this Charter or Act of Incorporation granted, or intended to be granted, any ordinance should be made by the said corporation of Visitors and Governors or any matters done and transacted by the corporation contrary to the tenor hereof, it is enacted that although such ordmances, acts and doings shall in themselves be null and void, yet they shall not, ho~ever, in any courts of law, or by the General Assembl~, be deeme_d, taken, mterpreted or adjudged into an avoidance of forfeiture o_f this Cha!te~ and Act of Incorporation, but the same shall be and remam unhu_rt, mv10late and entire unto the said corporation of Visitors and Governors m perpetual succession; and all their acts conformable to the powers, true intent and meaning hereof shall be and remain in full force an~ validity,_ the nul~ity and avoidance of such illegal acts to the contrary m any wise notwithstanding. XVII. That this Charter and Act of Incorporation and every part thereof shall be good and available in all things in the law according to the true intent and meaning thereof, and shall be construed, reputed and adjudged in all cases 111ost favorably on the behalf and f?r the best benefit and behoof of the said Visitors and Governors and their successors, so as most effectually to answer the valuable end of this Act of Incorporation towards the general advancement and promotion of useful knowledge, science and virtue. XVIII. That the College may establish and operate one or more branches in one or more states of the United States. XVI. That the ordinances which shall be from time to time made by the Visitors and Governors of the said college and their successors with an account of their other proceedings and of the management of the estate and moneys committed to their trust, shall when required be laid before the General Assembly for their inspection and examination, but in case at any time hereafter through oversight, or otherwise through misapprehension and mistaken constructions of the powers, liberties and franchises . 6 . . 7 • �Polity of St. John's College PREAMBLE Education is the making of men out of children by bringing them into the world of inherited customs, intellectual traditions, and spiritual ties. Institutions of learning are set up for this purpose. Beyond this they should also seek to develop the moral and intellectual powers of men to enable them to fulfill best their freely chosen tasks and thus to take their own responsible part in shaping the future. St. John's College is a community of learning committed to holding these ends constantly in sight and to seeking the best means of attaining them. St. John's College strives to illuminate the common heritage of mankind in a persisting study of the great documents in which that heritage can be found. It is concerned with the unity of knowledge, an understanding of the great issues faced by men, and the moral foundations on which the conduct of men's lives can be based. To provide proper conditions for the pursuit of these ends, we, the Board of Visitors and Governors, after consultation with the Faculty, do ordain and establish this polity for St. John's College. . 9 . �ARTICLE I THE COLLEGE ( 1 )_ St. .John's Col_lege is by its Charter a legal entity carrying on its funct10ns m Annapolis, Maryland, and Santa Fe, New Mexico. The Colle?~ shall be understood to consist of the following: (a) the Board of V1s1tors and Governors; (b) the Faculty; ( c) the Students; and ( d) the Staff. ( 2) Under the Charter of the College, all power, authority, and responsibility pertaining to the College are vested in the Visitors and Governors. ( 3) Under the Charter, "the said Visitors and Governors and their successors, from time to time, and at all times hereafter, foreve;, shall have full power a1:d authority to constitute and appoint, in such manner as they shal~ thmk best and most conve!1ient, a principal and vice-principal ?f the s_a1d college, and professors, with proper tutors and assistants, for mstructmg _the student~ and scholars of the said seminary in all the liberal arts and sc1_ence~, a?d m ~he ai:ici~nt and modem tongues and languages; and ~he said prmc1pal, v1ce-pnnc1pal and professors, so constituted and appomted from time to time shall be known and distinguished forever as one learned body or faculty, by the name of 'The Principal Vice-Principal and Pro!e_ssors of St. John's College'; and by that name ;hall be capabl~ of exerc1s~ng such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to d~legate _to them for the instruction, discipline and government of the said semmary and of all the students scholars ministers and servants belonging to the same." ' ' . (a) The "pri??ipal" shall bear the title President and shall be appomte? by the V1S1tors and Governors after consultation with a special co~m1ttee selecte~ from am~ng themselves by the members of the Faculty hav1~g tenure, which_ committee shall have opportunity to meet with the candidates. The President shall concurrently be a teaching member of the Faculty with the title of Tutor. (b) Th~ _"vice-principal" shall bear the title Dean and shall be appointed by the V1s1tors and Governors upon recommendation by the President as hereinafter provided. ( c) The "professors, tutors, and assistants" shall all bear the title of Tutor a!1d shaU be app?inted by the Visitors and Governors upon recommendation of the President, after consultation with the Dean, the Asso- 10 • ciate Dean, and the Instruction Committee of the College and in accordance with the provisions of tenure hereinafter provided. The Tutors shall constitute the Faculty of St. John's College. ( d) The Treasurer, the Registrar, the Librarian, the Director of Athletics, the Director of Adult Education, the Director of Admissions, and the Assistant to the President, whether in Annapolis or in Santa Fe, shall by virtue of their offices have faculty status. Such an administrative officer, on recommendation of the Dean and Instruction Committee of the College, may also be appointed Tutor, but the provisions of Article VI need not apply. ( 4) All who have formally matriculated, are duly enrolled, and are in good standing shall be called students of St. John's College. ( 5) The staff shall consist of all those persons without faculty or student status who shall be appointed by the President or through his delegated authority to the performance of duties necessary to the proper functioning of the College. ARTICLE II VISITORS AND GOVERNORS ( 1) Qualifications for Membership. Persons shall be eligible for membership on the Board of Visitors and Governors who are concerned for the progress and vitality of the educational program at St. John's College and who are willing and able to discharge the responsibilities of trusteeship with devotion and energy. ( 2) Members. The Board of Visitors and Governors (hereinafter called the Board) shall consist of not more than forty members, comprising the President, Dean, and Associate Dean of the College, the Governors of Maryland and New Mexico, ex officio, and thirty-five members, of whom twenty-nine shall be elected by the entire Board and six shall be elected by individual ballot of the Alumni of the College, in the manner and for the terms hereinafter provided. In recognition of meritorious service to the College, honorary members may be elected at the discretion of the Board. ( 3) Elections by the Board. At each annual meeting, the Board shall elect a class of nine or ten members, as the case may be ( in place of the class whose term expires at the conclusion of said meeting), for a term of three years. The procedure for nomination and election shall be as follows: . 11 . �There shall be a standing Nominating Committee of three members of the Board appointed by the Chairman. The Chairman and the President shall sit with the committee, ex officio, when nominations to Board member~hip are being considered. The Nominating Committee shall recommend to each member of the Board in writing, not later than thirty days prior to the annual meeting at which the election is to be held, at least one candidate for each of the places to be filled by such election. Additional nominations may be made in writing, addressed to the Chairman, signed by at least five members of the Board, prior to the date above provided for the report of the Nominating Committee, and any such additional nominations shall be reported to the Board by the Committee at the time of its report. Voting on such nominations at such annual meetings shall be by ballot, each member present to vote for nine or ten of the said nominees. In case there are more than nine or ten nominees, and the balloting results in a tie for one or more places, the Board shall determine the procedure to resolve the tie. No nominee shall be deemed elected who has not received the affirmative votes of at least a majority of the members present at the meeting. ( 5) Reelection. A member of the Board, whether elected by the Board or by the Alumni, may be elected for not more than two consecutive terms, but may, after a second consecutive term, be reelected to membership beginning with the annual meeting in the year following the expiration of his second term. (6) Meetings of the Board. i ' In the event that for any reason there should be less than nine or ten members in any class prior to the end of the term of such class, the vacancy may be filled pursuant to the procedure provided above for regular elections, except that the election may take place at any regular meeting. A member elected to fill any such vacancy shall hold office for the balance of the term of the class in which such vacancy occurred. In the event that for any reason there should be less than two alumni members in any class prior to the end of the term of such class, the vacancy may be filled at any time pursuant to the procedure provided above for elections by the alumni, except that nominations shall be made by the Board of Directors of the Alumni Association. • 12 • (b) Special meetings of the Board may be called by the President, the Chairman, the Executive Committee, or by any five members of the Board, not less than seven days after the dispatch of written or telegraphic notice of the time, place and purposes of the meeting. Such notice may be dispensed with if waived in writing by all members of the Board either before or after the meeting. ( c) Any business may be conducted at any regular meeting without specific notice of such business ( except that which is required by law or as provided herein as to elections and amendments), but no business shall be conducted at any special meeting unless notice of such business has been given, or has been waived as above provided. ( cl) Eleven members of the Board present at a meeting shall constitute a quorum for the transaction of business. ( 4) Elections by the Alumni. Each year during the month of October, two Alumni shall be elected to membership for a term of three years, in such manner that there shall be six members of the Board elected by the Alumni, consisting of three classes of two members each. Outgoing Alumni members shall continue to serve until their successors are elected. Nominations shall be made by the Alumni Association and by petition of any fifteen Alumni. Balloting will be conducted by mail by the Alumni Secretary of the College. All Alumni (which shall include all former students of the College and honorary members of the Alumni Association) shall be eligible to vote for the alumni members of the Board. (a) Regular meetings of the Board shall be held quarterly in either Annapolis or Santa Fe in the months of September, December, February, and May of each year, or in such other months as the Board may determine; the meeting in May shall be the annual meeting. The time and place of regular meetings shall be determined by the President, the Chairman, and the Secretary, and notice of regular meetings shall be given not less than fifteen days prior to such meetings. J I (7) Officers of the Board. At each annual meeting the Board shall elect a Chairman, two Vice-Chairmen, and a Secretary, to hold office until the next annual meeting or until their successors are elected. Vacancies in any of such offices may be filled at any regular meeting, or any special meeting called for that purpose. Such officers shall perform the customary duties of such offices, and such other duties as the Board may from time to time direct. Three of their members shall be selected by each division of the Faculty to participate in all regular meetings of the Board in their respective areas, but without vote. ( 8) Committees of the Board. (a) Executive Committee. The Chairman, the Vice Chairmen, the Secretary, the President, the Dean, the Associate Dean, and four other members chosen annually by the Board at the annual meeting shall com- 13 • �prise the Executive Committee of the Board. In intervals between meetings of the Board, the Executive Committee may exercise all of the powers of the Board, except those powers expressly delegated to some other committee, person or persons. Five members of the Executive Committee present at a meeting shall constitute a quorum for the transaction of business. (b) Visiting Committee. There shall be a Visiting Committee of not more than ten persons appointed by the Chairman. There shall be an eastern and a western Co-Chairman of the Visiting Committee, and the Committee's membership shall include an equal number of members from the two sections of the country. Each division of the Visiting Committee shall make at least one visit to the campus in its area each year to report to the Board on how well the aims of the College are being realized. The Visiting Committee shall meet at least once annually with the Instruction Committee to discuss the Dean's statement of educational policy and program and to acquaint itself with other educational matters. (c) Finance Committee. There shall be a Finance Committee consisting of the President, the Chairman, and the Treasurers of the College, ex officio, and three members appointed by the Chairman to serve at the pleasure of the Board or until their successors have been duly appointed. The members of the Committee shall select one of their members to be the Chairman of the Committee. The Finance Committee shall have the following powers and duties: (i) The Finance Committee shall have full power to direct the investment and reinvestment of all funds of the College, including endowment and restricted funds, and the proper officers of the Board and the College are authorized to carry out all written directions, signed by a majority of the Committee, with respect to such investments and reinvestments. The Committee shall report at each regular meeting any action taken hereunder since the previous meeting. (ii) 111e Finance Committee shall review the proposed annual budgets of the College prior to their presentation for approval by the Board and shall make recommendations to the Board with respect to the budgets at the meeting at which they are presented. (iii) The Finance Committee shall study, and periodically advise the Board with respect to, the financial and business policies and practices of the College, and shall make such special studies and reports as the Board may from time to time request. ( d) Other Committees. The Chairman may appoint such other standing or special committees of the Board as he may deem desirable, or which the Board may request. 14 • ( e) Former members of the Board may be appointed by the Chairman to serve on Committees at his discretion. (9) Execution of Contracts, Transfer of Securities, etc. All contracts, notes, deeds, leases, mortgages, releases, bonds for security or indemnity, negotiable instruments, stock certificates, transfers and powers, and like papers and documents on behalf of the College or the Endowment Funds shall be executed by two persons, of whom one shall be the President, the Chairman, or the Vice-Chairman, and of whom the other shall be the Secretary or the Treasurer of the division concerned. ( 10) Signing of Checks, Drafts, etc. All checks, drafts, acceptances, and similar orders for the payment of money on behalf of the College may be signed by the same persons authorized to execute contracts, etc., pursuant to Section (9) hereof, but may also be signed by such persons, and in such manner, as the Board may from time to time direct by appropriate resolution. ARTICLE III THE PRESIDENT ( 1) There is vested in the President by the Visitors and Governors responsibility for the "instruction, discipline, and government" of the College, and the President in turn may delegate his authority. ( 2) The President, after consultation with a special Committee selected from among themselves by the members of the Faculty having tenure, shall recommend to the Visitors and Governors for appointment from the members of the Faculty two Tutors to serve with powers and duties as hereinafter provided, one as Dean of the College and the other as Associate Dean of the College. ( 3) The President shall recommend to the Visitors and Governors for appointment Treasurers of the College in Annapolis and in Santa Fe. ( 4) The President shall recommend to the Visitors and Governors for appointment at each division of the College a Registrar, a Librarian, a Director of Adult Education, a Director of Admissions, a Director of Athletics and an Assistant to the President. ( 5) The President may appoint members of the Faculty to serve as administrative assistants and he shall have power to relieve them of their administrative duties at any time. (6) The President shall appoint, or delegate the power to appoint, such committees as may be necessary for the administration of the College and for which no provision is made under Article VII. • 15 • �ARTICLE IV THE DEAN · ( 1) The Dean of St. John's College shall also be the Dean of St. John's College in Annapolis; the Associate Dean of St. John's College shall also be the Dean of St. John's College in Santa Fe. The Dean shall have as his primary duty the organization and supervision of the program of instruction in the liberal arts that is to be followed by Faculty and students; the Associate Dean shall have as his primary duty the supervision at Santa Fe of this program of instruction. The Dean shall also be responsible for the general welfare of the students and for whatever government of the students may be necessary for the greatest possible attainment of the aims of the program; the Associate Dean shall be responsible for the general welfare and government of the students in Santa Fe. ( 2) The Dean shall serve as Chairman of the Instruction Committee and concurrently as chairman of the Committee in Annapolis. The Associate Dean shall serve as vice-chairman of the Instruction Committee and concurrently as chairman of the Committee in Santa Fe. ( 3) The Dean shall annually, with the advice and concurrence of the Instruction Committee, present to each division of the Faculty at a fall meeting a statement of educational policy and program and shall invite the Faculty to a full discussion thereof. On the basis of this deliberation the Dean and Instruction Committee shall have opportunity to reconsider and, if necessary, to revise the original statement or to prepare a new statement of educational policy and program. Whatever statement is finally agreed upon by them shall then be submitted to the Faculty for approval or rejection; and the procedure outlined in Article VIII, Section ( 1), as to approval or rejection of proposals shall apply. The statement of policy as finally approved shall be presented by the President as a report to the Visitors and Governors. (4) To assist in carrying out their responsibilities for the general welfare of the students, the Dean and the Associate Dean shall recommend one or more members of the Faculty to be appointed by the President with the title of Assistant Dean. (5) The Dean, with the approval of the Instruction Committee, may recommend to the President that in the interest of instruction a member of the Faculty in Annapolis be relieved of his teaching duties in whole or in part at any time. A similar recommendation may be made with respect to a member of the Faculty in Santa Fe by the Associate Dean, with the approval of the Instruction Committee. • 16 • ARTICLE V THE TREASURERS ( 1) The Treasurer of the College in Annapolis and the Treasurer of the College in Santa Fe shall be appointed by the Visitors and Governors upon the recommendation of the President, for such term and with such compensation as they shall determine. ( 2) (a) The Treasurer of the College in Annapolis shall have general charge, under the supervision of the President, of maintaining the physical plant and equipment, of maintaining full records of all funds and property, and of fiscal and property transactions, and of receiving and disbursing funds, subject to the provisions of this Polity and other directions or arrangements made pursuant thereto. (b) The Treasurer of the College in Santa Fe shall have corresponding duties for the College in Santa Fe. ( 3) The President may delegate to the Treasurers the power to make appointments to the office staff of the College in Annapolis or Santa Fe and to supervise their work. ARTICLE VI THE FACULTY ( 1) Teaching members of the Faculty shall bear the title of Tutor. ( 2) The primary responsibilities of the teaching members of the Faculty are (a) to teach, and (b) to make themselves as competent as possible in the St. John's program. ( 3) The Faculty in Annapolis and the Faculty in Santa Fe shall have authority to recommend to the Visitors and Governors candidates for degrees which the College is empowered to grant. (4) Appointments of members of the Faculty shall be upon the following terms: (a) New teaching members of the Faculty shall be appointed for one year. First and second reappointments shall also be for one year. Third and fourth reappointments, which are not tenure appointments, shall be for two years. (b) In making recommendations on tenure appointments the Dean, • 17 • �the Associate Dean, and the Instruction Committee shall consult jointly after seeking advice from the tenure members of the Faculty. ( c) A Faculty member under the age of 30 years at first appointment may upon the completion of three one-year and one two-year appointments be given a tenure appointment. If he is not given a tenure appointment, he may be reappointed for another two years, after which he must either be given a tenure appointment or not be reappointed to the Faculty. ( d) A Faculty member of 30 to 45 years of age at first appointment shall upon the completion of three one-year and one two-year appointments either be given a tenure appointment or not be reappointed to the Faculty. (e) A Faculty member over 45 years of age at first appointment may upon the completion of three one-year appointments be given a tenure appointment. If he is not given a tenure appointment, he may be reappointed for two years, after which he must either be given a tenure appointment or not be reappointed to the Faculty. ( 5) When members of the Faculty are reappointed, the President shall notify them of their reappointment not later than March 1st of each year. In the event that a Faculty member is not recommended for reappointment, he shall be so notified not later than February 15th. (6) A member of the Faculty may have his appointment terminated at any time by the Visitors and Governors upon recommendation of the President only for one of the following reasons: (a) insanity, (b) moral turpitude, or (c) failure to perform his teaching duties in a satisfactory manner. The President shall make such recommendation only with the concurrence of the Dean and the Instruction Committee. Prior to the termination of such appointment, the Faculty member involved shall have the right to be heard by the Instruction Committee and by the Visitors and Governors. (7) If any member of the Faculty be relieved of his duties, in whole or in part, during the term of his appointment, his salary shall be continued for the remainder of the current academic year. ( 8) (a) The College makes provision for members of the Faculty on their retirement through the program of the Teachers Insurance and Annuity Association of America and the Federal Old Age Benefits program. Parti~ipation in the former is required except during the first two one-year appomtments. (b) The retirement age of all Tutors shall be 65 years, each appointment terminating as of the end of the academic year in which the Tutor attains his 65th birthday. Tutors who have attained their 65th birthday 18 • may be recommended by the Dean and the Instruction Committee to the President for one-year appointments, with a full-time or reduced teaching responsibility as individually determined. (9) Sabbatical leaves shall normally be granted to four Faculty members each academic year, provided there are so many eligible. (a) Eligibility shall be upon the following conditions: (i) The applicant must hold a tenure appointment, as of the year of his proposed leave. (ii) He must have completed nine years of teaching in the College since his original appointment, or else six years since any previous sabbatical. (b) If in any year there are more applicants for sabbatical leaves than there are leaves to be granted, then those applicants shall have precedence: ( i) who have taught for the greater number of years either since their first appointment to the Faculty or since their last sabbatical, whichever is more recent; (ii) whose teaching has been continuous throughout those years; (iii) who have seniority of appointment. When there is a conflict of precedence, the Dean and the Instruction Committee shall be consulted. ( c) A Tutor eligible for sabbatical leave shall make application to the President before November 1st for leave to begin the following July 1st, and shall be informed of the action upon his application not later than January 1st. ( 10) Leaves of absence for a period of one year may be granted to a Tutor by the President after consultation with the Instruction Committee. The decision to grant or refuse a requested leave of absence shall be made in the light of the requirements both of the applicant Tutor and of the whole College. (a) Leaves of absence may be renewed, upon request, but in ordinary circumstances not more than twice in succession. (b) A request for a leave of absence shall be submitted to the President as early as possible in the year before the year in which the leave is to be taken, but not later than April 1st of that year. A request for a leave of absence for the second semester of any year shall be submitted before November 1st of that year. • 19 • �( c) A tutor applying for a leave of absence to complete requirements for an advanced degree may also apply for a grant from the College to supplement a fellowship. ( d) Persons on sabbatical leave or leave of absence remain members of the Faculty with the right of full participation in faculty meetings and all other College exercises. ciate Dean on a manner of confidence and the resignations be accepted, the President, after consultation with the new Dean and Associate Dean, shall nominate nine tutors for the six vacancies from each division on the Instruction Committee in such manner that two out of each three nominees shall be elected by the Faculty for each of the three classes to fill the unexpired terms. ( 2) The Salary Committee. ARTICLE VII FACULTY COMMITTEES ( 1) The Instruction Committee. (a) The Instruction Committee shares with the Dean and the Associate Dean responsibility for the curriculum and instruction of the College. It shall consist of twelve tutors, in addition to the Dean, the Associate Dean, and the President, who sits with the Committee, ex officio. Six of the tutors shall be elected from each division of the College. The Instruction Committee shall meet annually. The members of the Instruction Committee elected in Annapolis shall, with the Dean as Chairman, constitute the Instruction Committee of the College in Annapolis. The members of the Instruction Committee elected in Santa Fe shall, with the Associate Dean as Chairman, constitute the Instruction Committee of the College in Santa Fe. (b) Each of the members of the Instruction Committee shall serve for a term of three years, and the terms shall be arranged in such a way that each year the terms of two members at each division expire. Annually, therefore, the President, in consultation with the Dean, the Associate Dean, and the Instruction Committee, shall at the last regular Faculty meeting on each campus nominate three tutors, of whom the particular division of the Faculty shall elect two to membership in the Instruction Committee. No member of the Instruction Committee shall serve for more than two terms in succession. ( c) If a vacancy shall arise from an unexpired term, the President, after consultation with the Dean, the Associate Dean, and the Instruction Committee, shall nominate to the Faculty two tutors of whom the Faculty shall elect one to fill the unexpired term. If a member is absent on sabbatical leave during the second year of his term, the Faculty shall elect in the same manner a member to serve that year of his term. ( d) If the Instruction Committee resign with the Dean and Asso- • 20 • There shall be a single Faculty Salary Committee of six members, three to be elected by the Faculty in Annapolis and three by the Faculty in Santa Fe. It shall be the duty of the committee to make periodic reviews of the Faculty salary scale and to report to the Faculty and the President recommendations consequent upon the review. Members of the committee will be elected at the first fall meeting of each division of the Faculty and will serve for three-year terms, in such manner that the term of one member on each campus terminates each year. ( 3) The Library Committees (a) The Library Committee in Annapolis The President, in consultation with the Librarian and the Dean, shall appoint three members of the Faculty to serve as a Library Committee. The President, the Dean, and the Librarian shall themselves be ex officio members of this committee, and the Librarian shall serve as chairman. It shall be the duty of the Library Committee to assist the Librarian in making the Library serve the ends of the College and its program; it shall be their duty to advise the Librarian in regard to what kinds of books should be purchased, specific purchases, etc. The Manager of the Bookstore may be invited to sit with the Committee. (b) The Library Committee in Santa Fe. The Library Committee in Santa Fe shall be constituted in the same manner and have the same duties as the Library Committee in Annapolis. The President, the Associate Dean of the College, and the Librarian in Santa Fe shall be ex officio members of the Commit.tee. ( 4) The Campus Development Committees. (a) The Campus Development Committee in Annapolis The Faculty of St. John's College in Annapolis shall elect five of its members to the Campus Development Committee. Two members shall be elected to the Committee annually at the first regular meeting of the academic session except in every third year, when one member shall be chosen. The President, the Dean of the College, one of the Assistant Deans • 21 �in Annapolis, and the Treasurer of the College in Annapolis shall be ex officio members of the Committee. It shall be the duty of this Committee to advise with the President on the construction of new buildings, the renovation of old buildings, landscaping of grounds, and all matters relating to the maintenance and development of the campus. (b) The Campus Development Committee in Santa Fe. The Campus Development Committee in Santa Fe shall be correspondingly constituted and have corresponding duties. ( 5) The Prize Committees. (a) The Prize Committee in Annapolis. Every three years the President shall appoint for a term of three years _three members ~f the Faculty in Annapolis to supervise the awarding of pnzes. The committee shall have full authority to decide what prizes shall be awarded and to name the recipients of the prizes. (b) The Prize Committee in Santa Fe. The Prize Committee in Santa Fe shall be correspondingly constituted and have corresponding duties. (6) Other Committees. The Faculty shall have authority to elect, or request the President to appoint, additional committees that may from time to time become necessary. ARTICLE VIII FACULTY PROCEDURE ( 1) (a) Procedure for Instructional Proposals Presented to the Faculty. . ( i) All proposals concerning matters of instruction shall originate with the Dean and the Instruction Committee and shall be presented to the Faculty by the Dean in Annapolis and by the Associate Dean in Santa Fe. I~ after full discussion of any proposal so presented by the Dean or Associate Dean, there be no objection on the part of any member of the Faculty, the measure stands approved and becomes effective as of the da~e specified therefor. If, after full discussion, a member of the Faculty ob1ec~s to the proposal and holds to his objection, the proposal shall be subm1t!e?. to vo~e ~t special Faculty meetings called by the President at both d1vJSJons w1thm a fortnight. In submitting the proposal to vote the • 22 • Dean and Associate Dean shall state whether it be a matter of confidence. The vote may then be taken and tallied by the President in such fashion that the Faculty shall have recorded its decision acting as a whole. If the proposal be one that the Dean and the Associate Dean have declared a matter of confidence and if it be defeated by majority vote, the Dean, the Associate Dean, and the Instruction Committee shall immediately resign. If it be passed by a majority vote, it shall become effective as of the date specified therefor. For the confidence procedure a quorum shall consist of three-fourths of all resident members of the Faculty. (ii) The President may refuse to acc~pt the res_ignations of t~e Dean, the Associate Dean, and/or the Instruction Committee whenever m his judgment such resignation would be detrimental to the proper functioning of the College; provided, however, that if any six or more members of the Faculty shall so petition the Visitors and Governors, the latter shall review the President's decision within four weeks, during which time the Dean the Associate Dean, and the Instruction Committee shall continue in office. (iii) In the event that the proposal be defeated and the resignations be accepted, the President shall proceed to the choice of a new dean and/ or associate dean in accordance with the provisions of Article III, Section 2. (b) Upon petition of ten percent or three members whichever number is greater, of the Faculty either in Annapolis or Santa Fe, the Dean and Instruction Committee shall report to the Faculty any recommendation concerning instruction that may be made by the petitioning members, and the Dean shall present to the Faculty his proposal concerning it. ( 2) Faculty Meetings. (a) Regular monthly meetings of the Faculty shall be called upon due notice by the President, who shall preside. In the absence of the President, the Dean or Associate Dean shall preside. In the absence of the President, the Dean, or the Associate Dean, the Faculty shall elect one of their members to preside. (b) Special meetings of the Faculty of each division may be called upon due notice by the President either at his discretion or at the request of five Faculty members. ( c) Due notice shall be construed to mean not less than three days' notice, except in cases of emergency. ( d) A quorum shall consist of a majority of all resident members of the Faculty, except as otherwise provided. • 23 • �( e) The Faculty of each division shall elect one of its members as Secretary at the first meeting of the academic year. ( 3) The Faculty of each division shall elect a committee of three to represent them vis-a-vis the administration during the summer recess of the College. ARTICLE IX THE STAFF Other persons appointed to discharge duties, as the President may determine, are subject to the Staff Employment Regulations, adopted or to be adopted by the President after consultation with the staff members affected. ARTICLE X AMENDMENT AND REVIEW ( 1) This Polity may be amended by a two-thirds vote of the members present at any regular or special meeting of the Board provided written notice of the proposed amendment shall have been given to members of the Board and to the Faculty not less than 15 days prior to such meeting. The Faculty shall have the right to inform the Board in writing of its recommendation with respect to the proposed amendment by the date of the Board meeting at which the amendment is to be considered. ( 2) Amendments may be proposed at any regular meeting of either the Faculty in Annapolis or the Faculty in Santa Fe upon petition of ten per cent of the members of either body, provided that this be not less than three. No such proposal shall be acted upon earlier than the next regular meeting of that Faculty, whether in Annapolis or in Santa Fe. Two-thirds vote of the entire Faculty shall be required for approval and the amendment shall not become effective unless approved by the Board in the manner set forth in Section ( 1) above. ( 3) Every five years this Polity shall be reviewed by a committee of the Faculty elected by a majority vote of the Faculty. The report of the Committee shall be submitted to one regular Faculty meeting and voted upon at the next regular Faculty meeting. A two-thirds vote of the Faculty shall be required for approval. Whatever action is thus recommended by the Faculty shall be submitted to the Board for final decision in the manner set forth in Section ( 1 ) above. • 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 24 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College, June 1965 Description An account of the resource Volume XVII, No. 2 of the Bulletin of St. John's College, "Charter and Polity of the College" issue. Published in June 1965. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1965-06 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_volXVII_no2_1965_June Charter and Polity https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4900821c47cf280b57999803f279aca3.pdf 5832dbffce0a8cc9b080dcc697badfe0 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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. 87 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, March 1949, Vol. 1, No. 2 Title A name given to the resource Bulletin of St. John's College, March 1949 Description An account of the resource Volume I, No. 2 of the Bulletin of St. John's College. Contains official statement of the St. John's program, college catalog, and calendar. Published in March 1949. 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 1949-03 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/9ccdb29f3aded377b47d2b33092f670c.pdf 2dffe0adbbed492da1e231b67c25f655 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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. 95 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, March 1950, Vol. II, #1 Title A name given to the resource Bulletin of St. John's College, March 1950 Description An account of the resource Volume II, No. 1 of the Bulletin of St. John's College, "Catalogue Issue." Contains official statement of the St. John's program and the college catalog. Published in March 1950. 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 1950-03 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/06c9fc08dd2c4b1dfca393585301aebd.pdf 8f2dab41c3e51ba8c3ca9c005b799460 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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. 95 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, March 1951, Vol. III, #1 Title A name given to the resource Bulletin of St. John's College, March 1951 Description An account of the resource Volume III, No. 1 of the Bulletin of St. John's College, "Catalogue Issue." Contains the official statement of the St. John's College program and the college catalogue. Published in March 1951. Includes first mention of women being admitted to the college. 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 1951-03 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/95fd43c9927a02954b5d55995d128670.pdf a2791eb64c4ad1fb970cb906c3836168 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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. 83 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, March 1952, Vol. IV, #1 Title A name given to the resource Bulletin of St. John's College, March 1952 Description An account of the resource Volume IV, No. 1 of the Bulletin of St. John's College, "Catalogue Issue." Contains official statement of the St. John's program and college catalogue. Published in March 1952. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1952-03 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/39c47b29fb531257281368a8213ee9cf.pdf 27153c5adc51a7d15c5544662c9a44a0 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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. 83 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, March 1953, Vol. V #1 Title A name given to the resource Bulletin of St. John's College, March 1953 Description An account of the resource Volume V, No. 1 of the Bulletin of St. John's College, "Catalogue Issue." Contains official statement of the St. John's program and the college catalogue. Published in March 1953. 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 1953-03 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