26 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9e5cab88da0d4d4f9e1e77fa94bba9aa.mp3 f03d693d5f931bb17ccfe08d878277ff Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 40:23 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Nicia's Virtue Description An account of the resource Audio recording of a lecture given by Charlotte Thomas on March 5, 2021 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "Thucydides gives a scathing account of Nicias’s failures in Sicily and then says, just before his awful death, that Nicias was least among the Hellenes to deserve such a fate because 'the whole of his life had been ordered toward virtue.' In this essay, I try to think through what this eulogy means and whether or not Thucydides presents it as a compliment. Charlotte Thomas is the Executive Director of the Association for Core Texts and Courses, Professor of Philosophy and Director of the Great Books Program at Mercer University, and author of The Female Drama: The Philosophical Feminine in the Soul of Plato’s Republic (Mercer University Press, 2019)." Creator An entity primarily responsible for making the resource Thomas, Charlotte Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2021-03-05 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource History Thucydides Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_ThomasC_Niciass_Virtue_2021_03_05 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5413a123db1818455fb9d6a951201578.mp3 2d1b4a31a7d2e6f8b1c7ac7d55239f51 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:06:50 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 Self-Consciousness in Kant's Transcendental Deduction of the Categories: What do we Understand when we Understand? Description An account of the resource Audio recording of a lecture given by tutor Kit Slover on February 26, 2021 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "In the Preface to the Critique of Pure Reason, Kant confesses that the 'Transcendental Deduction' of the categories is the section of his work that cost him the most effort to produce. In the centuries since its composition, it has cost his readers just as much—or even more—effort simply to understand. From its style of argumentation to its basic conclusions, this all-important chapter of the Critique remains one of the densest in the entire work. In this lecture, I will present a reading of the Deduction, hoping to make some sense of its fundamental claims and transcendental argument. I’ll focus my exposition around the activity of 'apperception'—roughly synonymous with self-consciousness—contending that, for Kant, our cognition of the objective world around us always runs in important ways through our recognition of ourselves in and through that world. Objects align with the concepts that make them what they are just by enabling us to become conscious of ourselves through our experience of them. After exploring the argument of the Deduction, I’ll attempt to make its claims more concrete by showing self-consciousness to consist in taking rational responsibility for one’s claims, beliefs, and actions—in the way Socrates tries to make us do. I will conclude the talk by using the Deduction to think about some of the most notorious questions surrounding Kant’s critical philosophy. How should we understand the so-called 'thing-in-itself?' How, and in what sense, are human beings both free and constrained by causality? I think the Deduction has some unexpected answers. The target audience for this lecture is the junior class, who will be discussing Kant in seminar for the first time, but I hope it may also be of some interest to more seasoned readers of the Critique and students who have not yet read it. " Creator An entity primarily responsible for making the resource Slover, Kit Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2021-02-26 Rights Information about rights held in and over the resource Meem Library has been given permission to share this item. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Philosophy Immanuel Kant Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_SloverK_Self-Consciousness_in_Kants_Transcendental_Deduction_of_the_Categories_2021-02-26 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/585f2789b919ddc30f9946d876a1eb26.mp3 89d5bd768c5bfb873553471afb9fe729 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 45:42 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 Observing Black Holes Large and Small Description An account of the resource Audio recording of a lecture given by Daryl Haggard on March 12, 2021 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "It’s been a fantastic decade for black hole studies, highlighted by the 2017 and 2020 Nobel Prizes in Physics. Multiple Galactic Center research groups, the Event Horizon Telescope, and LIGO/Virgo continue to bring rapid new observations to sharpen our understanding of these exotic objects. I will discuss the unique variability of the Milky Way’s supermassive black hole, alongside other time domain phenomena in the Galactic Center, traced out over more than 20 years of observations from coordinated multi-wavelength campaigns. I will also briefly explore how we can continue to push the frontiers of black hole research with existing and next-generation observatories." Creator An entity primarily responsible for making the resource Haggard, Daryl Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2021-03-12 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Physics Black holes (Astronomy) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_HaggardD_Observing_Black_Holes_Large_and_Small_2021-03-12 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/adf5352845b8da6c363701bf8ea67e69.mp3 ae5404b02b9c2083170b6ac4ad831d7a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts. For more information, and a schedule of upcoming lectures, please visit the <a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a>. Click on <a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a> to view and sort all items in the collection. A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Zoom video conference Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:57:00 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Problem of Language in King Lear and Confessions Description An account of the resource Audio track from the video recording of a lecture delivered by Kim Paffenroth on February 12, 2021 as part of the Formal Lecture Series. Dr. Paffenroth describes his lecture: "This lecture considers how in these two very different texts, language is both necessary but often insufficient to communicate our deepest desires, how it both conveys and distorts our meaning. And also, how there are glimpses of language urging the characters beyond what they had previously meant or perceived." Kim Paffenroth, Ph.D., is the Director of the Honors Program and professor of Religious Studies at Iona College, author and editor of books on St. Augustine, author of zombie-themed genre fiction, and a graduate of St. John’s College in Annapolis. Creator An entity primarily responsible for making the resource Paffenroth, Kim, 1966- 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 2021-02-12 Rights Information about rights held in and over the resource A signed permission form has been received stating: "I hereby grant St. John's College permission to: Make an audiovisual recording of my lecture, and retain copies for circulation and archival preservation in the St. John's College Greenfield Library. Make an audiovisual recording of my lecture available online. Make a typescript copy of my lecture available for circulation and archival preservation in the St. John's College Greenfield Library. Make a typescript of my lecture available online." Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Shakespeare, William, 1564-1616. King Lear. Augustine, of Hippo, Saint, 354-430. Confessiones. Contributor An entity responsible for making contributions to the resource Macfarland, Joseph C. Relation A related resource <a href="https://digitalarchives.sjc.edu/items/show/7504" title="Video">Video</a> Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Paffenroth_Kim_2021-02-12audio Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/47221c6ba08c7fb84e0ea8917d3e4fae.mp4 9cd5d49c8174244985ab0039a85e722d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts. For more information, and a schedule of upcoming lectures, please visit the <a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a>. Click on <a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a> to view and sort all items in the collection. A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Zoom video conference Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:57:00 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Problem of Language in King Lear and Confessions Description An account of the resource Video recording of a lecture delivered by Kim Paffenroth on February 12, 2021 as part of the Formal Lecture Series. Dr. Paffenroth describes his lecture: "This lecture considers how in these two very different texts, language is both necessary but often insufficient to communicate our deepest desires, how it both conveys and distorts our meaning. And also, how there are glimpses of language urging the characters beyond what they had previously meant or perceived." Kim Paffenroth, Ph.D., is the Director of the Honors Program and professor of Religious Studies at Iona College, author and editor of books on St. Augustine, author of zombie-themed genre fiction, and a graduate of St. John’s College in Annapolis. Creator An entity primarily responsible for making the resource Paffenroth, Kim, 1966- 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 2021-02-12 Rights Information about rights held in and over the resource A signed permission form has been received stating: "I hereby grant St. John's College permission to: Make an audiovisual recording of my lecture, and retain copies for circulation and archival preservation in the St. John's College Greenfield Library. Make an audiovisual recording of my lecture available online. Make a typescript copy of my lecture available for circulation and archival preservation in the St. John's College Greenfield Library. Make a typescript of my lecture available online." Type The nature or genre of the resource moving image Format The file format, physical medium, or dimensions of the resource mp4 Subject The topic of the resource Shakespeare, William, 1564-1616. King Lear. Augustine, of Hippo, Saint, 354-430. Confessiones. Relation A related resource <a href="https://digitalarchives.sjc.edu/items/show/7505" title="Audio">Audio</a> Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Paffenroth_Kim_2021-02-12 Contributor An entity responsible for making contributions to the resource Macfarland, Joseph C. Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6dd29e13aacd9a83d531689880ea20ce.mp3 1ee3e1f42e5cdf0d828a040265e7d8a2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 2:20:04 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Tutor Panel on Photography Description An account of the resource Audio recording of an online panel with panelists David Carl, David McDonald, and Krishnan Venkatesh. The panel was held on September 25, 2020 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "How do we respond to a photograph as a work of art rather than as visual document? How do photographs move us aesthetically? How can we learn to look at photographs—learn to see what they have to show us and to think about what they might conceal? This panel will consider some of the historic, aesthetic, philosophic and cultural implications of photography in contemporary society. Three tutors will offer three diferent ways of thinking about these and related questions, while refecting more broadly on the status of photography, the visual arts, and aesthetic education as part of the St. John’s Program. " Creator An entity primarily responsible for making the resource Carl, David McDonald, David Venkatesh, Krishnan Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2020-09-25 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Photography Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_CarlD_et_al_Tutor_Panel_on_Photography_2020-09-25 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/de5a161b660f0291ad6eb3206cc27972.mp3 ee8a44db851527208f708323d7622f6c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 2:01:54 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 Incommensurability: Meno and the Diagonal Description An account of the resource "Can beautiful speeches give rise to beautiful deeds?" Audio recording of a lecture given by tutor Cary Stickney on October 21, 2020 as part of the Dean's Lecture & Concert Series. Creator An entity primarily responsible for making the resource Stickney, Cary Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2020-10-21 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Mathematics Philosophy Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_StickneyC_Incommensurability_Meno_and_the_Diagonal_2020-10-21 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/788698560f3b6a6b752c90e32d8d9a83.mp3 79becf0d1b75841c68e87012a26bd03d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:55:20 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Learning to Love Lincoln: Frederick Douglass's Journey from Grievance to Gratitude Description An account of the resource Audio recording of a lecture given by Diana Schaub on December 4, 2020 as a part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "Having originally been a severe critic of Abraham Lincoln, the radical abolitionist Frederick Douglass grew to appreciate Lincoln’s prudential statesmanship. In his 1876 “Oration in Memory of Lincoln” he recapitulated that intellectual and emotional journey for the benefit of all Americans." Creator An entity primarily responsible for making the resource Schaub, Diana Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2020-12-04 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Frederick Douglass Abraham Lincoln Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_SchaubD_Learning_to_Love_Lincoln_Frederick_Douglass_Journey_from_Grievance_to_Gratitude_2020-12-04 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c7f2dd8af205e52ff05b2b044922b7bc.mp3 dd257ef85672d9d267e755a676de8bbe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:52:19 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 Grammar of Eden: A Reading of Genesis 1-3 Description An account of the resource Audio recording of a lecture given by tutor Erika Martinez on October 23, 2020 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "In Genesis, God calls things into being, demonstrating speech at its most powerful. Two of his creations, though—the man and the woman—cannot speak to each other and in fact never do. Thinking about the garden of Eden as a place of grammatical development—both the grammar of body and the grammar of speech—shows why the conversation between the woman and the serpent precedes any other. Considering the speech of all four characters—God, the man, the woman, and the serpent—shows how conversation between humans emerges as a possibility only as they exit the garden." Creator An entity primarily responsible for making the resource Martinez, Erika Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2020-10-23 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Bible Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_MartinezE_The_Grammar_of_Eden_A_Reading_of_Genesis_1-3_2020-10-23 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7f51ac5e4b01250908885ba631ed1625.mp3 d5f74f332af1d09b75bbf413ac64852c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:47:13 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The True Embodiment of Everything that's Excellent: Law and Philosophy Description An account of the resource Audio recording of a lecture given by tutor Martha Franks on November 13, 2020 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "'What is Justice?' we ask at St. John’s, and do careful readings of texts to look for an answer. Johnnie and lawyer Martha Franks discusses how the conversations about Justice and the reading of books that she did at the College has informed her legal practice, as well as how the study and practice of law, with its hard-headed realism and unpredictable human situations, has made Justice look different to her than it looks in books. The lecture will use the United States Constitution to reflect on how Justice works when it hits the hard, gritty, particular ground of human conflict.This lecture is for anyone who has ever thought about going to law school, and, more generally, for anyone who has wondered about how ideas and practical results borrow from and can enrich each other." Creator An entity primarily responsible for making the resource Franks, Martha Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2020-11-13 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Law Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_FranksM_The_True_Embodiment_of_Everything_thats_Excellent_2020-11-13 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/0b13f04b7114249b80405da199880978.mp3 d68c9953ed27f53f854cfa08eb222dae Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 2:01:53 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 Invention: The Art of Liberal Arts Description An account of the resource Audio recording of a lecture given by J. Scott Lee on November 6, 2020 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "Liberal education is in deep trouble. The path to rescue lies through artistic invention. What is the trouble? Recruitment. Why is this trouble? Most defenses of liberal education rely on ineffective persuasives. What other resources do we have for our defense, our future? We could emphasize a liberal arts education; we have neglected the role of invention and freedom that comes with emphasizing the arts. The talk illustrates what a focus on invention, particularly in the visual and liberal arts, might achieve in curricula. Concentrating on perspective, we will look to works of Scott Buchanan, Brunelleschi, Alberti, and Botticelli. The talk concludes by suggesting a liberal arts curriculum is a work of art which opens possibilities to students for inventing their own future – the kind of completion a work of art like a curriculum needs." Creator An entity primarily responsible for making the resource Lee, J. Scott Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2020-11-06 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Liberal Arts Education Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_LeeJ_Invention_The_Art_of_Liberal_Arts_2020-11-06 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/64dc8c255256098b6074d8ac6b29e32a.mp3 254cc2542dd7ce932b71f6ab400e5fe3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:56:46 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Poetry, Prosperity and the gods in Hesiod's Works and Days Description An account of the resource Audio recording of a lecture given by Steven Forde on September 4, 2020 as part of the Dean's Lecture & Concert Series with student panelists Alejandro Ross, George Stengren, Bridget Lynch, and Seungyoun Bang. The Dean's Office has provided this description of the event: "The ancient poet Hesiod was roughly contemporary with Homer, but his Works and Days seems decidedly un-Homeric. It is playful, mocking, not afraid to get its hands dirty—the 'works' here are plowing, sowing and reaping. This lecture will focus on the first section of the work, which seems to be a disjointed series of rather murky episodes. Here we find the famous account of the 'ages of man,' the gold, silver, bronze and iron races that Plato and other authors made use of; the parable of the hawk and the nightingale; and the story of Prometheus and Pandora. The lecture will trace a few threads through these passages. Themes that emerge include the merits of work and the best way of life, and the character and adequacy of Zeus’s providence." Creator An entity primarily responsible for making the resource Forde, Steven Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2020-09-04 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_FordeS_Poetry_Prosperity_and_the_gods_in_Hesiod's_Works_and_Days_2020-09-04 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d9606102e0e78d07a7647bb1eac05014.mp3 df4d3b62c48c2c511ceec2fc762a8f79 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:50:08 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 A Conversation with Alfredo Corchado on "Homelands: Four Friends, Two Countries, and the Fate of the Great Mexican-American Migration" and Border and Immigration Politics and Journalism Description An account of the resource Audio recording on an online discussion with Alfredo Corchado held on October 2, 2020 as part of the Dean's Lecture & Concert Series and the Carol J. Worrell Annual Series on Literature with student and alumni co-moderators David Adah-Ogoh, Onysha Boak, Salomon Cordova, Nani Detti, Mario Moreno, Miselo Matipa. The Dean's Office has provided this description of the event: "Join us for a conversation with Alfredo Corchado, one of the nation’s leading journalists and authors on U.S.-Mexican, border, and immigration issues. He is the Mexico Border correspondent for the Dallas Morning News, and is the author of Midnight in Mexico and his latest book, Homelands: Four Friends, Two Countries, and the Fate of the Great Mexican-American Migration. Corchado will share reflections on his writing, the current state of the border, and the practice of journalism, followed by a question period, moderated by a panel of St. John’s students and alums." Creator An entity primarily responsible for making the resource Corchado, Alfredo Adah-Ogoh, David Boak, Onysha Salomon, Cordova Detti, Nani Moreno, Mario Matipa, Miselo Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2020-10-02 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Immigration Mexico Journalism Political Science Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_CorchadoA_Conversation_on_Homelands_and_Border_and_Immigration_Politics_and_Journalism_2020-10-02 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6a1b20d3ba7a20849c8e5ff60c756cab.mp3 1a12542a2e6b5eecb3bdfd3ed66a6f16 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Bit Rate/Frequency Rate at which bits are transferred (i.e. 96 kbit/s would be FM quality audio) 1:53:30 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 Constitution Day Panel Discussion: Grutter v. Bollinger Description An account of the resource Audio recording of an online panel discussion with Benjamin Baum, Caroline Randall, Piér Quintana, Cesar Cervantes, Martha Franks, Guillermo Bleichmar, and Walter Sterling on September 16, 2020 as part of the Dean's Lecture & Concert Series. The Dean's Office provided this description of the event: "For our annual event recognizing Constitution Day, this Wednesday afternoon a panel of faculty and staff will lead a discussion on (excerpts from) the landmark Supreme Court case, Grutter v. Bollinger (2003), in which, writing for the majority, Sandra Day O'Connor articulates a constitutional framework for, and surveys public policy surrounding, considerations of race and student diversity in the context of college admissions. This case underlies the more recent rulings in Fisher v. University of Texas (2013, 2016). For those who wish to attend, you may find a review of encyclopedia entries or journalistic reporting on the case (and related cases such as Fisher) sufficient. But the entire case can be found here: https://supreme.justia.com/cases/federal/us/539/306 (among other places)." Creator An entity primarily responsible for making the resource Baum, Benjamin Randall, Caroline Quintana, Piér Cervantes, Cesar Franks, Martha Bleichmar, Guillermo Sterling, Walter Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2020-09-16 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Education Supreme Court Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_BaumB_et_al_Constitution_Day_Panel_Grutter_v_Bollinger_2020-09-16 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9bd5a1a14b8a1600785ade922698c637.mp3 668a2ed81c29b4bf424b3c0eb4e556f7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:53:04 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Atrocity Exhibition: Satan and Redemption in The Brothers Karamazov Description An account of the resource Audio recording of an online lecture given on January 29, 2021 by Nicolas de Warren as part of the Dean's Lecture & Concert Series and the Carol J. Worrel Annual Series on Literature. The Dean's Office provided this description of the event : "Although Dostoevsky struggled with the problem of evil and forgiveness in many of his writings, my aim in this lecture is a discussion of evil and forgiveness in The Brothers Karamazov. Given the expansiveness of this novel, I shall focus on Ivan Karamazov, whose narrative of suffering and despair culminates in the denouement of his departure from the tribunal of reason and justice 'crying something incoherent.' As with other characters in Dostoevsky’s novel, Ivan cannot be fathomed in isolation, and I shall be especially concerned with the conjunction of two 'doublings'—Smerdyakov and the Satan—as clues for grasping the philosophical significance of Ivan’s crystallization of evil. I shall propose that Ivan Karamazov exemplifies what I call the spectral figure of an eclipsed subjectivity of evil. Within this Jankélévitchean-Schellingean configuration of evil (to indicate this conception’s philosophical genealogy), 'the mystery of irreducible and inconceivable wickedness is, at the same time, stronger and weaker, weaker and stronger than love'—an implication I shall only be able to touch upon at the end of my discussion. In these reflections, I am presenting elements for a more comprehensive engagement with forgiveness and the unforgivable, animated by what André Malraux identifies in his 'anti-memoires' Lazarus as the search for that crucial region in the soul where fraternity hangs in the balance/stands in conflict with absolute evil ('je cherche la région cruciale de l’âme où le Mal absolu s’oppose à la fraternité'). This lecture is part of the Carol J Worrell Annual Series on Literature." Creator An entity primarily responsible for making the resource de Warren, Nicolas Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2021-01-29 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Literature Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_deWarrenN_Atrocity_Exhibition_Satan_and_Redemption_in_The_Brothers_Karamazov_2021-01-29 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/54dcd141e0c217a82622e67b11416161.pdf 51b3dc9d76d00f8360ad70dfc3670931 PDF Text Text IT’S WORK G 2019 Report for Alumni & Friends ST. JOHN’S COLLEGE �You told us that you care deeply about St. John’s College but that a lot needed to change. You said that tuition was too high. You were concerned about student support and worried that our rigorous Program, which changes lives so profoundly, was sometimes undertaken at the expense of life balance or mental and emotional health. You felt that students were too often left to their own devices to assemble the pieces of their post-graduation plans. You told us all of this and more. We heard your concerns and we acted to help fll the gaps that you identifed. And then we took a leap of faith. We asked you to partner with us so we could lift those goals from the written page to the real world, a process not unlike the one we demand of our students. You accepted that partnership … and it is working. �I T ’S WO RK IN G 3 Dear Alumni & Friends, We learn by questioning deeply held assumptions. That’s what history’s greatest thinkers did when they put long-standing ideas to the test, often breaking through boundaries that few dared to breach. It’s what we encourage our students to do when we ask them to challenge those very same thinkers. A college that champions that kind of intellectual risk-taking should be willing to accept its own share of scrutiny. We did; and we asked for your help in bringing clarity to our challenges. You answered, and we listened, revising many long-standing assumptions in the process. And we are confdent that this partnership is taking St. John’s to an even better place. The annual report you have before you will therefore be celebratory, and justifably so. We have made signifcant progress. We’ve had to embrace changes that were challenging in many ways. We’ve had to dig deep and make sacrifces. It has not been easy. It has not been comfortable. But it is working. Those of us who come to St. John’s every day see it working. We see it in the surging number of applications from high school students who want to attend Summer Academy. We see it when students share the news that their resumes are getting attention, that prospective employers are eager and curious to know more about a St. John’s education. We see it when students share their excitement over intellectual accomplishments, like surviving their frst Don Rags or successfully presenting a senior oral. We see it in their faces when they row down College Creek or make it to the top of Atalaya Mountain. Perhaps most strikingly, we witness it in the feedback we hear from our colleagues in higher education, when they tell us that our bold move to reduce tuition is garnering signifcant new attention for St. John’s. Look no further than the decision made by Education Dive, a leading education news publisher, to name us “Four-Year College of the Year.” Now is not the time for complacency, however. We still have much more to accomplish together. The headwinds facing higher education are growing stronger. So let’s celebrate—and let’s keep going. Gratefully, Mark Roosevelt President, Santa Fe Pano Kanelos President, Annapolis �I T ’S WO RK IN G 5 AMONG THE EXTENSIVE MEDIA COVERAGE WE RECEIVED IN 2019, ONE DISTINCTION STANDS OUT FROM THE REST: A lot changed at St. John’s in 2019. (Our tuition went down. Our enrollment went up.) Yet much remained the same. St. John’s College named “Four-Year College of the Year” (Our unwavering commitment to the integrity of the Program.) By Education Dive, a leading K–college education news publisher It’s working, and others are noticing. THE WALL STREET JOURNAL U.S. NEWS & WORLD REPORT THE NEW YORK TIMES LOS ANGELES TIMES THE WASHINGTON POST THE GUARDIAN THE BALTIMORE SUN BALTIMORE BUSINESS JOURNAL INSIDE HIGHER ED THE HILL SANTA FE NEW MEXICAN INSIDE PHILANTHROPY ALBUQUERQUE JOURNAL THE CHRONICLE OF HIGHER EDUCATION NPR EDUCATION DIVE BUSINESS WIRE The 2019 Dive Awards recognize the top innovators and disruptors in higher education. In particular, St. John’s College was chosen because of the aggressive actions we took to reduce tuition, implement the new fnancial model, contain administrative costs, and reduce debt. Furthermore, Education Dive notes that by exhibiting fscal restraint while maintaining our focus on students, we have distinguished St. John’s from a slew of institutions that have simply reduced tuition without making structural changes. Winners were chosen by the editors of Education Dive based on thorough and independent research, reporting, and analysis. This is important to note, because it means they weren’t basing their decisions on what we told them. They investigated for themselves. They looked at what we’ve done, what we continue to do, and what we’ve overcome. They scrutinized us as diligently as we’ve scrutinized ourselves. WHY WE WON How did our nation’s third oldest college become the most innovative college in America? Tuition reduction New philanthropy-driven fnancial model Our resistance to passing trends Our commitment to our academic Program rather than lavish facilities and fancy amenities Fiscal restraint, including our ongoing efforts to reduce debt and contain administrative costs “The people and organizations that win the Dive Awards are trailblazers and leaders in their markets.” Davide Savenije Editor-in-chief of Education Dive’s publisher, Industry Dive �I T ’S WO RK IN G IT’S WORK G ADMISSIONS & ENROLLMENT ARE UP! You told us quite clearly what we could do to attract more students to St. John’s: bring tuition back down to earth; place it within closer reach of average families; make our cost structure clearer and more transparent to families; and simplify the archaic and Byzantine process of tuition discounts. We acted on your concerns with a dramatic tuition reset that reduced our price tag by one-third, and this fall we welcomed the frst incoming class to beneft from this new model. Despite a competitive environment in which 64 percent of our peers in the Small Colleges Consortium saw enrollments decline, we bucked the downward trend and achieved an increase in applications and enrollment. 21% 14% 21% increase in inquiries about the college 14% increase in domestic applications for the Class of 2023 7 Enrollment targets met on both campuses Summer Academy, our program for high school students and our most reliable pipeline for new Johnnies, achieved its highest participation ever. Applications surged by more than 50% and attendance grew by more than 40%. An early-admissions option for the Class of 2024 will allow prospective Johnnies to apply to St. John’s months ahead of the traditional schedule, bringing us in line with the best practices of other top liberal arts colleges. 79% of January freshmen returned for sophomore year in Santa Fe—a dramatic turnaround from previous years, when retention for this cohort hovered around 50%. THIS TURNAROUND IS THE DIRECT RESULT OF YOUR FEEDBACK, YOUR GUIDANCE, YOUR PARTNERSHIP, AND YOUR GENEROSITY. Consistent with our commitment to accessibility and affordability, tuition will remain frozen at $35,000 for the 2020–2021 school year. �I T ’S WO RK IN G 9 WE STILL FACE SIGNIFICANT HEADWINDS. Beginning in 2026, the number of high school students will start to decline as children born during the 2008 recession reach college age. The decline will be steep, with an estimated 15 percent drop in the collegebound population. Census information tells us that this cohort will not only be smaller, it will also include more students who are the frst in their families to attend college and more students from fnancially disadvantaged communities. We know what is coming, and we’re taking steps to deal with it. We took the frst step—a huge step—with our tuition reset. But tuition costs are still a roadblock for many students. This makes the success of our capital campaign, retention initiatives, and enrollment strategies all the more important. Through the Freeing Minds campaign, we’re growing our endowment in preparation for the challenges ahead. This will help us to create more affordable pathways to St. John’s and keep our distinctive education accessible to students from a wide variety of backgrounds. CLASS OF 2023 92% receive some form of fnancial aid from the college 29% students of color 23% Pell Grant recipients 14% frst-generation students Students represent 43 states and 14 countries CHARTING A PATH TO ST. JOHN’S IN A HISTORICALLY UNDERSERVED REGION GREAT THINKERS AREN’T FENCED IN BY GLOBAL BORDERS In fall 2019, the Santa Fe campus welcomed our inaugural cohort of Southwest Scholars, who came to St. John’s via a new donor-funded pilot program designed to recruit Johnnies from the American Southwest, namely Arizona, Colorado, New Mexico, Oklahoma, Texas, and Utah. Students who matriculate from partnering high schools receive an annual $5,000 scholarship to attend St. John’s in Santa Fe for four years. In addition, one high school junior per year from each participating school will receive a full-tuition scholarship to our Summer Academy in Santa Fe. Teachers at participating schools will also be eligible for an annual half-tuition scholarship to attend the Graduate Institute over the course of four summers, and one teacher per year will receive a full-tuition scholarship to attend Summer Classics. These educators will then promote St. John’s and serve as advocates for our distinctive pedagogy within their own schools. The Southwest Scholars Partnership is part of a targeted effort to spend our admissions dollars more wisely while assisting students in a region that has traditionally been underserved by liberal arts education. Thanks to an anonymous alumni gift in 2019, students who come to St. John’s through the Davis United World College Scholars Program are guaranteed a full-tuition scholarship. Having already earned an International Baccalaureate diploma at select high schools around the world, Davis Scholars are intellectual adventurers— at home in discussion-based classes and comfortable with diverse perspectives. Classic Johnnie qualities. This partnership is especially signifcant because the number of international students attending schools in the United States is declining precipitously. We are already seeing signs of this emerging trend at St. John’s. While our domestic applications were up 14 percent—a remarkable accomplishment considering that applications were down nationwide—we saw fewer applications from international students. The partnership with UWC will not only aid in our long-term strategy to attract more international students, but will also yield immediate fnancial benefts. Each Davis Scholar who enrolls at St. John’s arrives with $10,000 in funding from the Davis Foundation. Once we have enrolled 40 Davis Scholars, that fgure increases to $25,000. Already 20 schools have signed agreements to become Southwest Scholars partners, which will allow us to deepen our relationship with the faculty, administration, and students at each of these schools. We currently have 17 Davis Scholars enrolled at St. John’s and are diligently reaching out to students at participating schools. �I T ’S WO RK IN G LIFE OUTSIDE THE SEMINAR A St. John’s education can only be realized face-to-face, among a community of co-learners who support one another inside and outside the classroom—and who feel equally supported by the college. That means ensuring that each campus offers a safe and welcoming environment: one where every student is valued; every voice is heard; and mental, emotional, and academic challenges are treated with the care and concern that they warrant. This has not always been a priority for St. John’s, and alumni voices alongside our student retention rates have long told the story. Things needed to change. Enhancing the student experience has moved to the top of our priorities. Although much work remains to be done, we have taken decisive steps to create a campus environment where students want to live, study, work, play … and stay. For all four years. To see student life in action, follow our campus Instagram accounts. @sjcannapolis @sjcsantafe IT’S WORK G Both campuses dramatically broadened student access to on-campus mental health services, adding: More individual and group counseling More student support groups Expanded hours of availability Both campuses are in the pilot phase of a student advising program aimed at improving retention rates while further strengthening the bonds between students and tutors. All employees are now required to complete Title IX training on the prevention of sexual misconduct. In addition, students are required to complete Get Inclusive training, which empowers them to foster a safer and more welcoming environment. The Outdoor Program, which takes students into the rugged Southwest wilderness, has experienced substantial growth in Santa Fe, with the Freshmen Wilderness Orientation program reaching its highest participation ever. Community life continues to thrive on the Annapolis campus. A third of the student body participates in the Fine Arts Program, while half are active in intramural sports, ranging from basketball to handball to Ultimate Frisbee. Peer-to-peer student support services are on the rise. For example, the new student-led Math Lab in Santa Fe routinely attracts 20–30 students a week. 11 �I T ’S WO RK IN G 13 THE VIRTUOUS CIRCLE Raising retention rates on both campuses is the college’s newest strategic initiative, which, if successful, will bring mutually reinforcing gains on multiple fronts. National rankings improve Increase Retention When we provide students with a campus where they feel heard and supported, we increase the likelihood that students will complete the journey from convocation to graduation. 1 2 Increase Total Enrollment When students want to stay and do stay, our total enrollment fgures increase along with our rankings in the national press and respected college guides. Net tuition revenue increases Increase Graduation Rate Greater selectivity means incoming freshmen are better prepared for the college’s intense academic expectations. The odds that they will stay increase, our tuition revenue grows, and we can focus our investments on continued academic success. 4 3 Increase Academic Selectivity As our rankings improve, more high school students are willing to give us a look, and we can be more selective in accepting those applicants who are right for St. John’s. �I T ’S WO RK IN G STEPPING INTO THE FUTURE Through a variety of initiatives on both campuses, we are preparing students to carry the lessons of the Great Conversation into their post-graduation lives. We recognize that this is an area where we have not always provided suffcient support and services. So we have made this a priority. Resume workshops, mock interviews, networking events, and other initiatives are helping students to explore their options, assemble a plan, and convey the richness and breadth of their St. John’s education in ways that employers and graduate schools can understand and appreciate. Students are telling us … it’s working! Internships give students a taste of real-world work experience while fellowships enable them to dive deep into areas of potential post-graduate study. “I feel more prepared to work at and cherish my senior year—and less flled with dread about what lies beyond.” Dorothy Diaz-Sullivan (A20) Fellowship University of Massachusetts Boston “Here, in the same building in which Galileo worked, my peers and I asked each other the most crucial questions known to any student of the Liberal Arts: What is beauty? What is love?” Madeleine Pugsley (SF22) Fellowship Rome Institute of Liberal Arts “I learned that scientifc research requires that one constantly be asking questions for which there is no known answer.” Lillian Scanlan (A20) Internship University of Buffalo “I came to the realization that the satisfaction that comes from work comes from being able to identify a human problem and play your part to solve it.” David Adah-Ogoh (SF22) Internship Global Rights: Advocates for Sustainable Justice 15 IT’S WORK G Through donor support, St. John’s awarded internships and fellowships to approximately 100 students this past summer. 100% of Johnnies who have applied to law school in the last three years have been accepted. Recent graduates have secured positions with such influential organizations as Google, NPR, Reuters, and the MD Anderson Cancer Center. More than 70% of Johnnies pursue post-graduate study at universities as wide-ranging and prestigious as Harvard, Oxford, Princeton, and Carnegie Mellon. 50% of Santa Fe students are participating in TELOS, a four-year life-skills curriculum aimed at helping Johnnies to prepare for post-graduation success. Led by alumni volunteers in Annapolis, the Center for Entrepreneurship in the Liberal Arts guides students through the process of launching start-up enterprises. St. John’s is in the top 4% of colleges producing PhDs in the humanities, journalism, business, science, and engineering. �I T ’S WO RK IN G 17 INCREASED TRANSPARENCY BETWEEN THE COLLEGE AND OUR ALUMNI HAS LED TO INCREASING TRUST. INCREASED TRUST BETWEEN THE COLLEGE AND OUR ALUMNI HAS LED TO INCREASING SUCCESS. St. John’s has worked diligently in recent years to increase communication between our alumni and college leadership. Our goal has been to acknowledge past missteps while shining a light on new opportunities. Throughout this work, we have been guided by the belief that our alumni and friends would respond to our increased openness and rise to the challenge of helping safeguard our future. Today, trust between the college and our alumni has grown signifcantly, thanks to a number of communications initiatives, which have included: Our transparency and communications initiatives have paid off, as our community has stepped up to help steer our ship through a number of strong headwinds. Not only are major gifts coming in at record rates, our small and mid-sized donor pool has been inspired and activated. We have seen record alumni participation in a number of areas, including: Our 2017 Annual Report, which opened a frank and hard-hitting discussion about the college’s fnancial challenges. It also previewed the coming capital campaign and made the case for why alumni involvement was so crucial. Our 2018 Annual Report, which recapped our Freeing Minds campaign launch, previewed the alumni-developed brand launch, and laid out a vision for the future. Our 2019 Annual Report, which shares how well our partnership with you is working, while also outlining the economic and demographic challenges ahead. Increased collaboration between our Board of Visitors and Governors (BVG) and our alumni. Efforts include four years of highly detailed post-meeting email updates by the BVG and a combined annual meeting of the BVG and the Alumni Association Board. Alumni surveys, focus groups, JohnnieCasts, and JohnnieTalks on: Tuition pricing, campaign development, visual identity, campus culture, academic and mental health support, and career services. Volunteerism 247 alumni are actively serving St. John’s as volunteers. Class Giving Challenges Alumni are increasingly challenging their classmates to giving challenges—and then meeting those challenges. Annapolis Homecoming 346 alumni came back to celebrate, an increase of 25%. Armillary Sphere The Santa Fe Class of 2004 reached its fundraising goal and presented the Santa Fe campus with the only functioning armillary sphere of its kind in the world. SJC Connect Our online alumni networking site topped 3,700 users. �I T ’S WO RK IN G 19 WHAT IS DRIVING OUR PROGRESS? YOUR PARTNERSHIP. In the fall of 2018, St. John’s publicly launched the Freeing Minds campaign, aimed at keeping the most rigorous education in America accessible and affordable. We challenged you to help raise $300 million to address three priorities that are critical to meeting the needs of current and future Johnnies: the fnancial stability of the college, the growth of our endowment, and improvements to our campus. YOUR GENEROSITY. WINIARSKI FAMILY FOUNDATION CHALLENGE The Winiarski Family Foundation will continue to match new and additional gifts to the campaign with a dollar-for-dollar contribution to the St. John’s endowment until the $50M match is reached. $21.9M MATCHED* $212.1M RAISED* TOWARD A $300M GOAL FOR THE FREEING MINDS CAMPAIGN. FY19 ANNUAL FUND: ANOTHER EXCEPTIONAL YEAR GIVING TUESDAY: MORE RECORDS BROKEN $3.3M $1M 25% 48% RAISED WITH GOAL EXCEEDED BY MORE THAN $500,000 25% INCREASE IN DONOR PARTICIPATION RAISED FROM GIFTS UNDER $5,000 FOR THE FIRST TIME EVER INCREASE IN TOTAL RAISED INCREASE IN DONORS $125,821 RAISED FROM 532 DONORS * As of December 31, 2019. �I T ’S WO RK IN G 21 IN TWO YEARS, OUR STRUCTURAL DEFICIT WILL BE GONE. IF WE HAVE A DEFICIT, WHY IS THERE A SURPLUS? As the chart below indicates, the college continues to operate with a defcit. It is important, however, to view this in perspective: In 2016 our defcit stood at $12 million, the unfortunate consequence of increased expenses and lower student-derived revenue. We acted aggressively to forestall a worsening situation and reverse course. Today our defcit stands at $2.8 million, substantially below our $3.9 million defcit goal for 2019. The college remains on track to achieve a balanced budget by FY2021, contingent upon our continued fscal prudence, modest enrollment growth, and an improved rate of student retention— as well as continued support for the Freeing Minds campaign. Although our audited fnancial statements indicate a surplus, we continue to operate with a defcit. The primary reason for this discrepancy is that our audited fnancial statements include forms of income that are not immediately available for use. Multi-year pledges to the Freeing Minds campaign constitute the most prominent example. These commitments, while exceptionally generous and important, do not directly beneft our operating budget until the pledges are fulflled and cash is received. Despite our existing (but improving) defcit, our fnancial statements paint a much rosier picture for the college. Amid a nationwide trend of declining student-derived revenue, we achieved a net increase. This result is partly due to the boost in applications and enrollment resulting from increased media attention and our tuition reset, along with a small reduction in the number of students seeking fnancial aid. The increase might be modest, but in the current climate, it is nevertheless a strong indicator that our new philanthropy-driven fnancial model is steadily moving St. John’s to a position of greater strength. 12.0 7.5 4.5 2.8 1.9 0 Structural Defcit 1 (in millions of dollars) FY 16 17 18 19 20 21 42% 22 14 13 4 2 3 Contributions2 $ 28,710,831 Tuition and Fees, Net 14,771,418 Endowment Dist. for Ops. 9,076,140 Auxiliary Enterprises3 8,761,101 State Appropriations 2,741,876 Other Revenues 2,222,138 Federal Grants/Contracts 1,543,771 Total 1. Based on an approximate annual operating budget of $46M. Fiscal years 2020 and 2021 are projected. 2. Includes cash and pledge commitments received within the fscal year (7.1.2018–6.30.2019). Includes $13.6M from The Winiarski Family Foundation pledge matching grant. 3. Auxiliary Enterprises: Room and board comprise the majority of this line item. 4. Includes college-wide depreciation and post-retirement medical expenses of $3.61M and $3.97M, respectively. 5. Instruction: Tutors, Laboratories, Lectures, Community Programs, GI Tutors, Summer Tutors, January Freshman Tutors, Study Abroad, Mellon Grants; Institutional Support: College-wide Operations, Treasurer’s Offce, Information Technology, Public Safety, Human Resources, President’s Offce, Offce Services; Student Services: Career Services, Internships, Health Services, Counseling, Assistant Deans, Admissions, Graduate Admissions, Registrar, Student Activities, College Activities, Athletics, GI Council, Student Polity; Auxiliary: Dining Hall, Conference Services, Bookstore, Print Shop Depreciation; Development & Fundraising: Alumni Offce, Development Offce, Board of Visitors & Governors, Communications, Website, Advancement Services, Events; Academic Support: Dean’s Offce, Library, GI Offce. 32% 19 19 16 8 6 $ 67,827,275 Instruction $ 16,592,616 Institutional Support 9,855,233 Student Services 9,811,434 Auxiliary 8,346,445 Development & Fundraising 4,128,830 Academic Support 3,028,565 Total Revenue $ 51,763,123 Expenses 4 5 �I T ’S WO RK IN G 23 WHAT’S ON OUR MINDS NOW? A message from the Board of Visitors and Governors Dear Alumni & Other Friends, Yes, we have come a long way. As you’ve seen in this report, we’ve achieved remarkable progress in several areas through innovative problem-solving. Enough, in fact, to earn us the title of Four-Year College of the Year. St. John’s College, the third oldest college in the nation, is now seen as an industry disruptor! But there are challenges ahead. In particular, demographic challenges: we can no longer count on growth in the college-age population to continue. It is estimated that by the year 2029 the college-bound population will have shrunk by 15 percent. Small liberal arts colleges are perhaps the most vulnerable. Many of our peer institutions have already fallen by the wayside, shutting their doors after decades, even centuries, of educating students. Demographic realities are indifferent to tradition. So what do we do with the wind at our face? How do we keep this college on the path to success in the next twelve months? By focusing our energies on fve primary areas: 1 Improved retention rates. Supporting struggling students and enhancing the campus experience are among our most important priorities. St. John’s will never be ideal for everyone. The Program is not intended to be easy. Some students will leave. But we can and will do more to maintain a supportive infrastructure. Doing so will raise our retention rates and yield benefts for the college as well as the students. 2 Admissions growth. To keep our enrollment up, we cannot assume that those who need us will fnd us. We have to go to them. Southwest Scholars and our partnership with United World College Davis Scholars are important avenues of outreach and will become even more so in the years ahead. 3 The Graduate Institute. We must commit to the growth of our Graduate Institute, which is less dependent on a specifc demographic cohort. This will be an area of signifcant focus over the coming year. 4 Campus improvements. Campus improvements must proceed, along with deferred maintenance projects that, if left unaddressed, will only worsen. 5 Endowment growth. Finally, we must continue to grow our endowment, which is inarguably the bedrock of our future and the primary means by which a St. John’s education becomes accessible to students who cannot otherwise afford us. How will we accomplish all of the above? We will communicate regularly and honestly on our progress. We will continue to listen to your input. We will need your support! Besides the obvious (your generosity), we need your assistance to communicate the value of the Program to prospective students, parents, and opinion leaders. With your active support we can overcome the national demographic decline by connecting with a few hundred qualifed new students each year, ensuring our campus populations stay robust. We will continue to push forward in partnership and with thanks to all our supporters. Gratefully, Ron Fielding Chair Pam Saunders-Albin Vice Chair �60 College Avenue Annapolis, Maryland 21401 410–263–2371 1160 Camino de Cruz Blanca Santa Fe, New Mexico 87505 505–984–6000 FREEINGMINDS.SJC.EDU �PARTNERSHIP FREEINGMINDS.SJC.EDU � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Annual Reports Description An account of the resource Annual reports for St. John's College. The collection includes Reports of the President. Reports for the years 1933-1968 were published in <a href="https://digitalarchives.sjc.edu/collections/show/37">The Bulletin of St. John's College</a>. Reports for the years 1969-1979/80 were published in <a href="https://digitalarchives.sjc.edu/collections/show/12">The College</a>. Click on <a href="https://digitalarchives.sjc.edu/items/browse?collection=61" title="Items in the Annual Reports Collection">Items in the Annual Reports Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 15 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 It's Working: 2019 Report for Alumni & Friends Description An account of the resource Annual report for St. John's College, 2019. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) St. John's College (Santa Fe, N.M.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) St. John's College (Santa Fe, N.M.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2020 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 Universities and colleges--United States--Administration St. John's College (Santa Fe, N.M.) St. John's College (Annapolis, Md.) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context AnnualReport_2019 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4a5840ca439d0d2ba0085ea3e639528c.pdf 74b4dd2798f9a1199a87e27ae02de7ba PDF Text Text HOLD G STRONG 2020 Report for Alumni & Friends ST˜°JOHN’S°COLLEGE �˜°˛˝˙°ˆ ˇ°ˆ ˘°˛� Beautiful things are diffcult. P L AT O, T H E R E P U B L I C �H O LDIN G S T RO N G Dear Alumni & Friends, What a strange and frequently frustrating year 2020 has been. It now feels quite surreal to look back on the opening letter to our previous annual report, written almost exactly one year ago. We were bracing for demographic headwinds that were (and still are) on their way, but we were also feeling rather optimistic, having just earned recognition as “Four-Year College of the Year.” Little did we know how quickly the world would change. There is simply no way to talk about 2020 without recognizing the damage this change has inficted on the college. It was a year that hit us fnancially, although we did far better than most other small colleges. It was a wearying, stressful year for our staff and tutors and especially for our students, who spent nine months engaging with the Program remotely. While we believe we were successful at making the best of the situation and that many of our online classes were successful, we know that we did not provide the kind of college experience our students dreamed of or expected. Many struggled, and while we are optimistic that a vast majority will return to the college, more than a few chose to defer their enrollment. This is our reality, even if it isn’t the one we anticipated or wanted. We cannot sugarcoat it but neither should we be overly dismayed. Because although 2020 might have indeed been a strange year, it was not a static one. It was a year in which we made considerable progress toward a number of important institutional goals, and we did so in spite of the challenges of the pandemic, and because of the generosity and perseverence of alumni and friends who are committed to seeing us through to the other side of this storm. We have good reasons for thinking we can get there. 3 Our Freeing Minds campaign and, consequently, our endowment continue to grow, providing a protective buffer that helps to safeguard the college as we make our way through these challenging times. Although pandemic-related expenses and lost revenue have been painful, we were still able to meet our 2020 defcit reduction goal— a remarkable achievement that positions us to better absorb the challenges that are still to come. We have also made great strides in our efforts to support and care for students, and we are doing more to help them fnd and afford St. John’s, to succeed at the Program, and to enjoy doing so. The latter is especially important. Our Program is, after all, the heart of who we are as a liberal arts college, and it is the reason and the inspiration for all the goals we have set together. This part of our work cannot be adequately conveyed in facts and fgures, so we have tried to let our students and tutors tell this side of the story, to reveal in their own words the strange year that was 2020 and the moments of magic and wonder that could still be found within it. We hope the thoughts they have shared leave you feeling confdent that the college is on a promising path, one that remains worthy of your involvement and support. No matter what 2021 brings, we must resolve to stay the course, to be vigilant, and to focus on our highest priority: providing an education that transforms the lives and frees the minds of all who seek it. Gratefully, Mark Roosevelt President, Santa Fe Pano Kanelos President, Annapolis �H O LDIN G S T RO N G 5 We acted early and pivoted quickly. AS°THE° GLOBAL° CRISIS° UNFOLDED˛° HOW°DID° ST˜°JOHN’S° RESPOND? When it became clear in mid-March that the outbreak was spreading globally, we swiftly transitioned to remote operations, with both campuses open only to essential staff and to students who were unable to safely return home to their families. Driven by our shared purpose and a growing confdence in our institutional effcacy, we pulled together as a community to ensure that the work of the college would continue. Within a two-week time frame, staff were connected remotely and online classes were up and running—a rapid turnaround for a college that has long been skeptical of the virtual world. Our support systems sprang into action. We immediately mobilized our support services to care for the health and well-being of students who were forced to adapt to new circumstances and unfamiliar routines while isolated from their usual peer support systems. In addition to maintaining open lines of communication, St. John’s staff and faculty helped students to access mental health care, connect with academic assistants, navigate changes to summer internships and fellowships, and locate additional resources in their own communities. Alumni and friends stepped forward in generous ways. As soon as the announcement was made that students would need to leave campus, our St. John’s community rallied around students to ensure that their needs, ranging from food and shelter to transportation and moving supplies, were met. To provide additional support, the college launched the St. John’s Student Emergency Relief Fund, raising more than $77,000 to assist struggling students. Gifts came not only from alumni but also from parents and friends, who in some cases returned the refunds they received for room and board and canceled events. �H O LDIN G S T RO N G We listened to and learned from our students and tutors. Throughout the crisis, we have done what Johnnies do best: ask questions. Once we were confdent that our students were safe, our next course of action was to survey our students and tutors to assess their technological needs and their perception of our initial efforts at delivering the Program online. What can be done to improve our labs and tutorials? How can we lessen the impact of screen fatigue? These are the kinds of questions we asked of those who are in the best position to judge the quality of our work together. “Jobs for Johnnies” helped connect students with potential employers. The economic hardships faced by our current students have also been felt by new graduates, who found themselves entering the workforce at a time of rising unemployment. Through Jobs for Johnnies, a new initiative led by the St. John’s Board of Visitors and Governors, more than 50 students from the Class of 2020 were matched with 19 board members, who are leveraging their connections to help these new alumni fnd work in the toughest job market since the Great Depression. We took advantage of opportunities to offset our revenue losses. St. John’s was one of the frst colleges to apply for and receive federal relief funds through the Coronavirus Aid, Relief, and Economic Security (CARES) Act and Paycheck Protection Program. Funds totaling $5.6 million helped to mitigate the losses we incurred from room and board refunds and the cancellation of on-campus programming and events. We also entered into an agreement with the U.S. Naval Academy to house approximately 380 midshipmen on our Annapolis campus during the Fall 2020 semester. 7 We acted to protect our enrollment. Before the announcement was made that online classes would resume for Fall 2020, St. John’s was on track to meet enrollment goals. Interest was especially strong in Santa Fe, where domestic applications rose more than 20 percent, in comparison to a nationwide decline. Following the announcement, many students sought to defer enrollment to future terms, so we brought back a spring entry term for Annapolis freshmen, parallel to the “January Freshmen” experience already offered in Santa Fe. Of the 292 students we expected to enroll in the fall, 59 opted to wait until Spring 2021 and enter as “Febbies” in Annapolis or “January Freshmen” in Santa Fe. Another 65 students chose to defer for a full year and begin their St. John’s experience in Fall 2021, as members of the Class of 2025. We engaged our incoming freshmen early on as Johnnies. We are staying close to students who withdrew from the college. Staff and student ambassadors provided new Johnnies with opportunities to sample the St. John’s experience during the crucial summer months—when admitted students are especially vulnerable to the lure of competing offers from other colleges and universities. The Meno (complete with St. John’s branding) and the Iliad got students started on two of their frst Program readings; the Summer Book Club series added their emerging voices to the Great Conversation; and “Goethe in a Box” offered a sneak peek into freshman lab and to the intersection of art and science. Student withdrawals have increased as the effects of the pandemic continue to hit hard, prompting a vigorous effort to keep these students involved in the life of the college—and in their studies. This fall we took the unusual step of allowing students who withdrew for pandemicrelated reasons to retain their St. John’s email accounts along with their access to many of the college’s resources, including our online platforms, study groups, social activities, and support services. �H O LDIN G S T RO N G WHAT° HAVE°WE° LEARNED° FROM°OUR° RESPONSE° TO°THE° PANDEMIC? 9 The pandemic thrust all of higher education into a virtual world— one where St. John’s has far less experience than many of our peers. In doing so, the crisis has revealed much about our capabilities, our resourcefulness, and our capacity to make dramatic shifts in how we engage with the Program and one another. The pandemic has not been the only author of these lessons, however. Our students, tutors, and alumni continue to point out the areas where we are living up to our reputation as the most rigorous, most contrarian college in America—and the areas where we still have work to do. °°˝ OUR°PROGRAM°IS° BEST°EXPERIENCED°IN°PERSON… BUT°WE°CAN°MAKE° ONLINE°CLASSES°WORK˜° The transition to online learning has shown that many elements of our work are still possible in a remote format. Seminars in particular have gone quite well, with videoconferencing platforms serving as an accommodating, if imperfect, host for spirited discussion. But what of the chalkboard and the pendulum? Can the online classroom still give rise to wonder or enchantment—or friendship? Like many of the questions we ask in the classroom, defnitive answers are likely to elude us. What is more certain is that our students and tutors have not shied away from the challenge. They continue to collaborate creatively and earnestly to bring the magic of our seminars, labs, and tutorials to life in the digital realm. �H O LDIN G S T RO N G Joshua Kaluwasha (SF23) 11 “ On the Great Books and a pandemic. Who would have anticipated that a Great Books education could teach students to cope with a pandemic? I have come to appreciate Epictetus’ stoicism. It made me ask myself, ‘What can I control?’ and ‘How can I make that work?’ Making the uniquely contrarian classroom experience work during these times has been a team effort. I believe that every single Johnnie understands this, so we are doing our part. We are keeping the conversations going, we are translating our Greek, and we are adjusting to demonstrating math props via technological options. Johnnies will always be Johnnies, and aspects of the in-person class have migrated over to this new frontier: the subtle interruptions, the occasional eerie silence, and the quintessential Johnnie phrase ‘it seems to me …’ have all been a part of this virtual experience. Perhaps our global situation is allowing us to put the philosophy we discuss into practice, teaching us that we must be willing to sacrifce and commit to whatever needs to be done in order to return to our beautiful campus that we hold dear. Leah Sernas (AGI) “ ” Jessie Tagliani (A22) Lab Assistant “ The Program is a deeply human experience because we get to talk about ideas regardless of our own identities—to transcend our locality, the limitations of our own bodies, gender, ethnicity, sexuality, and enter the world of the author. That we cannot be physically closer adds a barrier, but I am starting to get over the newness of ‘cyber-relating.’ I have found myself using technology to pore over Ancient Greek homework with a couple of classmates every week; to joke and complain about my children with a classmate who is also a parent; and to pray with another. I appreciate that I could spill my anxieties over the impending death of Antony in Shakespeare’s play with my literature tutorial tutor. I love that my Politics and Society seminar tutor is stoking in me a love for Ancient Greek harmonic chords. I appreciate that my Kierkegaard preceptorial tutor took the time to get to know me over a virtual coffee break. I consider it a great privilege to be part of such a community, even though it is not yet fully experienced in person. ” On the science of soccer balls and a canoe. John Balwit We quickly discovered that video can be a quite useful tool: it can be paused to point out a specifc detail, rewound to a crucial moment, or simply played again from the beginning. Nevertheless, a video will always be a poor substitute for hands-on experience. One of my duties as lab assistant has been to encourage students to design their own practica—something that many students have taken to with gusto. So far, I have helped design practica that range from dropping soccer balls off fre escapes to investigating relative motion involving the use of a canoe! Our laboratory director made sure that every junior received a Newton’s Cradle, which will allow them to conduct their own experiments on colliding bodies. To help freshmen with their module on measurement and equilibrium, we are sending them homemade baros kits, complete with a balance beam, a lump of clay, and the baros weight itself. (SFGI85) ” On the immediacy of seminar in a disconnected world. Santa Fe Director of Labs “ On DIY labs for the at-home scientist. Source texts provide the refective core of our labs, but physical engagement with the phenomena plays an important role, whether we are classifying pine needles or cowering in a Faraday cage while electricity crackles overhead. Interactive activities have allowed students to conduct experiments, albeit through the thin channel of screen and camera. Lab assistants are on site to offer commentary and respond to requests. While an assistant measures the mass-to-charge ratio of an electron, an online student might ask ‘Can you try increasing the voltage on the Helmholtz coil?’ In many ways, this parallels the kind of experience that students might have had in the labs. Experimentation that can be done at home is supported with DIY kits. For example, students used small college-provided microscopes to re-experience some of the wonder that Robert Hooke experienced when the frst microscopes changed our relationship with the knowable world and with our own senses. ” �H O LDIN G S T RO N G Aayush Thapa (SF22) 13 “ On keeping the seminar questions going. Avi Kumar St. John’s classroom requires a kind of intimacy—we speak to each other directly, separated but related by the seminar table. In the absence of this physical proximity, the quality of conversation was bound to suffer, along with the connections and relations we would build. To some extent, this has been true, especially because the stake is reduced in an online conversation; people’s natural reluctance to unmute themselves in a classroom has been multiplied when it requires them to literally unmute themselves by a click of the mouse. That said, the culture created by years of learning how to speak to each other and to ask meaningful questions has been our saving grace. It is my unashamed conviction that I would do the St. John’s program online over any other kind of in-person education. This is a testament to the fact that the highest kind of education can’t be destroyed by external constraints. (A21) On the Program’s power to break barriers. Brendan Boyle Online classrooms are quite unlike physical classrooms, and yet in some ways similar. One by one, fellow students will pop into view like stars and the screen adjusts for them, not too different from entering a physical room and getting your chairs. The screen does have its drawbacks, but the seminar can still shake up our heads, spark insights, and bring us together. The all-college seminar on Joseph Conrad’s ‘Amy Foster’ was no exception. On and on we went, with our understanding gradually growing underneath the banter. We were earnest but comfortable, jokes were made, and yet it was serious, a sort of intellectual communion. In fact, it felt like the barrier of screens made tutor and student alike want to grasp the most from those feeting two hours. At the end, we stayed a moment to talk and enjoy a glimpse into each other’s lives that we might not have gotten otherwise. Who has a cat? Where are they? What’s your favorite mug? At best, the online experience makes it so much easier for those who couldn’t be at St. John’s physically. At worst, it is a necessary but temporary roadblock on our quest. Annapolis Tutor “ On making the Program a priority over digital distractions. When classes moved online, the biggest fear in my mind was the possibility of being distracted. The almost-sacred experience of discussing the Great Books was under threat of being desecrated by a meme or social media post that was just another click or swipe away. Hegel and Einstein had to fght with Instagram and Facebook for my attention, and there was no ‘Johnnie bubble’ shielding my rendezvous with history’s greatest thinkers. I had to articulate for myself why the Great Books are worth reading. Finding ways to demarcate that space for reading, thinking, and discussing was tougher in the absence of physical classrooms, but the reward was greater too. I developed a heightened awareness of the importance of our liberal education to society and the fragility of this experience in our age of distraction. ” ” Margaret Wilson Merritt (SF21) “ ” “ On fnding hope beyond the fatigue. It’s been a hard semester. Conversation is the lifeblood of the college, and conversation requires presence. No one actually thinks that conversation can’t happen virtually; of course it can. But only conversation of a sort—and it can’t go on indefnitely, if only because it drains the conversation partners, without affording them the renewal that comes from physical presence. I think that more than anything else our students and tutors are tired, literally and physically—which is all the more reason I admire just how much extra work my colleagues have done. They are creating videos to stand-in for practica, testing different kinds of ‘hybrid’ classroom technology, and accomplishing so much with tools they probably never imagined they would be using. I know that people often talk about ‘coming back better than ever,’ and that’s a cliche which I would normally prefer to avoid. But I actually think it will be true. ” �H O LDIN G S T RO N G 15 °˘ °� ONLINE°CLASSES°OPEN° NEW°DOORS°TO°THE° PROGRAM°FOR°ADULT° THINKERS°AND°SEEKERS˜° THE°VIRTUAL°WORLD°CAN°DRAW° MORE°STUDENTS°INTO°THE° WORLD°OF°ST˜°JOHN’S˜ Through our Graduate Institute and community seminars, St. John’s makes the Program available to intellectually adventurous adults who seek to wrestle with questions fundamental to the human condition and our shared pursuit of truth. We have long known that our Program is attractive to lifelong learners, but residential requirements can make it an unrealistic option for adults whose circumstances tie them to a particular area. The transition to online classes gave us an opportunity to test a solution that could potentially expand our accessibility—with surprising results: not only are adult students eager to engage with the Program, but they are also willing to connect remotely. Following the announcement that the Graduate Institute would offer online classes for Fall 2020, demand for all degree programs surged, with more than 40 percent of new students indicating that the online option signifcantly infuenced their decision to enroll. To ensure that these new students—many of whom live far from Annapolis or Santa Fe—can complete their degrees at St. John’s, our faculty approved an instructional proposal that will permit online classes to continue at the Graduate Institute for at least three more years. �˘ˆˇ Annapolis welcomed the largest entering class for the Master of Arts in Liberal Arts since Fall 2011. �ˆ�ˇ Half the “virtual” Johnnie chairs in our inaugural 2020 Winter Classics seminar series were flled on the frst day of registration. WHAT°DOES°THIS° MEAN°FOR°THE° RESIDENTIAL° UNDERGRADUATE° EXPERIENCE? While our older students are signaling their interest in online classes, our undergraduate students are telling us they want an education lived in physical community. St. John’s is committed to providing a fully residential undergraduate experience, and we have no plans to deliver the Program online to undergraduate students once the pandemic is safely behind us. �˙ˆˇ The Graduate Institute saw a nearly 75 percent increase in fall admissions compared to 2019. �˘��ˇ In Santa Fe, the entering class for the Master of Arts in Eastern Classics tripled from 2019. The pandemic has ushered in a new college recruitment experience, one in which traditional campus tours and college fairs have largely ceased to exist. In their place are digital tools that have the potential to dramatically expand our reach in a highly competitive environment. Our growing confdence with these tools is helping the college to creatively leverage our strengths—our Program, small classes, and two distinctive campuses—in ways that bring us into conversation with future Johnnies who might not fnd us on their own. OUR°VIRTUAL°RECRUITMENT°TOOLBOX Although we assembled our virtual toolbox in response to the unusual circumstances of the past year, many of these tools are likely to outlive this moment and permanently supplement our in-person efforts.  Great Books Summer Seminars: This virtual twist on Summer Academy exceeded last year’s record on-campus participation, attracting more than 330 high school students, almost all of whom signed up for multiple weeks.  School visits and college fairs: Our admissions team conducted virtual visits with more than 900 schools over the Fall semester—some for the frst time ever—and without the costs associated with travel.  Saturday Seminars: These online tutor-guided seminars enable future students to go beyond classroom observation and dive right into the discussion. Our frst three seminars attracted 60 students, with more seminars on the way.  Invitations to events and lectures: Families who are unable to visit our campuses can still share in some of our most compelling moments together.  LiveChat: The admissions section of the St. John’s website is now a place for real-time conversation as well as content.  Virtual campus tours: Future students can choose from quick tours that are available 24 hours a day on our website or register for real-time small-group sessions with a St. John’s admissions counselor and a current student. �H O LDIN G S T RO N G 17 °� OUR°SUPPORT°IS° MAKING°A°DIFFERENCE° FOR°STUDENTS˜° As stress and loneliness take their toll, students have told us how deeply they miss our campuses, our cherished traditions, and the closeness that comes with physical community. They have also told us that shared discoveries are being made even in separation, that they are fnding strength in persevering together as Johnnies, and that our efforts to support them are helping. Students, faculty, and staff have found clever ways to build connections and recreate the closeness and camaraderie of campus life. “At frst we were joking and acting giddy, then we delved into a conversation about what the seminar truly is and means for all students, especially underrepresented students. From awkward chitchat to deep conversations, the virtual sophomore dinner with the college president felt just like those wonderfully weird Johnnie experiences I remember on campus.” Running has emerged as a communitybuilding exercise for at-home Johnnies, with more than 100 Annapolis students participating in distance and time challenges. Ian Howell (A24) Summer internships continued during the pandemic, giving students the opportunity to gain experience while they explore career options. “Older students spend hours online helping younger students comprehend their seminar readings or prepare a Ptolemaic proof. A student mentioned her quarantine birthday with sadness; days later, flowers and stuffed animals appeared at her door.” Johnnie Family Feud was one of several online cross-campus competitions that gave students a creative outlet and an opportunity to win prizes. “Johnnie Family Feud was exactly what students needed—to joke, to play, to use what we have learned to have a good time. It’s absurd that Aristotle can be both a Johnnie favorite and a least favorite! With the world as serious as it has ever been, what better way to relax than to make fun of the things we hold so dear?” Tessa Wild (A23), resident advisor Campbell Lozuaway-McComsey (SF22) “I went into an internship with St. Philip’s in the Hills Episcopal Church to begin my discernment process—and with that, fnd faith. I have now been propelled into discernment and had my understanding of faith redefned. This internship has helped me wrestle with who I am and who I am meant to be.” Christopher Campbell (SF21) Aided by the Offce of Student Life, 21 international students and four resident advisors spent the Fall semester living, learning, and supporting one another on a quiet Santa Fe campus. Fellowships also continued during the pandemic, enabling students to pursue postgraduate study or gain new skills. “We gather for takeaway dinners, go on hikes, and we’re planning a ‘get to know someone from another residence hall’ event. We are on our way to becoming a very close-knit community.” Elsie Jang (SF23), resident advisor “To study art with the old masters, you must retrain your eye, the relationship between your mind and hand, and your mentality. The most important thing I learned at the Schuler School of Fine Arts was that we do not come here to leave with one shiny fnished product. We come here to leave with hundreds of attempts.” Rory Quinn Johnson (A22) Bryn Frye-Mason (SF23) The majority of St. John’s resident advisors conducted their work remotely over the Fall semester, but they remained on the front lines of student support. “My experience with isolation has led to a deep appreciation for running with others, even if we are not running at the same time or place. There is something about working toward a shared goal that transcends geography. I have realized how important that feeling is, what it does for my mental health, and how it can spill over into other areas of my life.” Across two campuses, more than 70 student academic assistants offer peer to peer support. In true Johnnie style, some have invested in their own portable chalkboards. From squat-jumps to mountain climbing, intramural ftness challenges helped students fght mental and physical fatigue. “Despite being online, our freshman study group bounced ideas off one another with friendly energy. We even stayed an extra hour, pondering whether Euclid was implying exponents. I came away reinspired, confdent that the math culture from my own freshman year was alive and well.” Maebh Hurley (SF23), math assistant “Encouraged by all the ftness challenges, I exercise outside every day, and I join the online meditation classes regularly. Doing so has kept me active during a diffcult time, helped me to maintain a healthy mindset, and released the accumulated stress of senior year and staying inside too long!” Qingqing Lei (A21) �H O LDIN G S T RO N G We didn’t realize it at the time, but we started planning for the pandemic years ago— when we tightened our belts, lowered our tuition, and launched the Freeing Minds campaign. 19 The lessons of the past 12 months have been a reminder that change need not be unwelcome. It can instead be an impetus for progress as well as a lens that allows us to see more clearly where progress needs to be made. That is the approach that we as a college community have taken over the past few years as we looked to the horizon and saw the potential consequences of evolving student demographics and our rising structural defcit. Because we made changes when we did, the pandemic found St. John’s in a position of relative strength—and we have reason to believe it will leave us even stronger. But now is not the time to let down our guard. The challenges that preceded the pandemic have not gone away. To be ready, we must hold strong to that which defnes us—our commitment to a transformational and accessible education centered on discussion of the Great Books—and we must remain open to changes that help us to do so. �H O LDIN G S T RO N G WE’RE°DOING°MORE°TO°MEET° THE°HEALTH°AND°WELLNESS° NEEDS°OF°STUDENTS˜ 21 Throughout the crisis, Annapolis has continued to provide a full range of medical services, including individual, group, and crisis counseling, via a telehealth platform. In Santa Fe, licensed therapists are available for private counseling sessions through videoconferencing. Both campuses are collaborating to provide students with access to a variety of online wellness workshops covering topics ranging from suicide prevention to healthy eating. As the most rigorous college in America, St. John’s will never be easy, nor do we want it to be. What we do want is for St. John’s to be a place where students who are struggling to balance the demands of the Program with other areas of life can fnd the support they need. Over the years our alumni and students, including those students who ultimately withdrew from the college, have spoken of the diffculties they faced when seeking help—help that, for some students, might have enabled them to remain at the college. Both campuses have responded by substantially expanding the scope of their health and wellness services and have taken steps during the pandemic to make them accessible to students who are connecting remotely. DOES°ST˜°JOHN’S°PROVIDE°A°WELCOMING° ENVIRONMENT°FOR°ALL°STUDENTS?° CAN°WE°DO°BETTER? In summer 2020, the college convened a board-led Diversity and Inclusion Task Force as part of our continuing effort to learn how life at St. John’s is experienced, particularly by students whose racial or ethnic backgrounds, religious beliefs, or political views are underrepresented at the college. The frst phase of this effort involved surveying our community and conducting interviews on both campuses. The 23 percent survey response rate was well above the norm, and 20 percent of completed surveys came from respondents who identify as Black, Indigenous, and other people of color. The next steps include analyzing the data and making recommendations aimed at creating a healthier campus culture. Community input is welcome at any stage of this process. Reach out to the task force at taskforces@sjc.edu The board is closely monitoring the effcacy of these and other initiatives using software that allows the college to track student withdrawals and identify emerging trends. A new student support coordinator serves as an additional resource for students, with a special focus on supporting our international, Pell grant, and UWC Davis Scholars. Both campuses are also supporting students in their efforts to support one another. In Annapolis, an LGBTQIA support group helps students cope with issues surrounding gender identity and sexual orientation. In Santa Fe, the SJC Student Circle gives students an opportunity to build relationships across grade levels and share coping strategies. In addition to these organized efforts, tutors, resident advisors, and student assistants have maintained extensive offce hours throughout the pandemic, often making themselves available for virtual coffee and conversation at all hours of the day, every day. �23 H O LDIN G S T RO N G WE’RE°BUILDING°BRIDGES°TO° STUDENT°SUCCESS˜ I survived St. John’s … barely. For many alumni, these fve words constitute a familiar refrain— and for the college, an unwanted one. Graduating from St. John’s should be an accomplishment, not the matter of survival that our alumni feel it has too often been. Surveys of graduating seniors reveal the depth of the love that students have for the Program, for our tutors, and for the lasting rewards of the St. John’s experience. They also reveal that more than half of our students have, at some point, felt so unprepared for the unique demands of that experience that they gave serious thought to leaving the college. We have listened; we have made improvements; and as a result of support for the Freeing Minds campaign, we are making even more. In summer 2020, St. John’s launched the Pritzker Promise Bridge Program, a cross-campus initiative aimed at equipping new students with the tools, skills, and resources they need to succeed at the college. Funded through a generous campaign gift from the Jay Pritzker Foundation, the program—the frst of its kind at St. John’s– is part of a collegewide effort to improve retention, particularly among students who have limited sources of outside support. SAMPLE°WORKSHOP° TOPICS°INCLUDE�°  Financial literacy  Time management  Mental health resources and self-care  Adjusting to seminar-style classes  Finding a campus job  Building relationships with classmates and tutors How the Bridge Program works In its inaugural year, the program consisted primarily of faculty and staff-led virtual workshops, with content and availability tailored to meet the needs and distinctive demographics of each campus. In Annapolis, the sessions were open only to Pell-eligible students, who are among our most fnancially vulnerable students. Santa Fe made most of its workshops available to all incoming freshmen but reserved some sessions exclusively for particularly high-risk groups, including frst generation students and international students. WE°ARE°NOT°ONLY°DOING°MORE°TO°PREPARE°NEW° STUDENTS°FOR°ST˜°JOHN’S˛°BUT°WE°ARE°ALSO° BUILDING°STRONGER°BRIDGES°BETWEEN°STUDENTS° AND°THEIR°POST�GRADUATE°GOALS˜  Through our board-led Jobs for Johnnies program, volunteers helped new graduates to polish their job-search toolkits and prepare for one of the toughest job markets in decades.  The inaugural Johnnies in Tech+ panel discussion, led by four accomplished Johnnies in tech-related felds, brought students and alumni together for a conversation on the benefts of a St. John’s education in a rapidly evolving industry.  Despite the disruption caused by campus closures, Career Services in Annapolis and the Offce of Personal and Professional Development in Santa Fe continued to host—albeit virtually—a full suite of workshops, with sessions on writing resumes, applying for internships and fellowships, and researching graduate schools. �H O LDIN G S T RO N G 25 WE°CONTINUE°TO°PRIORITIZE° AFFORDABILITY˜ Consistent with our commitment to accessibility and affordability, tuition will remain frozen at $35,000 for the third year in a row. Our percentage of Pell-eligible freshmen, whose families are typically in the lower and middle-income brackets, rose to 28 percent in Fall 2020, up from 23 percent, as the result of a transformational campaign gift—the Pritzker Promise—that allows us to match 100 percent of a student’s Pell funding. Unlike the pandemic, which swept across higher education with little warning, affordability is a crisis that has been staring small colleges in the face. At St. John’s we saw the writing on the wall, and we acted to keep the college within reach. We took the frst big step in 2018 when we lowered our tuition by one-third, reversing a decade of increases and returning our sticker price to a level that better refects reality. Two years later, our lower and more reasonable tuition remains in place—but so too does the growing chasm between those who can and cannot afford to pay. The pandemic did not create these conditions, but it has greatly exacerbated them. As is often the case, the fnancial impact of the global crisis has been an unbalanced one, with lower-income and working-class families experiencing the brunt of the economic pain. Against this backdrop, we are intensifying our efforts to keep St. John’s accessible and affordable to students from a wide variety of backgrounds. St. John’s is now partnering with 21 high schools through the Southwest Scholars Program, a donorfunded initiative aimed at recruiting more students to our Santa Fe campus from the American Southwest. Applications from students at participating schools rose 33 percent in 2020, a strong indication that the program is extending our reach. Prior to the pandemic, 18 partner schools were represented at our frst fly-in event, which brought key school personnel to campus for an immersive three-day experience. These educators will serve as ambassadors who help students learn about the college and the resources, including $5,000 scholarships for eligible students, that can make us an affordable option. One of our most reliable pipelines for international students is the global network of high schools that make up the United World Colleges. This proved to once again be the case in 2020, with the number of UWC admissions up 50 percent. Introducing the Fall Class of 2024 ˝˝ˇ ˘�ˇ �˝ˇ� ��ˇ First generation students Pell grant recipients Students of color Receive some form of fnancial aid from the college We were able to offer donor-funded full scholarships to 31 students, although the majority deferred their enrollment as a result of the pandemic. Provided these students are able to join us and our current students are able to remain, we are moving closer to our target of 40 UWC students at St. John’s. At this point the funding we receive from the Davis Foundation will more than double, rising from $10,000 per student to $25,000. St. John’s is participating in “Raise Me,” a digital platform that enables high school students to record their personal achievements and immediately earn scholarship rewards from their chosen colleges. �27 H O LDIN G S T RO N G GENEROSITY�KEEPS�US� HOLDING�STRONG� THE�GOAL�IS�IN�SIGHT�FOR� THE�WINIARSKI�FAMILY� FOUNDATION�CHALLENGE Alumni and friends have now secured more than $46.5 million in matching funds to benefit the St. John’s endowment, an important vehicle for safeguarding the future of the college. FY�� ANNUAL� FUND ﹩� RAISED�TOWARD��M�GOAL ��OF�GOAL ﹩�� MATCHED* In a year that tried to turn us upside down, generosity remained a powerful force that kept us steady. Over the past 12 months, alumni and friends joined together to raise almost $27 million to help sustain the college through these difficult times— so it can endure for all time. SCHOLARSHIP� SPRINT ﹩�� RAISED�TO�RECRUIT�AND�SUPPORT� THE�INCOMING�CLASS�OF��* GIVING TUESDAY��OUR� THIRD�YEAR�OF�RECORD�SUCCESS ﹩���RAISED*�TOWARD�A� ﹩��� GOAL�FOR�THE�FREEING MINDS�CAMPAIGN ﹩�� FROM��DONORS We doubled our donor goal of 350 and achieved a nearly 45 percent increase in dollars raised. �� ST��JOHN’S� ENDOWMENT ﹩�� TOTAL�VALUE Gifts to our endowment provide a permanent income stream, significantly affecting the amount of aid we can offer to students. By continuing to grow our endowment through Freeing Minds, we are better positioned to offer our distinctive education to students who would not otherwise be able to enroll. * As of December 31, 2020. �29 H O LDIN G S T RO N G OUR°DEFICIT°REDUCTION�° WHERE°WE°STAND˜ 12.0 4.5 2.8 1.9 0 1–3 Structural Defcit ¹ ² (in millions of dollars) FY 16 First, the good news. As a result of solid enrollment, strong support for the Freeing Minds campaign, and funding from the CARES Act and Paycheck Protection Program, we met our FY20 defcit reduction goal. The graph to the right illustrates just how far we have come since 2016, when our defcit peaked at $12 million. To have put the bulk of our defcit behind us in the midst of so much turbulence is a remarkable achievement. That makes it all the more disappointing to report that the college will not meet our goal of a balanced budget in FY21. We now anticipate a relatively small FY21 defcit of approximately $1 million, although that fgure could rise to $3 million if we are unable to open one or both campuses. As disappointing as these revised expectations might seem, it is important to remember that we entered this crisis with a greatly improved fnancial picture—a claim that not many small colleges can make. When the year began, we were on course to achieve our balanced budget, and had the pandemic not intervened, we would have done so. We also possess competitive advantages, including a philanthropycentered fnancial model and an unwavering commitment to our distinctive academic Program, that position us to reach a balanced budget in the very near future. 7.5 WHY°DO°OUR° FINANCIAL° STATEMENTS°SHOW° A°SURPLUS? Although our audited fnancial statements indicate revenue of $75 million for FY20, our actual operating revenue was only $44 million. Our Freeing Minds campaign is largely responsible for this discrepancy. For accounting purposes, multi-year pledges are recorded in the year in which the commitment is made. These gifts, however, are not available for the college to use until the pledges are honored and cash is received. This makes pledge fulfllment an important part of the campaign and of St. John’s fnancial health. 17 18 52% 20 12 10 3 2 1 35% 21 19 16 9 19 20 21 21 original projection revised covid-related projection Contributions $ 38,813,708 Tuition and Fees, Net 14,894,673 Endowment Distribution for Operations 9,016,084 Auxiliary Enterprises 7,654,506 Federal Grants/Contracts 2,019,060 Other Revenues 1,845,582 State Appropriations 1,105,339 Total $ 75,348,952 Instruction & Instructional Support Institutional Support Student Services Auxiliary Development & Fundraising $ 18,531,800 11,134,850 10,161,242 8,159,240 4,751,754 Total $ 52,738,886 Revenue ³ � � Expenses � � 1. FY20 fgure is based on an approximate annual operating revenue of $44 million. 2. The projected FY21 defcit of $1 million is contingent on the return of students to campus as well as the return of students who deferred enrollment. 3. Includes cash and pledge commitments received within the fscal year ended June 30, 2020. Includes $25.1 million from the Winiarski Family Foundation pledge matching grant. 4. Tuition and fees are net of $17 million in student fnancial aid. 5. Auxiliary Enterprises: Room and board constitute the majority of this line item. 6. Includes college-wide depreciation and post-retirement medical expenses of $3.5 million and $51,000, respectively. 7. Instruction & Instructional Support: Tutors, Laboratories, Lectures, Community Programs, GI Tutors, Summer Tutors, January Freshman Tutors, Mellon Grants, Dean’s Offce, Library, GI Offce; Institutional Support: College-wide Operations, Treasurer’s Offce, Information Technology, Public Safety, Human Resources, President’s Offce, Offce Services; Student Services: Career Services, Internships, Health Services, Counseling, Assistant Deans, Admissions, Graduate Admissions, Registrar, Student Activities, College Activities, Athletics, GI Council, Student Polity; Auxiliary: Dining Hall, Conference Services, Bookstore, Print Shop Depreciation; Development & Fundraising: Alumni Offce, Development Offce, Board of Visitors & Governors, Communications, Website, Advancement Services, Events. �H O LDIN G S T RO N G 31 A message from the Board of Visitors and Governors Dear Alumni & Other Friends, In bringing this 2020 annual report to a close, we ask that you return for a moment to the frst page and to this passage from Plato’s Republic: ˜°˛˝˙°ˆ ˇ°ˆ ˘°˛�. Beautiful things are diffcult. Every year our freshman encounter these words, critique them, wrestle with them. This year, more than any other in recent memory, they have been asked to live them, to turn diffcult circumstances into something beautiful. As the stories in this report reveal, they have performed admirably. Over the past 12 months, and indeed for the past few years, our larger college community has been asked to do something very similar, and we too have risen to the challenge. We have struggled our way through reducing an operating defcit that peaked at $12 million in 2016. Without the loss of revenue due to the virus, we would have achieved a balanced budget in this fscal year. We have listened to the struggles of our alumni, many of whom told us of the diffculties they faced in transitioning to St. John’s— how unprepared they were for our discussion-based classes and how unsupported they felt—and we responded by building new support systems. This is heartening, and we can rightly be proud of all that has been accomplished in the midst of global upheaval. But Plato’s words do not live only in yesterday. St. John’s is not done with diffcult times; and we are not done listening to the diffculties faced by others, especially our frst generation students and our students of color. So what does this mean for the year ahead and for the years to come? What will keep us holding strong … and moving forward? Our Program, sustained by the generosity of those who love and value it, will keep us holding strong. It is the indisputable core of who we are as the most rigorous, most contrarian college in America. It is why we build more support systems for students—so we can maintain the rigor of the Program while also increasing the number of students who can meet its demands. What will keep us moving forward is a continued openness to changing what needs to be changed. The Diversity & Inclusion Task Force that the board convened this summer is just part of our continuing effort to reach out to our alumni and students to fnd out what we do well, what we can improve, and how we can ensure that our students have a life-changing experience, regardless of background or gender. Our work over the past few years has already resulted in many changes, but we have more to do. Completing the task of strengthening the college’s fnances and the scaffolding that supports the Program will take time and effort; it will take generosity; and it will take all of us: every board member, every tutor, every alum, and every friend. We must continue to work together, and give generously together, with the understanding that a stronger future for St. John’s College will be a beautiful reward. Gratefully, Ron Fielding (A70) Chair Leslie Jump (A84) Vice Chair �60 College Avenue Annapolis, Maryland 21401 410–263–2371 1160 Camino de Cruz Blanca Santa Fe, New Mexico 87505 505–984–6000 FREEINGMINDS˜SJC˜EDU �FREEINGMINDS˜SJC˜EDU � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Annual Reports Description An account of the resource Annual reports for St. John's College. The collection includes Reports of the President. Reports for the years 1933-1968 were published in <a href="https://digitalarchives.sjc.edu/collections/show/37">The Bulletin of St. John's College</a>. Reports for the years 1969-1979/80 were published in <a href="https://digitalarchives.sjc.edu/collections/show/12">The College</a>. Click on <a href="https://digitalarchives.sjc.edu/items/browse?collection=61" title="Items in the Annual Reports Collection">Items in the Annual Reports Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 19 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 Holding Strong: 2020 Report for Alumni & Friends Description An account of the resource Annual report for St. John's College, 2020. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) St. John's College (Santa Fe, N.M.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) St. John's College (Santa Fe, N.M.) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2021 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 COVID-19 Pandemic, 2020- Universities and colleges--United States--Administration St. John's College (Santa Fe, N.M.) St. John's College (Annapolis, Md.) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context AnnualReport_2020 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/44af01d084367af610bcc50f07358648.mp3 ac44e4aa3acdde3df35a9fd89a063050 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts. For more information, and a schedule of upcoming lectures, please visit the <a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a>. Click on <a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a> to view and sort all items in the collection. A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Zoom video conference Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:05:32 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 greatest thing in the world is to know how to belong to oneself": Reflecting with Montaigne on Liberation of the Intellect and on Education in Times of Crisis Description An account of the resource Audio track from the video recording of a lecture delivered by Walter Sterling, Santa Fe tutor on February 5, 2021 as part of the Formal Lecture Series. Mr. Sterling describes his lecture: "The lecture will blend reflections on education in times of crisis, including a discussion of the founding of the St. John’s Program, with an examination of Montaigne’s understanding of education and its ends. Montaigne, who lived through plague and civil war, is one of the few authors who can stake a claim to give birth to the modern individual. His response to the crises of his times was to cultivate a new literary form, the 'essay,' devoted to a new topic, 'myself,' and to send out a renewed or radicalized call for freedom of thought, independent judgment, and self-possession." Creator An entity primarily responsible for making the resource Sterling, J. Walter 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 2021-02-05 Rights Information about rights held in and over the resource A signed permission form has been received stating: "I hereby grant St. John's College permission to: Make an audiovisual recording of my lecture, and retain copies for circulation and archival preservation in the St. John's College Greenfield Library. Make an audiovisual recording of my lecture available online. Make a typescript copy of my lecture available for circulation and archival preservation in the St. John's College Greenfield Library. Make a typescript of my lecture available online." Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Montaigne, Michel de, 1533-1592 Education--United States--Philosophy Contributor An entity responsible for making contributions to the resource Macfarland, Joseph C. Relation A related resource <a href="https://digitalarchives.sjc.edu/items/show/7485" title="Video">Video</a> Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Sterling_Walter_2021-02-05audio Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/150b684e183eb974b8cbbe614d71cf1f.mp4 5eb1a2c213cd8165190a71ba31423016 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts. 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Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Zoom video conference Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:05:32 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 greatest thing in the world is to know how to belong to oneself": Reflecting with Montaigne on Liberation of the Intellect and on Education in Times of Crisis Description An account of the resource Video recording of a lecture delivered by Walter Sterling, Santa Fe tutor on February 5, 2021 as part of the Formal Lecture Series. Mr. Sterling describes his lecture: "The lecture will blend reflections on education in times of crisis, including a discussion of the founding of the St. John’s Program, with an examination of Montaigne’s understanding of education and its ends. Montaigne, who lived through plague and civil war, is one of the few authors who can stake a claim to give birth to the modern individual. His response to the crises of his times was to cultivate a new literary form, the 'essay,' devoted to a new topic, 'myself,' and to send out a renewed or radicalized call for freedom of thought, independent judgment, and self-possession." Creator An entity primarily responsible for making the resource Sterling, J. Walter 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 2021-02-05 Rights Information about rights held in and over the resource A signed permission form has been received stating: "I hereby grant St. John's College permission to: Make an audiovisual recording of my lecture, and retain copies for circulation and archival preservation in the St. John's College Greenfield Library. Make an audiovisual recording of my lecture available online. Make a typescript copy of my lecture available for circulation and archival preservation in the St. John's College Greenfield Library. Make a typescript of my lecture available online." Type The nature or genre of the resource moving image Format The file format, physical medium, or dimensions of the resource mp4 Subject The topic of the resource Montaigne, Michel de, 1533-1592 Education--United States--Philosophy Contributor An entity responsible for making contributions to the resource Macfarland, Joseph C. Relation A related resource <a href="https://digitalarchives.sjc.edu/items/show/7486" title="Audio">Audio</a> Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Sterling_Walter_2021-02-05 Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/0c5e79e776f89d6a39ba234d9af0bd03.pdf 43c4c2ae96ffd0681f8eadd072fc8b75 PDF Text Text Winter 2019 �Energeia | St. John’s College Literary and Visual Arts Publication | Winter 2019 ��Editor’s note We have included a few blank pages in this edition for you to use as you see fit. Write down a few notes or sketch your friends. Perhaps you could add something that you felt this edition was lacking. A blank page has limitless potential. What does it mean to you? �Contents Sheba Delaney Genesis and Exodus, Condensed 1 Elias Christian Invocation to the Muse 3 Anna Seban Seated Woman, 2019 ( watercolor) 4 Nortaute Grintalis Voro Testamentas/ The Spider’s Testament, 2019, (translation) 5 Nortaute Grintalis Voro Testamentas interpreted in four pieces, 2019 ( watercolor) 6 Jean Hogan The Spatial Ambiguity of Forks, Washington, (poem) 7 Kesi Dremel Nesting Dolls 8 Sheep Pluck Dissection, (poem) Lysithia Page 9 Christopher Cohoon 10 Daryl Locke Rockfish Scale Magnification No. 2 Eros in Bones, Blood Moon, Stargaze 11 Sophia Cote 12 four horses for mourning, 2019, (plastic bags, plastic safety eyes, alcohol ink) Louis Petrich 13 What Keeps People Together?, (sonnet) Keaton Jahn 14 20 homies, 2019, (ink on paper) Nihya Davis 15 Scenes of Fall, (poem) Cora Clark 16 Untitled, (quilt, cotton, scrap fabrics, 45 x 11’’) Daryl Locke 17 I told most to fuck off, (poem) Gabriela Sanchez 17 youth in form and content, 2019, (charcoal and pencil) Anne Brong 18 it’s better than drinking alone, 2018,(acrylic on canvas) N.A. Hale 19 Adam Schulman 20 Julia Cooper 23 Theo Martin 25 Elias Christian 27 28 Omnis, (poem) Luminous Creature 24 William Braithwaite Nicholas Thorp a golden mess, 2019, (poem and drawing in ink on paper) 22 Tyler Mazur The Yoke, 2019, (crayon) Three cat drawings, (pencil) 21 Juana Melendez HERON, (poem) EUCLID’S BOOK I DEFINITIONS (essay) Reading Jean Genet and Nicholas Thorp, 2019, (oil on wood board, 11 x 14”) �Reuben Morris Ripple, (poem) 29 Soojin Lee Untitiled, (photography) 30 Elaina Bowman Elaina Bowman To Mother (poem) 31 one mood: disorder, 2019, (pencil) 32 Amy Porter Kesi Dremel Marshmallow, Cinnamon (poems) 33 Catching Fireflies, 2019, (watercolor) 34 Jake E. Stief Portrait of a Woman in Type 2019, (typewriter) 35 Nicholas Thorp Jake, 2019, (oil on panel, 8 x 10”) 36 Liam Marshall-Butler The Leibniz Machine (short story) 37 Theo Martin poor robot is stuck in a spot of bother 37 Untitled, 2019, watercolor and ink on paper (two paintings) Amalie Christensen 38 Amalie Christensen 39 Grace Phan Jones 40 that night in the city, (short story) Kyla Murphy 42 A Story Without Using that Obnoxiously Common Fifth Symbol of Our ABC’s Grace Calk 43 Marielle Morley 43 (painting) Grace Calk 44 Lines by the Forest Window (poems) Peter Kalkavage 45 Translation of Petrarch, Sparse rime (Scattered Rhymes) Gabriela Sanchez 46 Anne Freeman 47 Yingzi Zhang 48 Glenn Burns John Verdi Brandon Wasicsko 49 50 51 9/22/19, (poetry) The Ear, 2019, (plastilina) Untitled, 2018, (ink and graphite on paper) Of Course, I Understand, (short story) EULOGY FOR THE VOYAGER, (poem) Untitled, 2019, (photo) “As I Give You to the Changing World” (poem and photo) �Genesis and Exodus, Condensed Nothingness was boring So God created stuff, Creation really wore him out And then he said enough. Look out Adam, here comes Eve She’s gonna wreck your life, The days of wine and roses Will turn to toil and strife. An apple was the problem, They ate it to the core, And had to leave the garden And roam forevermore. Cain brought God some taters Which he knew how to grow Abel brought a little lamb Its fleece as white as snow. Then there was a little town, They used to call it Sodom And if you went to visit there You had to guard your bottom! Lot’s poor wife just had to look And ended up as salt But all of us are curious So why is that a fault? Abram gave his wife to kings And made a lot of money Then he took her home again To be his special honey. When they both were very old And rocking on the porch Abel found approval God told them it was time for kids But Cain was turned away Our world became a crime scene when To carry on the torch. His brother he did slay. Isaac almost bit the dust On top of Mount Moriah God was thinking to himself But Abram killed a ram instead Humanity’s a dud And burned him in the fiah. I think I’ll wash them all away And turn the world to mud. The animals were rescued By Noah and his kin They built a giant floaty boat And stuffed the critters in. 1| Sheba Delaney Esau was so hungry He had to have some stew So Jacob stole his birthright And took his blessing too. �Judah slept with Tamar He thought she was a whore But when she had his baby He bothered her no more. Joseph was a dreamy boy, But Jacob loved him best His brothers couldn’t stand the fact That he was better dressed. They didn’t treat him very well But still he rose to fame And when the times were really bad He saved them just the same. The family stayed in Egypt For several hundred years And all the things they built there Were watered with their tears. Then when it was time to go Old Pharoah didn’t get it Oh yeah said Moses watch your back I think you’ll soon regret it. God sent Egypt awful things That finally made them weep Get out of here the Pharoah said, You’re dangerous to keep. Moses climbed a misty hill To get some dos and don’ts And bring them to a stubborn crowd Inclined to wills and won’ts. The people made a golden calf But all it said was moo When Moses saw it he was mad And slaughtered quite a few. So then they wandered all around Until they got to Canaan But Moses couldn’t enter in Cause God said “You’re remainin.” And then begats begat begats And all the land did fill The patriarchs became a horde For Cecil B. Demille The apple also has a tale From Eve to Isaac Newton And now it is a glowing brand. For us to do computin. When Moses led them to the sea Continue on they couldn’t The water made a path for them By doing what it shouldn’t. | 2 �Invocation to the Muse I. It is the aftershock of a violent dream and the soul’s afterbearance that stills me this morning, and it is the light, bright and pale, that opens into me as though I am some newborn thing, fresh to the world. What question was posed to me last night with such a -- such a clarity as to frighten me? Wandering down the winding nighttime paths alone, I came across two Sisters, standing hand-in-hand. One was eyeless, and her name was Beauty. The other mouthless, and her name was Truth. Beauty spoke of her blindness and Truth could not speak, nor did she need to. These Sisters are the daughters of Life: may they guide my hand. II. I write, sitting naked on a wind-worn bluff, as in the beginning, with the wind and the spring sun against me, waiting for that old dream to come to me, for a god to speak, pen poised, thinking, Oh, I could use a Muse, I could use a Muse Muse, mary of the wind, take me, I beg you, dance the invisible dance with me, may I have this dance? may I kiss your hand? what do you take me for? what do you see in me? I am sick; the artifice of my own life and the life of my people, my culture, my great illuminated world, is eating at me. I am made moth-cloth. I need to get all of this shit off me. Muse: may I write, may you grace me with purity of purpose. Bring me to madness at least, if nothing else. I would not mind lunaticking for you if it is a performance you require of me. Drive these crows from my shoulder. Blister my fingertips. I want you to force my hand, make my stomach ache, my eyes dark. I am desperate for grace. I am not magnificent when I pray. I am desperate for grace. I let the breath spread thin out of my lips, I lick my lips, I go back to my work. 3| Elias Christian �Anna Seban | 4 �Voro Testamentas/ The Spider’s Testament Grižtu namo. Ant mano stalo Advokatas mėnulis Rašo vorui testamentą. Baltimore, 1970 Alfonsas Nyka-Niliūnas I return home. On my table the adovcate moon writes the spider his testament. Annapolis, 2019 5| Nortaute Grintalis �| 6 �The Spatial Ambiguity of Forks, Washington [Reader, note: The supermassive black hole guitar riff is of course blaring] allows us to situate it in, say, a TGI Fridays parking lot I am of course wearing the beanie Hayley wore in the “Decode” video huddled in an atm nook an irrelevant detail - I won’t pay for this summer for months & between the front seat and the barstool we are three beers in & my tongue is getting restless as usual Behind the trees the camera sways like a voyeur behind our backs & sometimes I wish everything you needed to know about me could be summed up in a poorly edited research montage It’s funny in it’s own way, get this: I’m surprised a co-worker hasn’t found me on grindr so I open up all my filters My throat is too ticklish to be bitten for long so i bare what i can Close up on my bio and the word “undead” or a word which might as well read: “undead”, read: a bio unto itself co-worker reads it out loud and an eyebrow is raised are” Okay but I’m kind of tired of having to “I know what you “Say it” Later A cigarette is lit and I almost forget to flinch I’m doubly fucked – I never learned how to inhale breathe & now I have to pretend even to fluorescence” when I got bit I let all the air in my lungs go free and I have been trying to convince it to come back to me ever since I overestimated – I thought that just because my body was a pretty home it was a good one 7| Jean Hogan “It’s the �Babe once upon a time I glittered like a diamond very glam every other morning i would flaunt myself in front of the vatican I still get out there when I can the problem with a body made out of diamonds you never do get used to others sharpening their teeth on you and they all will remark on the taste of it – never agreeing on the particulars, never realizing that the taste Is just the echo of spit Heads up, due to budgetary reasons I will be collapsing into dust at the end of the night Kesi Dremel | 8 �Sheep Pluck Dissection To fall asleep beneath the knife A heart that pumps its fill of life The waterways that bear the read Are flowing now with voiceless dead Lungs that kissed the sweetest airs Remember not the mortal wears And time pulls back the fleshy pews Inheriting pastoral views Of sleep the scalpel plays the pipes Which whistle tunes of many types Motion fills the hollow parts The melodies of broken hearts Deduce the life this sheep once held The fields and hills in which it dwelled Breathe in and shepherd now the song Night as dark as wool is long 9 |8 Lysithia Page �Rockfish Scale Magnification No. 2 Christopher Cohoon 8 �Eros in Bones Here he is, before me Eros in bones, near the Breakfast plate North Star beautiful Eyeing me like a cloud Wondering what one does not know I look at the sun and ask who he is The sun looked back and said Love Stargaze After the setting of Eros Love has moved the clouds And turned the moon off As the roses of the night are seen That are seemingly light years away But still close to home Blooming in the eyes of the romantic 11 | Daryl Locke Blood Moon A great gore Is on the horizon Colossal A rathe rose A circle of bright wine A uterus leaking of Maroon And that intense sun Now a black heart Dead in the sky Warmth and shine gone �Sophia Cote | 12 �What Keeps People Together? She asks me, “What keeps people together?”-her mother thrice wed, she hand-wrought by sperm donation, driven fond by youth’s fair weather to climb famed peaks of fun and sweet unburned— ‘til conversion. No wonder they become run-down and Christian: fearless born to make God’s children fatherless, soft eyes hearts strum ‘till shoulders curl and tongues of men forsake. Oh, why’d God make His lords of all Creation depend on dreamy play and kisses gone for birthright, tending, and continuation? Delights fast-fading be the Master’s pawns. Her name is Kalysta, most beautiful: Odysseus she’d wild, while dutiful. 13 | Louis Petrich �Keaton Jahn | 14 �Scenes of Fall Marigolds of morning Ascend my sweet September’s Honey hues mate magenta sunsets Embers of October excite my wonders With cinnamon sweet that suckles my pleasures Susan’s of black-eyed encompass this entity Lilacs comfort, Ivory oh cozy A sweet alyssum My asylum of protection Nirvana nights next through November Chrysanthemum cues Grace of my awing Autumn 15 | Nihya Davis �Cora Clark | 16 �I told most to fuck off I’ve had a trillion men who couldn't fuck me Not one could screw the pipe hole, at least correctly Not one could put the cherry on the shake I told most to fuck off Only a few, a couple tens have given me The tour of France, not on a trait du nord or catamaran But I rode them as it was Occasionally I told them to fuck off Rarely has one ever gave me An appealing excursion or cushty gallop Once while reading Twice in an art gallery I didn’t tell them to fuck off I put in picture for them to fuck me harder I can’t bear a slow fucker I want to be fucked fast If you fuck me like a tortoise Then you can fuck off 17 | Daryl Locke Gabriela Sanchez �Anne Brong | 18 �HERON “Hello, Heron,” I might have whispered then when I saw it sitting so still. I might have looked at it twice, then again, it was over my senses still or I might have walked further when I was pulled by one Autumn chill. I could have said something too loud or I might have been too quick to stay when it speared into the water-soft quick and flung unto the pier a fish and looked at me with blood on its beak and I could say no more by the corpse on the pierfloor bloody and was all still alluring, alluring still and it might have told me in savage accents: “goodbye” 19 | N.A. Hale �Adam Schulman �21 Julia Cooper �a golden mess There were times on earth when roaming colors in the wind and waves coming slow gently seduced my faith. Those were times of naked madness, pearl walls were built from the bottom of the sea and all beauty was cursed for birds to crash; amused and helpless. Soon that unkind earth begun its careful wrapping, for the leviathan to hide in shallow whispers crawling like a hurt beast in my dreams with its delicate dreadfulness, its magical sins. Now to your eyes alone I offer the door of this golden mess for when you grow old and weary here is all, your fingertips had put at rest. Here is to the lost tender beauty to the green upon your face. Juana Melendez | 22 22 �Omnis The nicked-ear tabby cat napping white eyed On the sun-bleached and wind-worn farmer’s porch A forty-minute drive south of Auckland. The grape shot shards of Hadean iron Flashing into naught over Neptune’s storms, Ending an eon-long narrowing waltz. The case of atrial Wenckebach block Occasioning a flutter and a skip In the pacific passage of your heart. Those little ghosts and Elysian dreams Can all keep their vaporous realms and tombs Were it that this and all the worlds unseen Be mine to witness, breathe, and consume. 23 23| Tyler Mazur �Theo Martin 24 �EUCLID’S BOOK I DEFINITIONS Euclid’s Elements begins with 23 definitions. Lists (such as this one), one of my teachers remarked, are always interesting: they have a beginning, middle, and end—an order. Any order, if it is an order, is a sign of intelligence at work. The order means something. The order of the Catalogue of Ships in Iliad II (Odysseus’ is in the middle) is not likely to be just happenstance. What is the principle of order of Euclid’s 23 definitions? “Principle,” from Latin princeps, “first,” is here equivalent to Greek arche, “beginning,” or more precisely, ruling source. A beginning that rules is one that points to the end (that which comes after the middle), and also somehow governs the character of the end. Is this what prompted the thought that a good beginning is half the task? Does understanding a beginning as a beginning mean we can at the start discern, even if dimly, the shape of the end, and so of the whole? Book I “begins” with the 23 definitions (along with the five Postulates and five Common Notions) in the sense that these are what’s presented first. It “ends” with Proposition 47 (and its converse, P. 48), the theorem named after Pythagoras, in the sense that 47-48 are what appear in last place. But what did Euclid think of first? Did thinking about what a point is lead him to P. 47? Or did the Pythagorean Theorem lead him to think of the geometrical point as that which alone among geometrical objects has no part? What would be a good geometrical image of Book I, of the movement of its argument (or inquiry)? A straight line would image a one-way trip, no looking back or return. A circle would suggest return to the starting-point, on the same level (in the same plane). I propose the cone; more precisely, the spiral path traced out by an ant crawling around and around the cone surface until he reaches the apex. This image represents a motion that starts with the point (Def. 1, what has no part) as the extremity of a line (the ant’s starting-point) and ends with a particular point, the apex of the cone. As we ascend in understanding (continually changing planes), we can look both backward at where we came from and forward to where we are going (P. 47). At 47, we can look back (re-view, or re-collect) and try to see how we got here from Prop. 1. At P. 1 (if we don’t chose to look ahead), are we likely to see the possibility of 47? We certainly won’t if it doesn’t occur to us to ask the question. But to ask, at the beginning, the foreseeability of the discoverable end is to ask what the governing principle of order is. How Proposition 1 leads to Proposition 47 is same question (with different material) as asking how Definition 1 leads to Definition 23. Can it be just happenstance that the middle definition is 14, a figure (Greek, schema) is what’s contained by a boundary or boundaries? If the definitions are in some order, and if 14 is in the middle, what can we say about the principle that governs the arrangement of the whole list? How are 1-13 (the “beginning,” or if you like, the “first half ”) different from 15-22 (the “end,” or if you like, the “second half ”)? [I’ll return to 23]. Definitions 15-22 classify the figures lying in a plane, according to increasing number of boundary-lines: the circle (one “side” or “boundary”), 15-17; semi-circle (two sides), 17-18; and the straight-sided figures, 19-22. The figures are also classified according to whether the boundary-line(s) are curved (the circle), both straight and curved (the semi-circle), or only straight. If 15-22 are a taxonomy of planar figures, what are 1-13? Might we say the “elements” of figures? (What, for Euclid, is an “element”?). Again the ordering is from simple to complex—point, 25 | William Braithwaite �line (2-4), surface (5-7), angle (8-12), boundary (13)—from element to structure. The singling out, among angles, of those made by straight lines (Def. 9) brings this particular sub-set of angles to the foreground of attention while at the same time implying that there are angles contained by lines that are not straight. The singling out, among rectilineal angles, of the right angle (Def.10) marks it as of particular importance for the argument of Book I. The right angle is special because it is the equal-to-itself angle (Def. 10, Post. 4) that lets us compare all other angles as either obtuse or acute (Defs. 11-12); and because it is the ordering principle of the taxonomy of rectilineal figures in Defs. 21-22; and because it is the apparatus for determining whether two straight lines in the same plane could meet if produced indefinitely in both directions (Def. 23; Post. 5). What we’re looking for is the ruling beginning of the arrangement of the definitions. Noticing the terms that are not defined may provide a clue: “part,” “extremity,” “evenly,” “inclination,” “set up on,” “adjacent,” “standing on,” “contained,” “falling on,” “bisect,” “direction” etc. And perhaps most important of all, “equal.” What is Euclid assuming his students (us) bring to the book, before we even open it to the Definitions? I propose that he takes for granted his readers’ experience of the world, its shapes, sizes, places, and motions (e.g., of the sun, moon, and stars), its samenesses and differences (spring comes every year, but not always on the same day; spears are straight, shields round, the path of an arrow curved). He takes for granted, that is, that we know, albeit imperfectly, not only that order is, but also what it is. If this speculation is sound, we might say that Euclid’s principle of order in the Book I definitions, the source or starting-point that governs the subsequent direction of the inquiry, is order itself. On this view, his project would be to give an ordered account of order—to show the bones of order, so to speak, and therewith the reasons why the elements of order hold together as ordered in the Elements. Is Book I the beginning of a logos of order itself? | 26 �Reading Jean Genet and As I slipped into further imagined degradation, I began to read and write in a new way. I saw the dirt on my invisible soul and saw that it gave my soul form and I, being far gone as one who is always doubting, flung upon it in ceremony more dirt and thus buried my soul as I gave it form. In this day and hour, I am a student across the long wooden table; I have just defeated myself. I saw myself as nothing, under my gaze, and where intersecting impossibilities collided, a second self was birthed from that nothing and I became again something new. (If I continue to writhe in this shell of skin, I will be free from it and what tormented me before will torment me no longer.) I am a student across the long wooden table, I am reading the work of a French vagabond, I am realizing the weavings of self and language, myth and double, real and imagined spectacle, long wordless in me: I have a word for the grotesque holy shadow of implication that has haunted me: the word is psychology. At this point, I am just living at the speed of thought. Each poet writ what I could not but craved to: post-verbal, enfevered, stuck dumb in my senses, leaning into each great wind that came down around me. This cold finds you anywhere in all this wind: it’s straight bitter. Things are not so sterilized by the cold now: long distances made shorter, sharp light made somewhat softer. It’s odd that someone of such marmoreal beauty could eat with such ugliness. I had violent dreams last night but I can’t remember them. My measurements are a half-smoked cigarette and a single sock sleepless. Too many bodies on the high wall. Am I too grotesque for the world today? I want to be shot dead. Shoot me dead. I said. I said. I Knew how bad she wanted to fuck me, swear to josh. The god-shaped space in your brain. The task of granting grace. Self-portraits in a river’s ripple. 27 | Elias Christian �Nicholas Thorp | 28 �Ripple “Rhymes with Cripple” Ripple’s gone past faster than a vessel Struggle for to pace up with the stream Missed the bus at six past two another Hour til the next one comes and Credit card says you must wait As shrubs that grew before you thresh All Timothy, Buckwheat and Wheat The rain I speak fell not today but Last year when the rain fell plenty So much so the tomatoes were Ravaged and the field slid sideways Bristle up against the earthwave That hill moves but it moves slowly And if ever it moves on fully That will be just one more ripple When the bus comes no one pays The one who gets on is not me Against the cold the window’s rapped on We see that I am undressed under dressed and so smile cus the winter falls this day and not any other I am outside under black sun, beneath cold sun, burning trash Rippling heart when I leave his house Nothing more than when I came Southern Malus, prune, and dogwood Lost their leaves unrecognized He artist or a student who did art but hasn’t done none art in two whole years he’s always online Now I was cold and one night homeless Though I would never claim the struggle We had pizza without wheat And rapped the door outside Penn Station A gambler who’d been at casino Made to me humane complaint “Man, they would not treat a dog Like this it’s too damn cold We wait outside they cops inside Why not open we won’t pay?” 29 | Reuben Morris �Bored as when small a man’s pleasure Rippled as the ice outside had Jacked up clover grass and such I packed up found phone charger And returned to class unconscious Gave my only coin to Charon Never spent one more night frozen Although outside grasses brown On the outskirts of our town High waves gather Small ones ripple Soojin Lee | 30 �To Mother Not to my Mother, but to this, will I realize the binding I create for her and me: Mother’s touch from her words. Wanting spine to spine that she might embrace me beyond imagination. Must her love practically be? In her deepness, her earnesty, she tries. And is it thought, or this thinking of me, that she herself connects? I want her to be different, Maybe revel beyond herself, maybe not the harshness of father and sister against my throat, Maybe an “I understand” without eyesight. Nevertheless, I defend. Because I know her so well, and she knows me so well, and that I, not, in any changing vision, Forget this fact. But, like a somber light, I fix a careful gaze, a punctious feeling that in our closeness, I barely understand, Like a memory I know exists, but cannot recall, Feel for us. Yet, No one else would I adopt so fast. No one else I would beg to be revealed to. Is it wrong, is it awful, to want a different warmness Mother? One that perhaps I would receive and cause me to flutter like a brand new human being? Please, bring us back to what you had learned. And face me as the woman you truly are. Let me promise to hold you as I learn. When you were a child, would you think about me the way I think about you? Not an itch, not an echo, but life. 31 | Elaina Bowman �Elaina Bowman | 32 �Marshmallow A sticky-soft suspended web, Two cheeks chub-full of air and sweet And ev’ry empty calorie. My childhood, gone as quick as I Can swallow down, just leaves a taste To make remembering regret; Then Dad says doing right takes time And not too high a heat. Cinnamon You must think fragrance, warmth, and A hint of apple-pie. Mulled wine and a hug From someone who you’ve missed. It is the pleasure of their presence now, And the hot pain of them gone again. Spicy-sweet is our nostalgia, or very much like Cinnamon. 33 | Amy Porter �Kesi Dremel | 34 �Portrait of a Woman in Type 35 35| Jake E. Stief �Jake Nicholas Thorp 36 �The Leibniz Machine Jack was accustomed to drinking his coffee with cream, but when Emma, the Leibniz technician, handed him his coffee black, he didn’t think to question it. The coffee, like all things in John’s life had been predetermined by Leibniz, and Jack had never thought to question Leibniz before. “So, what’s the problem then?” Jack asked. “Oh, there’s no problem, sir.” Sarah replied. “No problem? It wants me to go to the Mars colony!” “Oh, and how lucky you are!” “I don’t want to go to the Mars colony.” “Well, I don’t really see what that has to do with it. Leibniz is very sophisticated and knows how to mold us into the best of all possible worlds whether we want it to or not” Jack sipped his coffee. It was was too bitter and hot to drink, so he put it back on the table. “The best of all possible worlds?” “Yes, that’s our job. We’ve built a machine that can process an inconceivable amount of information and make highly accurate predictions. Why, I can’t imagine that Leibniz didn’t predict this entire conversation. Now, whether you like it you not, you are going to have to catch the next launch to Mars.” “It’s just that the best of all possible worlds isn’t one with me in it. I see” “Now sir, we have been experimenting with giving Leibniz more leniency, allowing it to give what may seem like more drastic commands. You are just one of the lucky few who get to benefit from this as quickly as possible. I understand that you might be upset, but the Mars colony isn’t bad and this really is in everyone’s best interest” “You don’t know what you are asking. I have a family here; you can’t just ask me to leave them behind. You might as well ask me to kill myelf.” “Now sir, you really aren’t being fair. We-” He stood up quickly knocking the table, causing his hot coffee to spill onto the Leibniz technician’s lab. Jack laughed. It, the machine, knew what was going to happen; it knew that he was going to be angry, to go to the technician, not drink the coffee and spill it on her, burning her. It knew he was going to be forcibly strapped onto the rocket after being arrested for assault. It knew the schadenfreude he would feel. It knew he would go to Mars whether he liked it or not. 37 | Liam Marshall-Butler Theo Martin �Amalie Christensen 38 | | 38 �39 | Amalie Christensen �that night in the city 自暴者不可與有言也 With those who do violence to themselves, it is impossible to speak. -Mencius She shrieked within herself and imagined that she might return completely torn up and above everyone else with sadness. They would all be forced to feel remorse for hurting her because they wouldn’t understand what she had done and because they wouldn’t be able to see through her actions. Furious and alone, she marched into a glossy department store. She then turned and went back outside, wondering for a moment if she should stay out and enjoy the cold night. She might walk back to The Bund, but thought to herself that if she did, she might cry forever and be lost until morning when the night would lift and the light of the cityscape would dim. For now, everything felt intense, as though an vivid dream. Come morning, people would hurry to work and the magic of the night would doze beneath the coverlet of a grimy, grey sky. And she would go back to her group of fellow travelers to apologize saying, “I’m sorry, I wasn’t myself...” They would be so worried about her that she would be untouchable. They would fear that she might go off and scare them again if they said the wrong thing or upset her. So she would get off without being chastised in the least and without having to answer any questions at all. It was true that she had not been “herself ”. That night in the city, she had not been the self that her peers had come to know. But in those moments she had spent alone to “clear her head” after a long hectic day, she was more the self she was accustomed to than she had been in a long while. This felt easy. This felt welcoming. The only frightening thing was how unafraid she was to be back. She savored her discomfort and basked in every second that her skin crawled and that her lungs felt tight, ready to pop. She went back inside the department store decisively. She knew that the wind from the avenue had tossed her hair and flushed her cheeks and that she looked beautiful. A woman cannot not do things alone if she does not look proud and beautiful. She rode the long, mirrored escalator upwards and pouted her lips as she felt people gaze at her, and when she arrived at a café she graced the simple barista with a toothy, genuine smile. She impressed him further by being a foreigner but ordering a tea in Mandarin. Her own arms filled with shopping bags, the barista carried the lady’s steaming cup to a table, where she thanked him and gave him another smile. She knew how radiant she was. She sat down and worked to sort through the rage that pooled within her and it occurred to her that in the midst of travel, she had not taken any medicine for several days. She doubted strongly that this was of any influence on her demeanor and reasoned to take several capsules at once when she got back to her hotel, to account for the doses she had missed. She sipped shyly at her tea, which smelled wonderful, but was still quite hot. She took a moment and muttered a scattered prayer. Thoughts pulsed fast and poked at her mind, which was dense and murky. She concluded that she had acted immaturely in leaving her friends and that when she returned to them, she would have collected herself and would be ready to apologize to the necessary parties. She fought the urge to tear her hair out, and in the end did not do it because it looked so feathery and windswept that night. Hours before, her eyes had sparkled with excitement and discovery. They sparkled again now, too. She finished her drink quietly and got up to ask the barista, whom she knew was now her friend, if he had, perchance, any disposable cutlery. Eager to be of service, the young man handed her a little package containing a thin napkin, a fork, a knife and spoon, and even a little straw for mixing coffee. She Grace Phan Jones | 40 �asked for the location of the 卫生间, which earned her even greater approval. She thanked him warmly and made her way again through the bright department store that was beginning to empty out as the hour wore on, and then found herself in the bathroom. She was swift and fluid in her movements. Not a thought was necessary for their execution. She closed herself inside a stall and crouched on the ground, hanging her handbag on a hook. Her mouth opened to let her lips curl into a silent cry. From the stall next door, she heard a woman let out a fart and blow her nose. She felt furious. “LEAVE!” she heard herself bellow, but knew she had said nothing. The other occupant made no other noise; perhaps her command had nevertheless been received. Perhaps the woman had not been there at all. No matter. She discarded the napkin and spoon and fork and even the little mixing straw. She rocked on her heels, feeling trapped by her thick jacket which she had purchased in recent response to Shanghai’s unseasonable chill. She rolled up the sleeves with some difficulty. Sweating now, but her fingers were frozen as they gripped the little plastic knife. She sawed wildly into the flesh of her forearms. Not a tear escaped. Her face screwed up into 3 a wicked sneer. She felt clear and collected and longed for this clarity to persist. So she savagely raked at the skin, succeeding only in making shallow, reddened abrasions. Angered, she attempted to bend the knife in two. She had once read an article about prisoners attacking one another. The most effective way to shank someone was a broken toothbrush to the joint; the plastic would splinter, and movement of the joint would work to aggravate the pain. Pain. She craved the pain and she needed proof that she was alive because it was life that she craved, too. She had felt happiness before, and although it had petrified her at the time, she had thought she might never let it go. She was starving for more. But this felt good, too. The plastic knife was supple and would not snap. It bent into a soft curve. She settled for stabbing herself repeatedly with the dull point until she grew bored. The knife was then dropped into her handbag. The lady stood up, and left the stall. She made her way to the mirror, where she decided she still looked beautiful. She touched up her eye makeup and went back outside into the crisp night. Things seemed somehow less magical than when she had left, but the lady found that the city was still bustling and alive and well. She consulted her wristwatch and saw that she had long missed the time of rendezvous with her friends. Alone, she took the tram back to their hostel. She engaged in lively conversation with a plump teacher man who sat adjacent. She was glad that he seemed to understand what she wished to express. They shared similar views on the education system. She quoted Mencius and felt pleased that he was impressed, and even more pleased because she had not been trying to impress him. Across the aisle, two young women kissed and laughed and saw little around them but one another. An elderly man dozed. There were several hours left before daybreak. 41 | �A Story Without Using that Obnoxiously Common Fifth Symbol of Our ABC’s Two boys stood in front of a snarling gray building, its roof turning in as a furrowing brow, and its windows sharp and hungry as if awaiting an opportunity for attack. Facing this monstrous labyrinth, Dallas’s firmly shut lips split, displaying his worry against his will and taking in hot sour air clouding up from dirty ground through iron grids. Francis was in too much shock to pay mind to Dallas anyway. His right boot had lost its bottom too many blocks back to count, and his foot was still so hot from its rhythmic, frantic pounding of city roads that it didn’t hurt. His hands ran across its burning skin wiping away sand and dirt, surfing its rough composition now donning bumps growing as drops of rain on a window following a storm. His foot was now throbbing. Grimacing, Francis took Dallas’s hand. It hadn’t got Dallas. That’s all that was important. Dallas, holding Francis’s hand tightly, thought, Francis is okay. That’s all that is important. Hand in hand, two boys stand in front of a snarling gray building. Kyla Murhy| 42 �9/22/19 in times of wandering and weariness I find myself by the evergreen forest the trills of songbirds and thundering steps of the Spirit alight here, in the soul, in the mind, in the ear and I cannot help but wonder whether I was always here I am surrounded by the dawning mist, the winter birth the pale sun in even paler ocean and I am struck my canoe is broken, traveling through crooked waters my eyes are clouded, my hair is dry, my skin is bruised blue and yet I have wandered into the lake, not yet, still yet I am violet before the emerald eyes I am fractured before the fractured whole and I am struck all beautiful things are broken in their beginning broken in living, in dying, yet not, yet still, in loving 43 | Grace Calk Marielle Morley �Lines by the Forest Window in the shadows of the evening trees I find a holy massacre of those whose silence could not be silent of those whose pulse could not push past the current of their sullied blood and in the mud of the seeming goddess I find skin shivering soul cold what cuts deeper than the color blue on a sunlit reddish morning in eyes there is no respite for she who does not love in he who cannot move in the thicket the dove has cowered moaning in a mourning song he treads the path of needles and moss entrapped by grieving, weathered wings I find myself shackled by a swirling mist the soul in me cannot shake this boundary or climb above the wall of brick between the door in the sky and the well in the sea I am held, it seems suspended by the exhale of the earth sighs weigh more in silver than speech glances more in gold than stares and fingertips are more evident of reverence than tongue on rosened lips the sun may not slight all alike but worship captures the soul as love enlightens the eyes and in love there is no hope of assuaging the crimson or curbing the blue there is no withstanding the Siren who invokes the melody of the soul's first resonant hymn Grace Calk | 44 �Translation of Petrarch, Sparse rime (Scattered Rhymes) Voi ch’ascoltate in rime sparse il suono Voi ch’ascoltate in rime sparse il suono di quei sospiri ond’io nudriva ’l core in sul mio primo giovenile errore quand’era in parte altr’uom da quell ch’i’ sono: del vario stile in ch’io piango e ragiono fra le vane speranze e ’l van dolore, ove sia chi per prova intenda amore spero trovar pietà, non che perdono. Ma ben veggio or sì come al popol tutto favola fui gran tempo, onde sovente di me medesmo meco mi vergogno; e del mio vaneggiar vergogna è ’l frutto, e ’l pentersi, e ’l concoscer chiaramente che quanto piace al mondo è breve sogno. All you who hear, in scattered rhymes, the sound Of sighs, wherein I once did feed my heart In youth’s first error, when I was in part Another man from how I am now found: For all the modes in which I weep and speak In th’interval between vain hopes and woe, From those who, having tasted love, love know, Pity, not only pardon, do I seek. But now full well I see how stood my suit, That long was I the talk the crowd held dear, For which I often shamed within do seem; And of delusion shame is now the fruit, Regret as well, and knowledge sharp and clear That world-got pleasure’s but the briefest dream. 45 | Peter Kalkavage �Gabriela Sanchez | 46 �47 | Anne Freeman �Of Course, I Understand The moment Emily caught her husband kissing another man in their bedroom, she was shocked. She did not know her husband was capable of being so passionate. One side of his lip curled up; moaning, whispering, he eagerly pulled the man against his chest until their bodies became one. Desire, love, and fanatic brightened his eyes, but the passion vaporized when Emily met his gaze. He panicked, trying to pick up the clothes from the floor, murmuring some words. But she did not hear anything, and ran down to the kitchen. It was a nice kitchen. She designed it herself. A local magazine planned to feature it on the next issue. The editor this morning said on the phone that she would bring the photographer to take some pictures. The news excited her, so she left Sarah’s house earlier. She used to enjoy having afternoon tea with Sarah, but today she only wanted to go home and clean the kitchen one more time. What a lovely kitchen. She said to herself. The women Bible study group came to her house every Friday, and they could not stop marveling at it. The balance among multiple colors, they said, was more than perfect. Her mother-inlaw praised the Sherwood green cabinets, insisting that she would love to have the same. Frank’s Family liked her. She was educated but not overeducated to the extent that her brain was full of progressive nonsense. As a pastor’s wife, she devoted most of her time to the community. When Hill’s daughter came out of the closet, people were terrified except her. Bring some cookies to Hill’s house, she tried to persuade the young lady not to walk towards the sin. Her effort was futile—the young lady threw angry comments on her—but she thereby became a symbol of kindness in the neighborhood. No one, people asserted, was more caring than Emily was. Would not this kitchen be the best place in the world? Glaring at the oven, retro style, bright orange color, she wondered. It reminded Emily of her parents’ house. Her father rarely talked to her, but she could be sure he was a great man. Her mother spent most of her time in the kitchen. She was a quiet woman. The sadness in her eyes forbade her from uttering. The similarities between Frank and her mother often surprised her. He was taciturn. Certainly, Emily would not doubt his love. She remembered the smile he gave when she made him pan-fried chicken with mashed potatoes. Unlike her mother, Frank could be talkative. Every Sunday, he preached in the church, enlightened his audiences. Without him, the town would not see the sin of homosexuality, the fall of feminine virtues, and the tradition would burn down like an old tree in the flame. “Em—” a low voice interrupted her thoughts. The voice continued. “It was nothing. I just got confused. Confused, you know. Confused.” The sound waves of his words traveled through the kitchen, leaving footprints all over the wall. Some were hidden under the sinks, but she saw them. “Em—” It was the voice. The footprints worried her. They could ruin the kitchen. How should she clean it? Would the editor notice anything tomorrow? Would it still be featured in the magazine? Could it? The voice kept going, and she knew she must act. “I—“ “Of course.” Before the sentence was completed, she interrupted. “Of course, Frank. Of course, I understand.” Yingzi Zhang | 48 �EULOGY FOR THE VOYAGER Who among us can walk with you? Who has measured the weighted world and found it more worthy of love since Atlas himself? Who else can lay claim to the body of the Midwestern Quotidian Dragon? And who can raise a red barn to keep guard against the gray waves of its million ghost-hungry children? Lighthouse of Man, know that I hunt the mosaic shores for sea glass beneath your shadow. Though you are a single needle in the green-stained cathedrals of the pine forests which dot my childhood, with you I sew my clothes anew. Traveling ever forward, you carry a golden pitcher With it you water the stars, and even now they still bloom beneath my feet. Forgive that we might never repay you, or that we should weakly stumble on this mountain path you carve; at these heights the paralyzing venom of desolation falls like snow onto our tongue. And for that, this Eulogy is made: Hero that you are, your mother mourns the flight of her little swift. Please, dream of her if you can - hold tightly and let not the songs of your youth be lost in the valley that marks the divorce of ground and sky.Verily, forgetting is no small death, and none can suffer to return your body home. Hero of Man, you breathe in a skin of iron but bleed with a heart of aluminum foil. Do you fear the breath of the wrinkling wind? Does your memory hold the sails on your great wandering true? You have claimed all the horizon as your holy frontier. Yet even now you shut the door as I prepare a funeral in my Appalachian mind for the wonder you gave the world too long ago. 49 | Glenn Burns �John Verdi | 50 �As I Give You to the Changing World by Flo Palmacci (1927-2007) Submitted by her grandson, Brandon Wasicsko (AGI‘20); dedicated to the memory of his parents, Dolores and Matthew. How will you survive the sea of discontent Or the wint'ry winds of worldly ways? Can you overcome confusion and chaotic days And fill your life with purpose and intent? Do you dread the day of knowing disaster and defeat And fear the force of fantasy and fact? Will you be strong enough to hold your soul intact, With strength enough to savor all that's sweet? Are you equipped to understand the urging of desire That surges forth, unbidden, unfulfilled? Will there be a moment when your thoughts are stilled, When you recall the hopes to which you still aspire? Will you try to tame the torment of humanity and conspire to conquer universal ills By seeking truth, and speaking truth at will, Suppressing lies, lamenting all profanity? Can you realize the anguish that's harbored in my breast As I give you to the changing world that waits? No more am I the Master of your fate.... You are a man, my son, and I have done my best. 51 | Brandon Wasicsko �| 52 �53 | �| 54 �Editors-in-Chief Editors Front Cover Enkh-Od Batzorig Sofe Cote Adam Schulman Grace Calk Elias Christian Kristina Dover Jean Hogan Levan Kiladze Daryl Locke Yifei Lu Lysithia Page Hengjia Zhang Praying Mantis, 2019, (charcoal and ink on paper) by Anton Kalmysh Energeia is the literary and art publication of St. John’s College, Annapolis. St. John’s College 60 College Ave. Annapolis, Maryland 21401 Submit to energeia@sjc.edu �� 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 Energeia Description An account of the resource Energeia is a non-profit, student magazine, which is published once a year and distributed among students, faculty, alumni, and staff of St. John's College, Annapolis. Staff welcome submissions from all members of the community -- essays, poems, stories, original math proofs, lab projects, drawings, and the like. 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 Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context energeia Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 62 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 Energeia, Winter 2019 Description An account of the resource Issue of the Energeia, published in Winter 2019. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2019 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 Arts--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Energeia_2019Winter Energeia Student publication