26 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/70ee7bd5edb8654c1af4e7d329b90801.pdf 1932b9f73fe344172eead0ebc88503d4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 20 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College, March 1964 Description An account of the resource Volume XVI, No. 1 of the Bulletin of St. John's College, entitled "Self-evaluation report". Published in March 1964. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1964-03 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context St.John's College Evaluation Report 1964 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9c12dba74f46494ce02c8f401efa1f1e.pdf 449f19458ae84917a24a19264dc7ccdc PDF Text Text �The object of a liberal training is not learning, but discipline and the enlightenment of the mind. The educated man is to be discovered by his point of view, by the temper of his mind, by his attitude towards life and his fair way of thinking. He can see, he can discriminate, he can combine ideas and perceive whither they lead; he has insight and comprehension. His mind is a practised instrument of appreciation. He is more apt to contribute light than heat to a discussion, and will oftener than another show the power of uniting the elements of a difficult subject in a whole view; he has the knowledge of the world which no one can have who knows only his own generation or only his own task . Woodrow Wilson Volume XVII March, 1965 No. 1 Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office at Annapolis, Maryland, under the act of August 24, 1912. �The Habitual Vision of Greatness St. John's College has pioneered in reorganizing traditional materials to fit contemporary needs. The College has shaped its program to a fundamental but frequently forgotten truth about education-that its proper aim is to cultivate the student's intellectual powers. For this reason the College has been called a pioneer. The guiding purpose at St. John's is to develop reasoning men and women who have shared in our cultural heritage and who have gained an understanding of the basic unity of knowledge. The College believes that such men and women are best fitted to master the skills of any occupation and to become participating citizens in a free society. Yet the liberal arts as taught at St. John's are the arts with which men have disciplined their minds since the beginnings of Western civilization. St. John's College above all else seeks to disclose to its students what Alfred North Whitehead has called the habitual vision of greatness. St. John's College offers on each of its campuses a liberal arts curriculum unlike any other in the United States. �What is the fundamental responsibility of a college toward its students? How can a college best fit its students for life in the world today? Should a college concentrate on the occupational man or should it make the education of the whole man its primary obligation? Francis Scott Key, who graduated from St. John's exactly 100 years after the College was founded as King William's School in 1696, suggested an answer: The function of a college is (master of himself through life." ....._ ,..~ to~e t : ? ,_ :.J_ How does St. John's College help the individual student to accomplish this aim? . ohn's offers him a curriculum in which, as Key said 150 years ago, "the great and the good of every age and of every land are to be made his �St. John's College conceives Key's "every age" to include the present; St. John's College is a living part of the here and now. Its curriculum includes material as timeless as Homer and as timely as the United Nations Charter. The St. John's Program, which leads to the bachelor of arts degree, includes no electives. It requires all students: -to study mathematics, languages, and laboratory science for four years, and music for one year; -to read a four-year sequence of more than a hundred books which stand among the sources of our intellectual tradition, and to discuss these books with tutors and fellow-students in twice-a-week seminars; -to attend weekly lectures by leaders in arts, letters, science, and other activities; and concerts, several times a year, by leading musicians. �Learning their tutors. For two hours, and often longer, they discuss: through Discussion -philosophical problems which arise from their reading of Plato, Aristotle, Spinoza, Kant, or Kierkegaard; the Seminar -scientific problems in Copernicus, Kepler, Newton, Mendel, Darwin, or Einstein; • • A full notebook often betokens an empty mind. St. John's College shuns the pedagogical method in which an instructor lectures from notes to students who take notes and then return them via examinations. St. John's requires instead that students take an active and unceasing part in the process of reading, doing, and discussing which constitutes education at this college. The seminar exemplifies the way in which St. John's looks on learning as a cooperative venture. Neither in tutorials nor in seminars do students ever sit passively to be talked at. In each seminar, some twenty classmates gather around a table twice a week with two or three of -historical and political problems in Herodotus, Thucydides, Tacitus, Machiavelli, Locke, Gibbon, the Federalist Papers, Hegel, or de Tocqueville; -literary problems in Euripides, Dante, Shakespeare, Goethe, Dostoievski, or Whitman; -economic problems in Adam Smith or Marx; -theological problems in the Bible, St. Thomas, or Calvin. Like all other parts of the St. John's Program, the seminar aims at developing the student's comprehension in reading, his powers of analysis, his breadth and balance of thought, and his ability to express himself clearly, tolerantly, and forcefully. ��Learning through Symbols • the Tutorials In all that a man thinks, says, reads, and hears-he uses symbols. The effectiveness of his thinking, speaking, reading, and hearing dedepends on the skill with which he has learned to use the symbolic vocabulary of language, mathematics, and music. That skill contributes to the wisdom with which he makes the decisions he faces every day-decisions in politics, decisions in business, decisions in ethics, decisions in the arts, and the personal decisions that shape his whole life. That is why St. John's College requires four years of daily tutorial work in mathematics-not to train professional mathematicians, but to induce habits of rigorous thought. �That is why St. John's requires four years of daily tutorial work in languages-not to develop mastery of other tongues, but to disclose and examine the resources of systematically formulated speech in conveying thought. And that is why the St. John's program includes music-the diatonic scale, like the alphabet and numbers, assists men to see themselves and their world with clarity and order. Tutorials meet in groups of a size which reflects the 1 :8 ratio between faculty and students at St. John's. In mathematics, the work ranges from Euclid to transfinite numbers; in music, from the Gregorian chant to 20th-century atonality. Languages include two years of Greek and two years of French; throughout the four years, the use of clear and effective English, in translations and original papers, is emphasized. �Learning through Experimentation . . . the Laboratory The scientific laboratory may well be the most characteristic institution of the modern world. St. John's includes four years of laboratory science in its program. Students work in physics, chemistry, and biology and meet six hours a week for laboratory exercises and discussion. The task of the laboratory at St. John's is to provide a background of experiment and discussion from which a liberal understanding of science may emerge. The inquiring student discovers the fundamental assumptions made in actual experiment. He carefully follows the transposition of those assumptions as well as of experimental findings into suitable mathematical symbols. St. John's College believes that liberal learning is not primarily concerned with factual data, and that it is concerned with the artifices of the human hand only to the extent that they aid the human mind to transcend the factual by relating it to universal principles. �Learning through Listening . • the Formal Lecture On Friday evenings the College assembles to hear a lecture or-from time to time-a concert. Only on such occasions does St. John's depart from its policy of student participation, and then not wholly: each lecture is followed by question-and-answer and informal discussion. A Pulitzer Prize poet, a Los Alamos physicist, a Jesuit priest, a Socialist editor, a Hebrew scholar, a harpsichordist, a psychiatrist, an historian, an architect, a sculptor, a writer of fiction-these typify the leaders in varied fields who come to St. John's College to deliver lectures. During the lectures, students learn to listen and to remember without taking notes. In the discussion periods, they learn to be tolerant, curious, and above all courteous and logical in attacking the views of others or in defending their own. �Annapolis The campus in Annapolis was started in 1784, when the State of Maryland deeded McDowell Hall and four acres of ground to the newly-chartered College. Now grown to 34 acres, the campus has four buildings dating back to the 18th Century, four dormitories from the 19th Century, and seven buildings constructed during the 20th Century. Brick construction is used throughout the campus. McDowell Hall itself is a masterpiece of Georgian Colonial architecture. By contrast, Key Memorial and Mellon Hall are of contemporary design; constructed in 1958, they house an auditorium of 600 seats, a specially designed conversation room, facilities for music and the fine arts, and biology, physics, and chemistry laboratories. �Santa Fe St. John's College in Santa Fe enrolled its first students in October of 1964. Buildings completed in the first phase of construction at the new campus include dormitories for 146 students, the classroom building (Santa Fe Hall), the laboratory building, and the student center, which contains the dining hall, kitchen, library, Great Hall, music-listening room, senior common room, junior common room, coffee shop, and book store. The buildings were constructed in modified "Territorial," a New Mexico regional style which has been adopted to contemporary use. The campus is located on 260 acres of rolling, wooded land within the city limits and about two miles from the historic Santa Fe Plaza. �Extra-Curricular Perhaps because St. John's College does not require participation in athletics, most of the students take an active part in them. They play tennis, squash, softball, basketball, and touch football. Some take fencing lessons, which the College offers. In spring and fall, Annapolis students sail the College fleet of small boats. Other extra-curricular activities include dramatics, publications, clubs for rifle-shooting, photography, and astronomy, modern-language clubs, the showing of movie classics by the Film Club, and classes in painting, poetry, and the Bible. The Cotillion Board arranges dances for the College community, and the dormitories give parties in their common rooms. �Activities Santa Fe is rich in recreational and intellectual resources to supplement student clubs and other organizations. Superb skiing is found half an hour away, and hiking and horseback riding are other popular diversions. There are five excellent museums with outstanding collections of contemporary and southwestern art and of anthropological or historic interest. Nearby are many ancient Indian pueblos along the Rio Grande, and peaceful Spanish-American mountain villages. On all sides there is abundant evidence of the tricultural heritage of northern New Mexico which adds so much color, interest, and charm to St. John's southwestern campus. �We generally share one further conviction about civilized men: that a well- and broadly-trained What St. John's Students Do product of a general education is better equipped than the product of any other kind of education to master the specific skills of any calling he may undertake. We believe, and I think observation supports our belief, that good liberal education After They Graduate is better vocational training than vocational education. Eugene V. Rostow, Dean, The Yale Law School Teaching led the occupational choices in a summary which St. John's compiled for a recent study of alumni of the present program, which began in 1937. The next largest number of graduates had entered business. The diversity between these two leading choices reflects the breadth of interest which the College nourishes in its students. Other alumni chose a wide range of careers-in accounting, acting, editing, engineering, preaching, writing. Still others are lawyers, librarians, physicians, surgeons, social workers. One is a movie producer, one a musician, and one a curator in an art museum. Although it is not a primary aim of the College to prepare its students for graduate work, more than sixty per cent have gone from St. John's to graduate or professional schools in the various universities. �St. John's College: Essential Information Founded: 1696 as King William's School. Chartered as St. John's College in 1784. Western campus at Santa Fe, New Mexico, opened October 1, 1964. Administration: Both campuses administered by one President responsible to the Board of Visitors and Governors of St. John's College. A Dean on each campus responsible for academic matters. Accreditation: Middle States Association of Colleges and Secondary Schools; Maryland State Department of Education. Locations: Original campus of 34 acres at Annapolis, capital of Maryland. Branch campus of 260 acres at Santa Fe, capital of New Mexico. Faculty-Student Ratio: Cost: Financial Aid: One tutor to every eight students. Enrollment limited to 300 at each college. Inclusive fee of $2,750 for room, board and tuition. Flexible program of grants, loans, and student employment. All awards based on financial need. Policy: Admission: Nonsectarian, coeducational; no racial or religious restrictions. Entrance requirements are outlined in the college catalogue, a copy of which may be obtained from- The Director of Admissions, St. John's College Annapolis, Maryland Santa Fe, New Mexico �If You Are a Prospective Student. • St. John's cordially invites you to spend several days on either campus. It is probably wise to get first-hand advance knowledge of any college you may be thinking of, but it is especially wise in the case of St. John's, because of its unique curriculum and methods and atmosphere. You will be welcome at any time. If you can come, you may- -room in a dormitory -take your meals in the dining hall -attend seminars, tutorials, laboratories, and all other activities of the College, -and talk with faculty members as well as students. All seminars meet on Monday and Thursday evenings, and since the seminars are the core of the St. John's curriculum you should try to include a Monday or Thursday evening in your stay. For further details, write to the Director of Admissions. �The Cover Design The four inner structures .of this geometrical complex represent the four elements as the ancients understood them, and as Plato described them in the Timaeus-fire, air, water, earth. They are shown here as the red tetrahedron, the white octahedron, the blue icosahedron, and the yellow hexahedron. Enclosing them all is a twelve-faced structure in black, the dodecahedron, one of the symbols of the universe. These structures thus represent in part the traditions and concerns of St. John's College. The College Seal The seven open books on the face of the seal represent the seven traditional liberal arts-the trivium of grammar, rhetoric, and logic; and the quadrivium of arithmetic, geometry, music, and astronomy. The balance, or scales, in the center represents modern science. The Latin inscription reads: "Facio liberos ex liberis libris libraque," or "I make free men out of children by means of books and a balance." �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 20 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin March 1963-Vol. XVII No. 1-The Habitual Vision of Greatness Title A name given to the resource Bulletin of St. John's College, March 1965 Description An account of the resource Volume XVII, No. 1 of the Bulletin of St. John's College, "The Habitual Vision of Greatness." Published in March 1965. Date A point or period of time associated with an event in the lifecycle of the resource 1965-03 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/808dc9353d3a79ad819f7b731f334aee.pdf df670337a17db172a344850bf62365e7 PDF Text Text McDOWELL HALL--1784 HUMPHREYS HALL--1835 PINKNEY HALL-1855 PACA-C.AIRROLL HOUSE-1855 CHASE-STONE HOUSE-1857 WOODWARD HALL-1899 RANDALL HALL-1903 IGLEHART HALL-1910 REVERDY JOHNSON HOUSE-1718 HEATING PLANT--1953 CAMPBELL HALL--1954 CHARLES CARROLL BARRISTER HOUSE-1722 FRANCIS SCOTT KEY MEMORIAL HALL-1958 HALL--1958 �FRANCIS SCOTT KEY MEMORIAL HALL & MELLON HALL: �Architects Builders Richard .J Nm1tm and Robert E. Alexamler Los Angeles, Cnliforni11 Cochran, Stephcmson & \Ving Baltimore, Maryland (Associate Resident Architects) Baltimore Contractors, Inc. Baltimore, JVfaryland Engineers-Structural :VIechanical Electrical Parker, Zehnder and Associates Boris M. Lemos Earl L. Holmberg Los Angeles, California :VIechanical Contractor Paul-Rice Engineering Company Baltimore, :Vf aryland Electrical Contractor Superintendent Clerk of the \Yorks Cost Source of Funds Floor Space Contents Style of Architecture Construction Time Life Expectancy E. \V. Xewton Company Baltimore, J1 aryland \Yalter Gischel C. Frederick Houston $2,100,000 Old Dominion Foundation-$1,250,000 State of Individual Donors-$100,000 80,000 square feet Auditorium, question room, laboratories, planetarium, music suite, fine arts rooms Contemporary Two yearn, 1956-1958 Two hundred years Campus Development Committees Board Faculty Arthur :vr. Houghton, Chairman President, Steuben Glass Co., Inc. Ford K. Brown, Chairman Tutor, St. John's College �The hall is a memorial to Francis Scott Key, author of the National Anthem, who was graduated from St. John's College in 1796. Key was interested in education and played a leading role in founding the St. John's Alumni Association in 1827. KEY MEMORii\L D In the auditorium the large center stage is flanked by two small side stages. The overall dimension of the stage-60 feet by 100 feet -make it one of the largest in the Washington-Baltimore area. Equipment can be unloaded directly onto the stage from the rear through huge double doors. The seating area of 600 seats is wide and shallow. Following a European plan, it has no front-toback aisles; instead, space between rows of chairs provides easy walkways. Since the St. John's enrollment is limited to 300 students, the auditorium may be divided m half by a movable screen for greater intimacy. ��MELLON HALL The laboratory building is named in honor of Paul Mellon, of Upperville, Virginia, a friend of the College since he attended it in 1940-41. He is Chairman of the Board of Old Dominion Foundation. �MELLON HALL Located in the west wing of the building, the laboratory is especially equipped for the College's science program. St. John's students are required to take four years of science and mathematics. Physics facilities include four laboratories for work in optics, mechanics and electricity with adjoining preparation rooms and eight project rooms. The biology section includes four laboratories, two preparation rooms and seven project rooms, three maintained at controlled temperatures for plant and animal culture. For work in chemistry there are two laboratories, a preparation room, two project rooms and an analytical balance room. The laboratory also includes numerous offices and a dark room for photographic work. Up-to-date laboratory benches of natural finish oak are covered with black, chemically resistant tops. There are brown chalk boards; the bulletin boards are of cork. DATA �The Planetarium is named in honor of Theodore R. McKeldin, former Governor of Maryland and member of the Board of Visitors and Governors. Equipped with a Spitz instrument, it is used in connection with the students' work in astronomy. The structure has aluminum walls and a dome covered by lead-coated copper. Nearby in Mellon Hall is the Foucault Pendulum, replica of the famous pendulum devised in 1851 by the French physicist, Jean Foucault, in the first non-astronomical demonstration of the rotation of the earth. At the latitude of Annapolis, 39 degrees and 30 minutes North, the pendulum performs a complete rotation in 38 hours, progressing about 9Yz degrees each hour. �COLLEGE AVENUE Francis Scott Key Memorial Hall and Mellon Hall are part of a continuing development program of St. John's College known as the Third Century Fund. Other goals of this program are four millions in new endowment and two and a half millions in new construction, notably an athletic center and reconstruction of three older buildings. ~ C,j ~ a; ~ Bir 8 m ~·1 Q ~1 11 ~ ! ]b~o: : : : o: : _i: JP.~o~~~==r== l~ r 1L ··0----= ~ -../ I':' :«' ' - - - - - - ' ~J 0 �St. John's College Annapolis, Maryl,and Founded 1696 ST. JOHN'S COLLEGE Annapolis, Maryland Number 2 May, 1959 Published Quarterly Entered as Second-class matter, February 18, 1949 at the Post Office, . at Annapolis, Maryland, under the Act of August 24, 1912 Volume XI � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 18 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin May 1959-Vol XI No 2-FSK Auditorium and Mellon Hall Title A name given to the resource Bulletin of St. John's College, May 1959 Description An account of the resource Volume XI, Number 2 of the [Bulletin of St. John's College], Francis Scott Key Memorial Hall & Melon Hall: The Old, The New. Published in May 1959. Date A point or period of time associated with an event in the lifecycle of the resource 1959-05 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Mellon Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/1381a4fc482bfa61a162024ed4fc84db.pdf 2812c654bc0da5bdfa689761d7befb4b PDF Text Text in Annapolis since 1696 �GREAT BOOKS ARE GREAT TEACHERS �-.......----~~-------------~-----------~----------------------------~ ·· -· ---·- 'ED U CATION STARTS A MA N' Portrait of Graduates Eleven graduates discuss the St. John's program BE NEDICT BISBERG CAVE COLLINGWOOD GOLDWIN JACOB LINCOLN SIMPSON VA N DOREN WIL LIAMS JO NE S �Portrait of Graduates Contents Foreword, Peter Donchian 5 To Know One's Self, John L. Williams . 7 Intellectual Journey, John Van Doren . 9 Concept of Culture, Thomas K. Simpson. 11 The Courage to Teach, C. Ranlet Lincoln . . ... 13 The Art of Being Honest, Bernard E . Jacob . . 15 So Much So Quickly, Robert A. Goldwin . 17 The Learning Process, G. Harris Collingwood . . 19 The lOlst Great Book, Ray C. Cave. . . 21 Not Terminal, Aaron Risberg 23 The Lesson Lingers, Stephen Benedict 25 Sui Generis, David Jones . 27 Occupational Survey of Graduates 29 The St. John's Program: Its Scope, Jacob Klein 30 The St. John's Program: Looking Ahead, Curtis Wilson . Volume xrv, Number 2, May, 1962) Publish ed quarterly Officers of Administration . E ntered as Second Class M atter, February 18, 1948, at the Post Office at Annapolis, M aryland, under the Act of August 24, 1912. Admissions Copyright 1962: The St. John's College Press, Annapolis, Maryland Board of Visitors and Governors . 31 . .. . .. .. ... . 32 32 Cover III �Foreword The aim of an education in the liberal arts is to nurture the educable student in the art of being true to himself and true to fact; to help him discover what he is and not to be beguiled by what his fancy may mirror; to free his intellect and to arm him with the moral virtues he will need to withstand the vicissitudes of fortune. The liberal arts college with a concern for the quality of the education it offers can take nothing for granted but such principles and practices as stand the tests of experience and reasonable argument. And since its inception, the St. John's Program has been under continuous examination and revision by the faculty and academic officers responsible for its achievement. But be that as it may, no course of study can be judged by the curriculum alone; its value is enhanced or reduced by the quality of its product. "A college is not a factory; the mind of a human being is not an engine block; a curriculum is not an assembly line; a graduate is not just a product. A teacher is not an engineer working from a blueprint; he is an artist trying to embody a vision in the most intractable of materials." (The St. John's Program, A Report, 1955) With what degree of success do we meet? One important and interesting measure of our effectiveness, then, may be made by those informed critics, the graduates. With the aid of men who have experienced the course of study, we take another close look at ourselves from their point of view. We have invited several alumni to sum up for us, reflecting in retrospect and in maturity, the impact of the St. John's Program upon them, for the most part ten or more years after graduation. Peter Donchian, Board of Visitors and Governors, May 1962 5 �John L. Williams '50 To Know One's Self Through direct contact with the great minds of Western civilization and through rigorous exercise in language, mathematics and the sciences, St. John's College seeks to develop free and rational men with an understanding of the basic unity of knowledge, an appreciation of our common cultural heritage, and a consciousness of social and moral obligations. St. John's considers that such men are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free state. Ever since the golden age of Greece and no doubt long before, the oracle commands "Know Thyself". In a very real sense, there is nothing else to know but one's self and one's relationship with the surrounding phenomenal world. Education, it can be said, is nothing more than the process of continually increasing this understanding of one's self. Out of education, which all men experience more or less, finally develops the attitudes with which we accept human existence, the values by which we measure the good of human action, and the goals we deem worthy of attainment. If these values and goals are fundamental and fitting to the human condition, then this finite life can seem fruitful and worthwhile. If they prove to be illconceived and poorly understood, life is apt to be an accelerating disillusionment permeated with a sense of failure. It is axiomatic that the more thoroughly a man knows himself, the greater chance he has of being in charge of himself and at peace with the world. An education that incorporates a solid grasp of the disciplines of the traditional liberal arts together with a close (continued overleaf) Mr. Williams is a senior partner in a real estate company of Sacramento, California, whose principal business is the purchase, sale, and development of investment real estate. He is active in the affairs of organized real estate, serving as the elected president of the Sacramento Real Estate Board in 1956 and the elected regional vice president of the California Real Estate Board in 1956 and the elected regional vice president of the California Real Estate Association in 1957. Currently he is serving a third term on the real estate advisory committee to Clark Kerr, President of the University of California. 7 �and careful study of the works of the most penetrating and influential thinkers of all time is certainly an effective way of getting to know one's self. A sincere and conscientious effort to master the material offered at St. John's at the least brings about certain habits of mind and an objectivity regarding one's self that prove invaluable in making the continual judgments human affairs demand. For instance, one can't read the prime movers of the western tradition without being permanently infected with an unquenchable desire for truth, a thorough respect for excellence, and an impatience with anything but genuine worth. Just a small acquaintance with philosophy produces an everlasting humility that takes the monkey, ego, off one's back. If philosophy doesn't totally succeed in this, the study of science, Darwin, and Freud does. Integrity in all one's affairs begins when one learns to be true to himself. Lasting literature makes this point again and again, until it finally looms large for all to see, never to be forgotten. Without integrity there can be no victory and no real accomplishment. After four years of the St. John's Program one realizes that freedom is an elusive and complicated concept, and perhaps in a metaphysical sense, non-existent to man. But if it can be realized by man at all, it comes only to the man of understanding. Knowledge of one's self can't help but bring a measure of charity for others and the Bible, read and discussed in seminars for weeks at St. John's, sobers one with the thought that men are wise in proportion to their charity. What more practical accomplishment is there than the ability to engage in reasoned discourse, clearly discerning the point and articulately pursuing it. Through the language tutorial and the always provocative seminars at St. John's this potential talent becomes realized. For me St. John's was a total success. I am grateful for the good fortune that brought me there. Portrait of Graduates 8 John Van Doren '4 7 Intellectual Journey I do not know that I have anything worthwhile to contribute to this discussion. But as I am asked to say something, I would speak a little of the end of education and the means because it seems to me we get the two things mixed up a good deal of the time, which accounts for much of our trouble in trying to educate ourselves. The concern of education is, or ought to be, with the critical faculty- with judgment. That is the end of the process, in which knowledge is the means. It is an indispensable means, certainly, without which nothing else is possible. Still, judgment is what we are trying to train-the capacity, as I may call it, of seeing things and knowing what they are. The student whose critical faculty is competent to do this is by so much educated. It is not that he is complete, or that he has in the ordinary way achieved something. Rather does he possess an art, in the practice of which he can be relied on to teach himself. At that point education in the formal sense can do nothing further for him, and he is sent armed into the world to meet the slings and arrows of outrageous fortune. It is sad that so much of the work of the universities is designed more to discourage this art than to develop it. No doubt the exceptional student does it anyway, Dr. Van Doren completed his graduate work in American history at Columbia University in 1953. After an interval of two years in the Army, he was appointed to the faculty of Brandeis University in 1956, where he has been ever since. He has not remained in the History Department, but has somehow moved to the Department of English, which is not surprising for the son of Mark Van Doren. He is presently at work on a book on the Jackson period. 9 �I I: and we regard him with the awe, or perhaps the jealousy, that genius always inspires. But the run of students is not born with such ability; the unhappy fact is that it rarely does learn, that this ability is not as a matter of course ours. Far too often the student is suppressed in his mind by the authorities, whose insights when borrowed are supposed to make one authoritative. Of course education does not happen so. The student who thinks it does is still in the cave watching shadows. He has not yet begun the painful climb into his own intelligence. Nor does he even know- he is often not encouraged to know-that the effort must be made. To make it ought nevertheless to be his aim, and the school that does not help him is no school. It is an arduous and lonely business, as anyone knows. One is apt to stumble many times along the way -to rest content in the belief that ideas can seem to be enough, and more than one degree has been gained by footnotes. Even if the student survives this temptation, he is likely to please his teacher long before he pleases himself. The brilliance of the sun is strong stuff, certain to suggest a safe retreat into the half-light of scholarship. Yet the mind interested in its own success will stay the course, justifying both itself and those who sent it forth . Perhaps this was, after all, the distinction of St. John's that it understood the importance of such an intellectual journey, which it inspired us to make in the best way we could. I have taught elsewhere long enough to know that the understanding is anything but universal. The College as I remember it never made the mistake of asking us to substitute other minds for our own. Neither was it afraid of our bad judgment, which had naturally to be bad before it could be anything else. A combination of wisdom and courage was required of an institution, it seems to me, to persist in such practices, which ran counter to the education of the time. True, some of the College's graduates have become apostate, feeling dubious of the way they were taught. But some did not doubt. It is because I count myself one of these that I am not sorry for this chance to confess it. And so at any rate I do. Portrait of Graduates 10 1 . Thomas K. Simpson '50 Concept of Culture 1l II It is not easy for me even now to evaluate my decision to come to St. John's as an undergraduate. There were mixed in it many elements: a desire for a sounder understanding of the foundations of science itself; a disgust and despair in the human implications of the technical society I thought I saw emerging from the war; curiosity as to what lay on the other side of a good many intellectual fences. For me St. John's was a revolutionary intellectual experience. I began to feel that the peculiar academic mix which constituted my background suited me particularly well to work at the problem of liberal education in an era in which the mind of man was operating best and most productively in the sciences. I wanted to dispel in practice the notion that sciences require a different type of mind, less of subtlety, finesse , or of a gift for metaphor, and to help students to make a start toward a reintegration of their culture. Science is a most serious problem for us all, as men. Not merely does it-in all professional innocence-engulf us with by-products which are getting out of control, but it is deeply unintelligible to During the war, which interrupted his work in electrical engineering at Rensselaer Polytechnic Institute, Mr. Simpson worked in military electronics. Sensing that he was getting a kind of generalized technical education rather than the study of science he had envisioned, he came to St. John's as a freshman and graduated in 1950. After some years of teaching experience at Wesleyan University and the American University at Cairo, Egypt, he was appointed as a tutor at St. John 's in 1956. A Danforth Foundation grant has, he says, left him with vastly increased respect for physics and the physicist. 11 l �us. Those among us who best understand most things, least understand science, while the few who are scientists either founder in the complexity of their own competences, or emerge to argue that science is not something understandable, but only an efficient method of organizing matters. The result is that we have lost contact with the concept of culture-that is, with any whole view of what we as men know at the present time. We have taken the easy way out in acting as if we were two kinds of men with two kinds of minds, the humanistic and the scientific, or those who think sensitively and those who measure and calculate. In my opinion, this is not so. On one hand, the motion of mind in science is often subtle beyond any man's following. A fault of science is that it develops too fast to permit time to follow its own thoughts more than half-way to their implications. Science works constantly, and dexterously, with metaphor and the inspired image. On the other hand, there is no real literary or philosophical island of retreat from science in our time. If one would take into view what-is, he must engage in thought with the scientists. At St. John's some of us are haltingly but earnestly working at resolving that dichotomy, with the realization that the task may indeed prove impossible. It is not that the scientist knows his science, but cannot communicate it, while the liberal artist knows his arts, but cannot get the scientist to stop to listen. Rather the scientist will not know his science until he has learned to explain it in terms other men can understand; nor have the liberal arts any real integrity so long as they fail to comprehend the sciences. The sciences are liberal arts.' Our problem is to find out what that hypothesis implies. To me, it is of course important to consider St. John's in both its aspects-as a school in which students are reading the books for the first time, and as a community of learning in a broader sense in which the faculty are expressly concerned with the common relevance of their individual studies. In this sense the Program is a career, I think not a bad one. C. Ranlet Lincoln '50 The Courage to Teach I cannot claim to have gained from St. John's any vocational goals, any purposeful course to follow in my career. But I think that I can attribute to my college education the basis of a kind of intellectual flexibility and breadth which have served me well. Some of the changes in my fields of work have been sudden and unplanned. ~ad my educational experience been less broad, more narrowly vocat10nal I would not have been able to make the kinds of shifts that I have, a~d might well have found myself at the end of a blind alley. One other point about the relevance of the St. John's program to my working life : in all the kinds of work I have done, there has always been one similarity, namely the need for an ability to perceive, understand, and communicate to others relationships between things and ideas which are not immediately apparent. Since this exercise is one of the chief activities of a student at St. John's, the point needs no elaboration. In the ten years since I left St. John's I have come more and more "Activities other than vocational which may have some connection with my time at St. John's include dabbling in politics, in a very amateur but most rewarding manner, a lively interest in secondary education culminating in election to my local public school board (perhaps my children also had something to do with that), and a still growing concern with Christian theology (I was converted to Christianity from a kind of cheerful heathenism during my sophomore year by Winfree Smith, Simon Kaplan, and St. Augustin.e) ·" . Mr. Lincoln directs the development program of the M1ssoun Botanical Garden in St. Louis. Portrait of Graduates 12 13 �to feel that the program is not only soundly conceived in its philosophy of education, but quite remarkably good in its practice thereof. St. John's would be a great college if for no other reason than that it, along with a handful of other colleges, is informed and guided by a quality of seriousness and responsibility toward the educational task which is not even understood, let alone shared, by the educational establishment in general. This statement is, in my judgment, more true today than it was in 1950, not despite, but because of the currently fashionable preoccupation with what is usually referred to as excellence in education. This current emphasis itself has piled new confusions, new pressures, new fads, and new demands upon an educational structure already so chaotic and corrupt that we find it welcoming the present problems mainly as a means of turning away from the ones it already had. Now, more than then, St. John's is truly a beacon in the darkness, and for _ its faults it has a duty to all shine as steadily as it can. No college and no teacher can really "teach" anybody anything. The act of learning is solitary, individual, personal. Each of us must learn what we learn for ourselves. The function of the teacher, and the college, therefore, consists of two very important things: one is to make knowledge available to the student, the other is to create and sustain an environment which encourages the student to want to learn. This understanding of teaching and learning lies at the heart of St. John's character as a community of learning. It is a contagious excitement with the very stuff of life, a passionate involvement in understanding, an act of love which evokes an active response in the student. But as important as the teacher's love of knowledge and understanding is his love of the learner. Precisely because learning is an individual and personal act, each student is valued as unique and personal. And also because learning is hard, and understanding is not gotten cheaply, and because the learner falters and stumbles, the loving support of the community of scholars is the essential environment in which learning can take place. It is to the glory of St. John's that in the full knowledge of this outrageous demand, it has the courage to teach. Portrait of Graduates 14 Bernard E. Jacob '54 The Art of Being Honest The phrase, virtue is its own reward, in the mouth of the philosopher is a definition, not an exhortation: that which, in fact, may be enjoyed for its own sake constitutes a kind of human virtue, transcending the categories of praise and blame which, I would guess, delimit the socially useful virtues. The men and the books which taught at St. John's had a passion for that sort of virtue: that passion was catching, and I hope that I was thoroughly infected. To understand, to do well, to be righteous, to be admirable and admired: one hopes that these phrases are only catechismetical expressions of a single core of meaning, or its facets, rather unconvincingly held in the excruciating tension of experienced life. That, in a loose way of talking, is, I take it, the hope and boundary of the traditions of our nearest ancestors. It is the tradition which, in its way, St. John's undertakes to transmit to its young heathen. As long as it does so, it has my admiration. Mr. Jacob is credited with two years' postgraduate work in the Institute of Philosophical Research on Santayana, Bradley, Hobhouse, Suarez, and Burke, while simultaneously enrolled in the Law School of the University of California at Berkeley. He became Article Editor of the California Law Review and received the signal honor of a one year appointment as clerk to William 0. Douglas, Associate Justice of the Supreme Court of the United States. With the conclusion of that rare experience with Justice Douglas, he accepted an offer from one of the top law firms of Los Angeles. "In listing any medals I've won, I am especially proud of the invitation to lecture at St. John's in 1959 on The Roots of Freedom." 15 �It's perhaps a little silly to formulate my reflections on the value of the St. John's Program in such high-flown and incredible language, but the unfortunate truth is that, once that language must be abandoned for more modest description, the impact of the Program is lost. It is an extremely difficult art to be honest: that art is the end of all the civilized skills which St. John's attempts to allude to: that art includes the realization that just such attic-remnants language is the language which applies. It seems to me, then, that at St. John's I was introduced to the art of being honest, that I was persuaded that it was somehow worth the effort to acquire the art, and that the exercise of that art was (all other passions and pleasures, hopes and fears aside) the pleasure least entangled with time, least tinged with crime, and-I return to my first paragraph- untrammeled by cost and aim. It is in relation to that art that the authors were most meaningful to me: Plato, for instance, because he taught me that it's impossible to learn (and thus made the fact that one learns all the time interesting), that talk is the proof of truth's existence, that the much maligned science of metaphysics is only rigorous supposition, and that a possible divinity touches the hope that supposition will one day blend into truth; Aristotle, for instance, because he taught me that all science is but an exercise in looking, or smelling, or hearing. But St. John's also meant to me the people I met there: the tutors, the students. This aspect of St. John's is inextricably mixed with its books, and its Buchananish ideology of reforming American learning. I learned there that one can want to learn, without vanity, or gruesome passions, or sinister aims - others might already have known this. St. John's thus played for me individually a role which, for others, may be played by some friend, by upbringing, or family tradition, or the early exercise of a superior intelligence; I was civilized there. Robert A. Goldwin '50 So Much So Quickly A biographical sketch makes clear that my whole life has developed out of the education I received at St. John's. Every job I have held has demanded exactly the kind of training, exactly the skills that are uniquely the product of the St. John's curriculum. I have a reputation as a discussion leader, a professional, and have written a now widely used manual on the subject: but all I have learned about discussion I learned in St. John's seminars. This work demands a special kind of critical reading for the editing and selection of materials used in discussion groups; all I have done in such work is to continue the kind of reading I learned to do at St. John's. In short, St. John's has given me what it has never claimed, a professional living. But it has given me more than a living; in a sense, it has given me my life. I cannot imagine what my life would have been if I had had the bad luck not to have gone to St. John's. I do not mean by Portrait of Graduates Mr. Goldwin is Lecturer in Political Science and Director of the Public Affairs Conference Center, University of Chicago. The Center's conferences are discussion meetings on urgent national problems, attended by national leaders in public and academic life, and conducted by Mr. Goldwin much as are the St. John's seminars. He is also the editor of several volumes of readings on political subjects and co-editor (with Charles A. Nelson '45) of Toward the Liberally Educated Executive (1957). "Through all this, I am slowly putting together a doctoral dissertation and may very well finish it in 1962. The oldest of my four children will be starting at St. John's in 1963; it seems only right that her father's student days end before hers begin." 16 17 �this simply the fact of education. I have had now enough experience of other educational institutions and have met enough of their graduates to feel confident that the St. John's Program is unique. I have colleagues as well educated as I, no doubt, but I think-and they will agree-that they obtained by chance what I was given by design. They learned to a large degree in spite of the curriculum; I because of it. I doubt that I could have done so well as they: that is, I doubt that I would have ever discovered the way to a true education on my own without the guidance of St. John's. If I have any regret, it is that I have not taken greater advantage of it. Although it may seem that I am unable to speak critically of St. John's, perhaps I may add that as a senior I felt a desperate necessity to learn something-anything-thoroughly. In four years we had covered so much so quickly that I longed to pause and linger over something, to dwell on it; above all, to master it. St. John's knows that it does not provide concentrated study; that is left intentionally, for those who want it, to the graduate schools. But when I neared the end of the fourth year, I think almost nothing could have kept me from at least one year of graduate school. I felt driven to specialize, to narrow my concentration. Whether this is intentional or not, in my case it was beneficial. My first year as a graduate student was the most intense and intensive year of study of my career-and, as a consequence, the most profitable. St. John's had given me both the motive force for specialization and the larger framework within which to place it. I feel a tremendous gratitude to St. John's College, to the place itself, to the idea which governs it, and to the men who give it its expression. They have given me much that I consider most valuable in life, and have enriched whatever I have acquired elsewhere. Portrait of Graduates 18 The Reverend G. Harris Collingwood, Jr. '48 The Learning Process I cannot claim that I was much of a scholar at St. John's, but I had been exposed to every major theological concept within the western tradition. One cannot, however casually, read Plato, Aristotle, Virgil, the Holy Scriptures, St. Augustine, St. Thomas, Calvin, Luther, Kierkegaard, to name a few, without absorbing something of the basic problems of theology. The great value which I found in the St. John's Program was the foundation it laid for future and continuing study. In the years following seminary, I have had occasion to study at several colleges and universities. I gain the distinct impression that few institutions provide the broad, basic preparation offered by St. John's. This leads me to what is perhaps the most striking insight into the St. John's Program: It cares more about the student learning than the teacher teaching. It was only after a couple of years of graduate The Reverend Mr. Collingwood, Dean of the Northwest Convocation of Kansas and now carrying a host of other responsibilities, was ordained by the Bishop of Washington and was advanced to the Priesthood in December of 1953. In 1955 he became Rector of the Church of the Convenant, Junction City, Kansas, one of the oldest parishes in the Kansas territory. In November 1961 he assumed his present duties as Rector of St. Paul's in Kansas City. Fr. Collingwood prefaced his statement: "I wonder if you do not have me confused with my better-known brother. I am Harris, not Charles Collingwood, and the bottom man in my class, not a Rhodes Scholar as was Charles. However I willingly send the material you request." 19 �study that it dawned upon me that my St. John's tutors had a curious habit of listening more than they spoke. Lectures, by and large, took place on Friday nights, and the real teaching took place in tutorials and seminars where tutors taught by listening. Indeed, on occasion the best tutor may be the si lent one who speaks only when the student begins to ask questions that matter to him. There are few things less effective than the answer to a question that has never been asked. A student must learn, can only learn, for himself. The teacher's function is to listen, and having heard, to aid in the learning process of the individual. It seems to me, and I speak as a preacher, that you can never tell anybody anything. I wonder, somewhat sadly, if St. John's is not unique in that it cares more for the student than it does for the brilliance of the professor. As I look back over my years at St. John's two or three features emerge which seem essential parts of the St. John's Program: First, the excitement of the learning process; second, the sense of community; and third, the concern for the student. When I speak of excitement I do not mean a bubbly enthusiasm but rather excitement in terms of intensity and involvement. At times it bordered upon the ridiculous, but I can remember learning about Platonic Forms by being vitally concerned about them. It had to do not only with my mind, but with my life. It wasn't simply an idea in a course in philosophy, but related directly to a wide range of concepts and questions: Is there a necessary relation between Euclid's figures and the world we see? And what is language? And what of courage? And how does learning take place? And what is justice? And how do you measure? And what is really real? This kind of intensity and excitement cannot be borne alone, but must be lived in a community that is sharing a great deal in common. The idea of a college as a community of learning was more than a phrase-it was a necessity. The conversations demanded by this kind of learning could only take place among others equally as involved. Within such a community it was often, and happily, difficult to determine who was teaching whom. Ray C. Cave '48 The 101 st Great Book Trying to analyze what St. John's did for me or made of me is a dismally complicated business. Perhaps the single most important thing it did was to make me a questioner. The Great Books arouse the inquisitive spirit, and once roused this spirit lasts a lifetime. Any man with the questioning attitude has a major advantage in our society, for the handmaiden of curiosity is doubt and rarely has civilization been in greater need of circumspect doubters. Constantly beset by pomposity and fraud, it is necessary to be armed with skepticism to survive as an individual. And skepticism too is a by-product of the St. John's Program; in fact, there is no escaping it. Thus, when you have examined the principal works of all religions, you are likely to accept none at face value. When you see a Ptolemy change from the pronouncer of astronomical certainty in one age to the perpetrator of history's most astronomical error in the next, or watch Euclid's parallel lines do Portrait of Graduates Mr. Cave's military-minded father decided that the St. John's liberal arts program would be the right preliminary for his son prior to West Point. Duly entered at a bewildered fifteen, he was allowed an unusual fifth year of grace to complete the four year course. He has been a school teacher, a police reporter, general assignment reporter, rewrite man and assistant city editor - all for the Baltimore Evening Sun. [Sandwiched in that progression as a newsman is a tour of duty as a Counter-Intelligence Corps agent.] He is now an associate editor of Sports Illustrated magazine. Mr. Cave adds a postscript: "Wish you well with your booklet. All you have to do is just keep us honest." 20 21 �one thing and Lobachevski's another, then you begin to recognize the elusiveness of fact and the need for unending curiosity and doubt. Study of the liberal arts in the St. John's fashion can develop in its graduate a large and liberal spirit. It is of the first importance that a college graduate be able to bring both a searching and a sympathetic viewpoint to the world around him. Both these elements are needed, for to search without sympathy is to get information without understanding, and to be sympathetic without searching could be to be maudlin instead of concerned. It has been my good fortune as a journalist to talk to many kinds of people, often at crucial and revealing moments in their lives. A liberal outlook toward humanity which permits tolerance in an era of intolerance and an unfettered and inquisitive mind are satisfying gifts for which I am most grateful. The years erode away the precise recollection of the Great Books. I may have forgotten Kant, Newton's theorems may no longer be comprehensible, and Greek a foreign language. Perhaps at this distance I can assess with some validity what St. John's offers. It enables its students to view the world with that exciting reaction, wonder. It can make life wonder-full. You learn that at St. John's there are not just 100 Great Books, but 101. So you leave school and the 100 books behind you and you search and seek forever for the 101 st. No such hunter can remain a shallow man. Finally, I see no great mysticism in the St. John's education. I am a simple man and I came away with some simple values. If Socrates is right, I had them somewhere with me when I came to St. John's as a freshman; if Hegel is right, it doesn't matter where they originated as long as they are true in and of themselves. At least, St. John's brought them out for me to see and to have and to hold. How many colleges can be sure they have done as much? Aaron Bisberg '49 Not Terminal In these later years one word has become quite important to mea word, as I recall, that did not attract much attention at St. John's. However, since sounds are so often the condition of the hearer it is very possible that I, as hearer, did not give my attention to the word. The word? Professionalism. Fulfillment, it seems to me, is what man seeks. As I stand here now surveying what I believe, I conceive two qualities as necessary for this fulfillment. One is professionalism: that body of knowledge and experience which, constantly used, are the tools of a profession through which a man finds daily expression and excitement. It is our nature to profess but anyone who professes can do so with validity and satisfaction, it seems to me, only when he has at his command the knowledge and experience which, when applied, proves itself by accomplishment for the desired end. Professionalism is a narrow kind of thing. It restricts a man to Portrait of Graduates Mr. Bisberg spent a year at Boston University, a year at the New School for Social Research, followed by three and a half years in the U.S. Air Force, serving in the Pacific. Graduating in 1949, he started and operated for eight years a farming and food packaging business. In 1959 he decided to change his field entirely to embark on his present occupation as a Visual Communication specialist. He is engaged in the training of teachers, administrators, and executives in special phases of visual communication. His statement arrived with this postscript: "I don't know when I have tried anything more difficult to end more unsatisfied. This assignment calls for a poet and a poem." 22 23 �the confines of the profession but in its confinement it demands discipline and perseverance. In the final analysis it demands dedication, and dedication is very much a part of the sweetness of life. That other quality so necessary for fulfillment is the ability to incorporate one's profession into a scheme of things which make this a better world to live in. I cannot prove that this should be a better world to live in nor that it ever will be. But I believe it can only be and that it should be only through the efforts of professionals who recognize their profession as an integral part of the family of man. I believe a man must attain competence in a particular endeavor if he is to attain wisdom, for to me wisdom is the blissful marriage of competence with a dedication, directed by a catholic perspective. As I look back to those days at St. John's-days I would not wish to replace-I can remember how many of us were indecisive at the end of our four years. I believe it was because we recognized the need to do, but we were not aware of the need for professionalism. It was as if we were anxious to join the Peace Corps, but we did not know how to operate a transit. This does not mean to me that St. John's is wrong; it does mean that St. John 's is not terminal. The chasm between undergraduate education and professional training must still be bridged if we are to be doers. The Great Books offer us the opportunity to stand off and view the panoramic scheme of things. With the necessary further special study of a profession's tools and rules we are not only observers but shapers. What one learns at St. John's from the teachings of the Great Books needs that confined, disciplined application which one man in his time is capable of, and through which, as through a lens, what we have learned comes into focus, as the distant star through a telescope. Stephen Benedict '4 7 The Lesson Lingers !~e Colleg~ didn't sol:e a thin~ for me. It took me apart at the JOints, and Ive been trying ever since to put the pieces back together. In other words, the College made perfectly certain that I would not be 'well adjusted'. And now, looking back, l am thankful for that. Of course there are things for which I blame St. John's. I wish it had been tougher, better organized, less Utopian about what it expected of us. I wish there had been more history and economics and more than a scoffing reference to psychology and the social sciences. The College, too, had its dogmas and fetishes from which we all suffered. Then there was the endless struggle for recognition by the fine ~rts, those elusive critics of philosophy whom the philosophers so misunderstood and resented. I could go on ad infinitum to blame the College for all I think wrong with me, but more to the point here and always is what stuck. If, as one aphorism goes, education is what is left after you've forgotten everything you knew, then what did St. John's leave with Portrait of Graduates Mr. Benedict writes: "In mid-1959 , I decided to leave six years of government service to join the staff of the Rockefeller Brothers Fund in New York. There I have be~n for two and a half years, learning the craft of philanthropy, with the exception of three months' leave in the summer of l 960 when, at the Brookings Institution in Washington, I helped put ~oget~er a series of papers aimed hopefully at helping the two presidential candidates prepare for the problems one of them would have to face during the period of transition from the old to the new Administration." 24 25 �me fifteen years after-surely enough time in which to forget a good deal. Here are at least a few things. F irst of all, the Big Ideas, debased and corrupted on every side, still mean something-love and death, peace and justice, courage and freedom, for instance. Thanks to the College, I know something of the load they have borne. After all, we rolled around these boulders for four years and could scarcely again be ignorant of their weight. Looking back in another way, I praise the College most of all for its integrity, for the resolution to be what it is with all the odds against it. I praise it for what frequently seemed its exaggerated devotion to reason, its inordinate exaltation of intelligence in a notably ignorant world. In all honesty I can say that in fifteen years I have never long been bored or lonely. Am I wrong to credit those four churning years in Annapolis for at least a good share of this? I don't think so. I need only observe the ennui of friends and acquaintances on all sides whose minds seem never to have started breathing. In sum, I think the College did for me the most that anyone should expect in four short years; it set up that indispensable tension between the real and the ideal without which no true learning ever takes place. It has given me different ambitions from most of my contemporaries, the visions of philosophy and poetry seem more and more relevant- hardly the current success symbols. There is scarcely a person, an idea, or an institution that I can certify at face value. Certainty in any form repels me. In other words, the College has left me skeptical and critical, but not, I think, cynical or beat. I am alive and curious and dissenting. The air at St. John's was full of doctrines, but the College, it seems to me, had only one: use your brains, think until it hurts. I hereby attest the lesson lingers, and I am grateful. Perhaps one day I shall learn it. Portrait of Graduates 26 David Jones '59 Sui Generis It is difficult to evaluate the St. John's Program in contrast with other sorts of college programs. The Program was originally intended to rectify some of the shortcomings of more conventional American education; but it does not so much rectify shortcomings as offer an alternative. That it is an alternative, and not a super-education is something that relatively few students understand fully. They may understand, for example, that the non-elective nature of the Program is intended to be to their benefit. But they do not always see that not to make a choice is to make a very serious choice. As a nascent philosopher, I have inevitably come to realize that St. John's is not a training in philosophy. Like mathematics, language, history, and science, philosophy is just another of the things men do ; neither capstone nor keystone. (One famous philosopher has defined it as a "highly proprietary brand of haggling" which I Mr. Jones (a recent graduate, Ed.) writes: "Since my graduation from St. John 's I have continued, for the most part, with post-graduate education-amalgamated with some traveling. I'm currently completing a Master's thesis in ethical philosophy, under a research grant from the University of Melbourne; and shall return to the U. S., with my wife and (Australian) son to commence on a Ph.D. This is via a half-year's teaching in the St. John's laboratory program (January-June 1960), and a sojourn in South Africa. These travelings have, I hope, a certain Odyssean point of their own, together with their academic purpose. One may find something out in Capetown and Johannesburg; but only at first hand; and not, of course, the expected." 27 �believe to be profoundly correct.) As such it is not approached professionally by the St. John's Program: it is neither the aim, nor the point. If I may make a somewhat backhanded suggestion, then, one of the greatest values of the Program is that it obscures this fact for so long a time as four years, and in such close proximity to philosophy. It makes no real difference whether one goes on with philosophy. It is not, of course, in fact an intrinsically lustrous subject matter; nor are there any such. But, it might be argued, if one pursues swampfires long and hard enough, before finding out they are just swampfires (or alternately, just giving up: graduating), it leaves over a certain luster in the eye of the beholder. I think the only major difficulty within the Program is its failure to provide-insist on-specialized training. I realize that training can involve vices that the Program was specifically designed to counteract; and I appreciate the validity of the reasoning here. But that the argument is valid does not in this case dissolve the problem. Nor do I mean to suggest any solution; the practical difficulties may be insurmountable. I only insist that there is no question of justifying the Program's lack of specialization; for that cannot be done. The experiment may be over, but the Program has not achieved an altogether satisfactory form. Its principles are vindicated; it is now proper to discard a few of them. I do not, of course, mean to pan our panorama. One point, by way of testimonial, should be made as clearly as possible-that the St. John's Program is a most astonishingly sophisticated piece of work; both on paper, and in practice. It is so far superior to various other "liberal arts" programs (or those I've run across) as to be sui generis. St. John's College: Portrait of Graduates Occupational Survey of Graduates, 1941-1961 AGRICULTURE 3 HOMEMAKING ARCHITECTURE 3 LAW ARMED FORCES . 9(2 % ) LIBRARIES: Librarians BUSINESS AND INDUSTRY: Insurance 5 Labor Unions 3 Non-managerial positions 35 Ownerships and Managerial positions 24 Public Relations . . . ..... . 2 Real Estate 2 Research .. 15 Salesmen ... . . . . . . . .12 Total ... 98(23%) EDUCATION: Administration 5 Research 4 Teaching Elementary 17 . Secondary ... 36 . College ....... 34 . ...... 87 (20 % ) 7 FINE ARTS: Artist Musicians Total 28 ..... 55(13%) 2 .... 153(36%) ENGINEERING Portrait of Graduates Graduate Study Independent Study Total 1 5 6 GOVERNMENT: Foreign Service ....... .. 2 Local government 4 Mathematicians 6 3 Scientists . Other fields 15 Total . 30(7%) 29 8 24(5.5%) . . . . . . . . ... 7 MEDICINE: Dentist 1 Nurse ........ .. . .. .. . 1 Physicians 6 Psychologists 3 Specialists 3 Total . . . 14(3 % ) MINISTRY ... 11(2.6 %) PRESS 2 SCIENCE: Geologists Meteorologists Total . 2 2 4 SOCIAL WORK 11(2.6%) STATISTICS THEATER AND TELEVISION: Actors 3 1 Designer . . . . . . . . . . . . . . Director . . . . . . . . . . . 1 Producers . . . . . . . . . 3 Total ........ 8(2%) WRITING 15(3.5 % ) DECEASED 3 UNKNOWN Total . .. 14 . . .430 �The St. John's Program: Its Scope All a school can do-and St. John's is no exception- is to establish the conditions under which learning may take place. The curriculum provides a wide basis for the exercise of the skills of discussion, translation, demonstration and experimentation which in turn help the learning mind to experience the discipline of the liberal arts and to acquire an understanding of them. The various divisions of the program, especially the Seminar and the Formal Lecture, offer the student a good opportunity to enlarge his horizon, to consider aspects of things not yet considered, to meet with views of the world not encountered before, to discover the familiar in the new and the questionable in the familiar. The College knows well how to spur questioning and inquiry. It has created an intellectual climate that permits the student to face problems, not in the attitude of passive spectatorship, viewing a series of systems of thought or imagination, the "idols of the Theater" in Bacon's phrase, but rather directly and actively, in the attitude of perplexed curiosity, wrestling with difficulties which have become his own. It is not a panorama of opinions, or styles, or disciplines, or systems; it is the sharp edge of a crucial question, the stumbling block of a massive contradiction, the labyrinth of complexities in a given problem, that furnishes link after link to the chain of learning offered to the student at St.John's. The essential factors that make this climate possible are the community of the learning effort, the continuity of the learning process, and the spontaneity of the learning itself. The Faculty is aware that the College often falls short of this ideal learning situation toward which it strives. The curriculum is under constant scrutiny, study, and revision to achieve better means toward the ever valid ends of liberal education. Perhaps the College's greatest strength lies in its realization of the enormity of the task of teaching and learning which it has set for itself and for its students. The St.John's Program: Looking Ahead It is appropriate in the twenty-fifth year of the St. John's Program, to evaluate its failures and its successes: the Program has had its share of each. The Program is not a static thing; it is changing and will change. It is proper to admit that it will change partly in unplanned ways, just because the world is essentially process, because there is forgetting and remembering, because the passage of time takes from us those to whom we owe incalculable debts . Let us recognize that the operation of the Program is not an automatic affair, which could proceed independently of the personal efforts and struggles and achieved insights of those who teach and those who learn. The Faculty is now in the process of instituting planned changes in the upper two years, designed to lead the student beyond his initial state of shock or enthusiasm, experienced as he encounters the classical authors, into a more profound assumption of responsibility for his own education as he, a modern, confronts the problems and the crisis of modern thought. We envisage as necessary, in the implementation of such changes, some measure of release from the patterned routine of the earlier years, a greater degree of individualization of the work, more opportunity to pursue intensively and under guidance a particular line of inquiry. The essential unity of aim need not, and indeed must not, be lost. From the beginning-and as firmly now as ever-the intention has been to provide a kind of precinct in which the disciplined practice of the liberal or intellectual arts could go on without unnecessary distraction; where the confrontation with the first-rate works of our tradition would be the central means, and the pursuit of wholeness of understanding would be the avowed and single-minded aim. Curtis Wilson (Dean of the College 1958-1962) April 1962 Jacob Klein (Dean of the College 1949-1958) May 1957 30 31 �Officers of Administration President: RICHARD D. WEIGLE Dean: CURTIS WILSON Treasurer: CHARLES T. ELZEY Assistants to the President: THOMAS PARRAN, JR. WILLIAM J . HOOTON Assistant Deans: BARBARA H. LEONARD WILLIAM K. SMITH Registrar: MIRIAM STRANGE Director of Admissions: JAMES M. TOLBERT Admissions Address all inquiries to The Director of Admissions St. John's College, Annapolis, Md., or P. 0. Box 999, Santa Fe, N. M. Admissions: The purpose of the admissions procedure is to determine whether an applicant has the necessary preparation and ability to do satisfactorily the work of the entire College program. Academic achievement and promise are of first importance, but the Admissions Committee also takes into account all available evidence of maturity, stability, self-discipline, and desire to do intellectual work. Ordinarily it is expected that the candidate will have followed a college preparatory course and will have taken one and half years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and language study is advised, as well as two or three years of natural sciences. In addition, every applicant must take the Scholastic Aptitude Test of the College Entrance Examination Board; must present letters of reference, including one from an officer or teacher in the school last attended; and m ust be recommended by his school for study at St. John's. In exceptional cases certain of these requirements may be waived. Campus Visits: A student considering enrolling at St. John's should make every effort to visit the College. He may have a room in a dormitory and take his meals in the College dining hall without charge. He may attend tutorials, seminars, laboratories, and all other activities of the College, curricular and extracurricular. During the visit he will be interviewed by a m ember of the Admissions Committee. Since the seminar, which is the core of the Program, meets on Monday and Thursday evenings, one of these evenings should be included in the visit. Women Undergraduates: Since 1951, St. John's College has been coeducational. Portrait of Graduates 32 �Board of Visitors and Governors St. John's College Chairman: ,f Vice Chairman: ADOLPH W. SCHMIDT Vice President T. Mellon and Sons Pittsburgh, Pennsylvania WILLIAM A. L YDGATE Associate Earl Newsom and Company New York, New York JOHN D. ALEXANDER, JR., Attorney Constable, Alexander and Daneker Baltimore, Maryland BROMWELL AULT, Vice President Interchemical Corporation New York, New York Secretary: DR. THOMAS B. TURNER Dean, Medical Faculty The Johns Hopkins University Baltimore, Maryland THE HON. ROBERT M . McKINNEY United States Ambassador to Switzerland Editor and Publisher, T he New Mexican Santa Fe, New Mexico JOHN GAW MEEM, Architect Santa Fe, New Mexico WILLIAM C . BAXTER, Counsel Baltimore Gas and Electric Company Baltimore, Maryland CHARLES A . NELSON, President Nelson Associates White Plains, New York JOSEPH L. BEAN Management Consultant New York, New York DUANEL.PETERSON,HonoraryChairman Peterson, Howell and Heather Baltimore, Maryland THE REV. CHARLES E. BERGER All Saints Church Chevy Chase, Maryland EDWARD S. PINNEY, Attorney Cravath, Swaine and Moore New York, New York R. PENFIELD BROWN, Vice President Chemical Bank New York Trust Co. New York, New York LOUIS T. RADER, President Univac Div. Sperry Rand Corporation New York, New York RICHARD F . CLEVELAN D, Attorney Baltimore, Maryland c ( THE HON. GEORGE W. DELLA, President Senate of Maryland Annapolis, Maryland DR. PETER DONCHIAN Education Consultant Chappaqua, New York v It 11 re EDWARD J . DWYER, President Electric Storage Battery Company Philadelphia, Pennsylvania THOMAS M . EVANS, Chairman H. K. Porter Company, Inc. New York, New York WALTER F. EVERS Management Consultant Walter Evers and Company Cleveland, Ohio RICHARD HERMAN HODGSON Salisbury, Maryland CARLISLE HUMELSINE, President Colonial Williamsburg Williamsburg, Virginia JOSEPH M. SCRIBNER Singer, Deane and Scribner Pittsburgh, Pennsylvania MRS. HARRY R. SLACK Baltimore, Maryland THE HON. J. MILLARD TAWES Governor of Maryland MRS. MILLARD E . TYDINGS Havre de Grace, Maryland DR. J. OGLE WARFIELD, JR., Surgeon Washington, District of Columbia RICHARD D. WEIGLE, President THE HON. PERRY 0. WILKINSON Speaker House of Delegates of Maryland JOHN L. WILLIAMS, Realtor Williams-Bowker Company Sacramento, California CURTIS WILSON, Dean CHARLESR.ZIMMERMAN, Vice President Bethlehem Steel Co. Supply Div. Tulsa, Oklahoma �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 34 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin May 1962-Vol XIV #2-Portraits of Graduates Title A name given to the resource Bulletin of St. John's College, May 1962 Description An account of the resource Volume XIV, Number 2 of the [Bulletin of St. John's College], Portraits of Graduates. Published in May 1962. Date A point or period of time associated with an event in the lifecycle of the resource 1962-05 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/95ff1e2e9dfdafabedd10182da6ea08f.pdf fc87cdc98ee945cc82997f9b7846269d PDF Text Text ST. JOHN'S COLLEGE IN SANTA FE BULLETIN OF ST. JOHN'S COLLEGE · ANNAPOLIS, MARYLAND · SANTA FE, NEW MEXICO �A Brief History of St. John's College 1696-Founding of King William's School, one of the first public schools on the American continent. 1784-Chartering of St. John's College by the General Assembly of the State of Maryland. 1786-Transfer of property, funds, masters and students of King William's School to St. John's College by an Act of the Maryland General Assembly. 1791-Visit of George Washington to St. John's College. 1796-Graduation of Francis Scott Key, District Attorney of the United States and author of The Star-Spangled Banner. 1812-Graduation of Reverdy Johnson, United States Senator, Attorney General of the United States, and Minister to England. 1824-Visit by General Lafayette to Annapolis and St. John's College. 1861-Use of College buildings as a receiving station for released Union prisoners of war, later as a military hospital. 1866-Presidency of Henry Barnard, later first United States Commissioner of Education. 1884-Start of military college period, with honor graduates commissioned directly into the Army and Navy. 1923- Introduction of open elective system, with concentration on colonial studies. 1937-Restoration of traditional liberal arts curriculum. 1951-Introduction of coeducation. Volume XVI MAY 1964 Number 2 Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office at Annapolis, Maryland, under the Act of August 24, 1912. 1961-Decision to open St. John's College in Santa Fe. 1963-Ground-breaking for first buildings in Santa Fe. 1964- Admission of first freshman class to St. John's College in Santa Fe on October 1st. �The St. John's Concept of Education St. John's College seeks to teach young men and women how to think. The College believes that the skills of rational thought, of careful analysis, of logical choice, of imaginative experimentation and of clear communication are the tools of man's understanding. Their acquisition is the principal goal of a liberal education. The College has other goals as well. It aims to acquaint the student with his Wes tern heritage through reading and seminar discussion of some 130 basic books- landmarks in literature, philosophy and theology, history and social science, mathematics and natural science. Finally, it encourages him to search for underlying principles and to gain some understanding of himself, his fellows, his world, and his God- in other words, to formulate his philosophy of life. To this end St. John's College has prescribed a single fouryear course of study leading to the degree of Bachelor of Arts. This course is the modern equivalent of the traditional education of the founding fathers of this Republic. It is contemporary in its stress upon mathematics and the laboratory sciences, both of which are studied throughout the four years. St. John's faculty members emphasize the inter-relatedness of all fields of knowledge in their teaching. The College believes that the humanist who is not conversant with mathematics and science is as uneducated as the engineer or scientist who is lacking in knowledge of humanistic disciplines. Since 1937, when the present curriculum was undertaken, there have been no departments and no majors at St. John's College. The lecture system has been largely replaced by seminars, tutorials, and laboratories. Classes are small and informal discussion groups- seminars on Great Books, daily tutorials in language and mathematics, semi-weekly laboratory periods, a Friday evening lecture series, and tutorials in music during the sophomore year. It is a tenet of the College that all applicants capable of profiting from liberal education should be admitted, within space limitations. St. John's holds that all men are endowed with reason, and it is the liberal arts which bring potential reason to actuality. Moreover, from the social point of view, the liberal arts are requisite to citizenship. In a technically sophisticated democratic society, the maximum liberal education of all ranks is a desideratum. Therefore, as far as is compatible with good learning, the College admits students of varying backgrounds and diverse abilities. The College's recruitment program is national in scope, unrestricted as to race, religion or color, and directed to students in both public high schools and independent preparatory schools. The alumni of St. John's College are the best measure of its success. Over three-fifths of all graduates have entered upon postgraduate study in twenty-four fields, ranging from architecture to theology, from medicine to philosophy. The teaching profession has attracted one-fourth of all graduates; a similar number have found their careers in the business world. The professions of law, medicine, the ministry and engineering have been chosen by substantial numbers. Others are in government service, social work, the mass media, research and writing. Yet statistics should not obscure the true goal of a liberal education. A college is not a factory; a curriculum is not an assembly line; a graduate is not just a product. A teacher is not an engineer working from a blueprint; he is an artist trying to embody a vision in the most intractable of materials. St. John's has historically conceived its task as that of educating a man to assume his place in society, whether as a leader, a follower, or even a gadfly. ��St. John's Looks Westward Steadily increasing admissions pressures confronted the Board of Visitors and Governors with a genuine dilemma at the beginning of the 1960's. There was a responsibility to provide a St. John's education for a larger number of young men and women. On the other hand, the Annapolis campus was relatively constricted in available area. Moreover, to expand enrollment beyond 300 seemed inconsistent with the College's avowed mission of providing a truly small and intimate learning community as the ideal environment for the St. John's program. The answer, the Board decided, was to create a second St. John's campus in the western half of the United States. Invitations from forty cities were considered, and Santa Fe, New Mexico, was chosen. The cultural orientation of the city, the enthusiastic response of its citizens, the proximity to the Los Alamos Scientific Laboratory, and, perhaps most importantly, the great need in the Southwest for a small, secular, liberal arts college, influenced this decision. In April of 1963, ground was broken on land donated by citizens of Santa Fe, signalling the start of construction of the first buildings for the new college. St. John's College in Santa Fe will be a duplicate of that in Annapolis in curriculum, enrollment and facilities. Both campuses will be governed by the same Board under the administration of a single president. Each college will have its own dean and treasurer. There will be one faculty, with tutors teaching at one campus or the other. Interchange of both tutors and students is anticipated. Because of the all-required nature of the program, however, which precludes transfers into the upper three years, the Santa Fe campus will have only a freshman class for the academic year 1964-65. Each year thereafter, a new first-year class will be added until, like the Annapolis campus, there is a full four-year college in operation. The new campus consists of 260 acres of rolling wooded land in the southeast corner of the city. Lying about two miles from the historic Plaza, the campus is removed from the center of the city, and yet is convenient to it. The site, on the north slope of Monte Sol, commands magnificent views of the surrounding mountains in three directions. A comprehensive master plan was designed for a complete campus for 300 students. Building construction has been phased to keep pace with gradual growth to this figure. The first phase provides the classroom and laboratory buildings, the student center, and dormitories for 146 students. Although the facilities in Santa Fe will parallel those in Annapolis in function, they have the advantage of being designed specifically for the St. John's program of liberal education. The new buildings are being constructed in modified "Territorial," a regional style easily adapted to contemporary use. Their flat-roofed masses recall their early American origin; the balconies, portales and patios are reminiscent of colonial Spain; and the stuccoed walls and brick cornices recall the period when New Mexico was a territory rather than a state. At the same time, these new buildings will reflect still another phase of the style, for they will be completely contemporary in meeting the requirements of the St. John's curriculum. Built with the most modern of materials and in accordance with today's principles of design, the buildings have been conceived to blend with the primitive site- they are up to date and yet reflect the rich heritage of the past. �St. John's College In Santa Fe OFFICERS OF ADMINISTRATION President . . . ... Richard D. Weigle, B.A., M.A., PH.D., LL.D. Dean. . .... Clarence J. Kramer, B.A., M.A. Assistant to the President and Treasurer . ... William J. Hooton Assistant Dean. . . ... . ... Robert E. Skeele, B.A., B.D. Business Manager . . . . . . .... John H. Dendahl, B.s. Librarian. . . . . ... .... John M. Knego, M.A. Admissions Officer. . . . . . . . . . . . .. Frank Hoback, B.A. College Physician. . . . . ........ Julius L. Wilson, B.s., M.D. INITIAL FACULTY Ford K. Brown ... . . . . .... A.B., University of Washington, 1920; D.PHIL., Oxford University, 1926; Associate Professor of English, St. John's College, 1925-29, Professor of English, 1929-39, Tutor, 1939-. William A. Darkey, Jr..... B.A., St. John's College, 1942; M.A., Columbia University, 1949; Tutor, St. John's College, 1942-46, 1949-. . . B.A., University of California at Los Angeles, Curtis A. Wilson . 1945; M.A., 1947, PH.D., 1952, Columbia University; Tutor, St. John's College, 1948 - , Dean, 1958-62. Thomas J. Slakey .... .. ... B.A., St. Mary's College, California, 1952; M.A., Universite Laval, Quebec, 1953; PH.D., Cornell University, 1960; Tutor, St. John's College, 1959-. Molly Gustin . . University of California at Los Angeles, 1939-41; B.MUS., 1956, M.MUS., 1957, PH.D., 1961, Indiana University; Tutor, St. John's College, 1962-. Journet D. Kahn. . . . . B.A., St. John's College, 1942; PH.L., Universite Laval, Quebec, 1946; PH.D., University of Notre Dame, 1949; Tutor, St. John's College, 1942-43, 1963-. Marcia Bullard . . . . B.A., University of New Mexico, 1958; M.A., University of California, Berkeley, 1960; Tutor, St. John's College, 1963-. Donald F. Rauber. . B.A., St. Mary's College, California, 1950; M.A., 1954, PH.D., 1958, University of Oregon; Tutor, St. John's College, 1963-. �An Invitation to Participate To create a second campus for St. John's College in Santa Fe, New Mexico, is a challenging and almost overwhelming enterprise. It will succeed only as the College can attract the participation and support of those who believe in the St. John's concept of education. Although both campuses constitute a legal entity, the Board of Visitors and Governors decided at the outset that St. John's College in Santa Fe should be financially independent of Annapolis. The Board ruled that funds originally donated for St. John's College in Annapolis must be used there. This means. that gifts must be Sought from new friends, from foundations and from corporations for building construction, for books and equipment, for operating costs and for permanent endowment. To this end a campaign is now going forward in the Southwest and in other areas of the country. The goal for the first phase of this program through 1966 is $5,180,000-as detailed on the following pages. To date, $1,180,000 has been received in cash. Before June 30, 1966, the College anticipates receipt of an additional $700,000 in pledge payments, $900,000 in a Federal loan for dormitory construction, and $400,000 in student fees. Approximately $2,000,000 remains to be raised to assure the viability and vitality of the new campus. The students and faculty of both the old and the new St. John's, as well as the Board of Visitors and Governors, join in inviting you to participate in this exciting venture. Your gift or pledge will demonstrate your confidence in the St. John's concept of education and your commitment to it. RICHARD D. WEIGLE President I �Financial Summary Income To Date Preparatory Period, 1961-64 Master Pfan (Donated) .. ....... . $ 25,000 Land (Donated) ..... ... . ..... . 258,560 Training of New Faculty .. . .... . . 83,100 Library Program ... . .. . . .. ... . . 22,000 Administration . ..... .. . . . . . .. . 111,686 - - - - $ 500,346 Gifts of Land . . ....... . . .... . .. $ 258,560 Cash and SecuritiesReceived to April 1, 1964. . . . . . 1,180,000 - - - - $1,438,560 Anticipated Income* Federal Dormitory Loan ... . . . . . . $ 900,000 Pledges Receivable through June 30, 1965 . . .. .......... . . 344,867 Student Fees-1964-65 . . .... . .. . 178,000 - - - - $1,422,867 Initial Construction Program Academic Buildings, Student Center Roads and Utilities .. . .. ... . ... $2, 793,675 Dormitories . . . . . . . . . . . . . . . . . . . 958,936 Furnishings . . . . . . . . . . . . . . . . . . . 168,000 Books and Equipment. . . . . . . . . . . 100,000 Construction Financing . . . . . . . . . . 93,767 TOTAL . ....... . .... . ....... ... . . . $2,861,427 4,114,378 Funds To Be Raised By June 30, 1965 For Loan Repayment . . .. .. . . . . . . $1,831,297 For Operating Budget . . . . . . . . . . . . 252,351 For Books and Equipment . . . . . . . . 100,000 - - - - $2,183,648 Academic Budget for 1964-65 Administration . . . . . . . .. . . .. . . . $ 73,875 General Expense . . . . ... . . . .... . 50,355 161,771 Instruction .. . ..... ... ..... . .. . 62,925 Operation and Maintenance .... . . . 37,600 Dining Hall ............ . . .... . 43,825 Non-Educational Expense .. . .. . . . TOTAL ... . .. .. . . . .... . . .. . .... . .. $5,045,075 430,351 TOTAL . .. .. . .. . . . ... . . .. . . . . .. .. . $5,045,075 * Long-term assets include two life income gifts to the College aggregating $250,000 and pledges receivable between 1965 and 1970 totaling $600.000. �Endowment St. John's College in Annapolis has a permanent endowment of approximately $6,500,000 at book value, representing $20,000 for each student enrolled. As rapidly as possible St. John's College in Santa Fe must build a similar endowment. Donors may establish any of the following specific endowment funds through an outright gift of cash or securities, through a life income gift, or by bequest. Tutorships .... . . . $400,000 Endowed chairs or tutorships to bear the name of the donor or to constitute a memorial. Lecture Series To provide for honoraria and travel expenses for visiting lecturers. Entire Series . . . . . .. . . .. .. . $150,000 Individual Lecture 5,000 ........ Concert Series To make possible appearances of guest artists in the College's music program. Entire Series ..... . . . .. . . . . $ 75,000 Individual Concert .. . . . . .. . 25,000 Library Endowments Visiting Tutorships ...... . ... $250,000 To bring outstanding scholars to the College for brief periods of residency. Regional Scholarships .. . $ 75,000 To make a St. John's education possible for students from different sections of the country. To build and maintain the book and record collections, and to subscribe to periodicals and magazines: Book Fund .................... . .$ Periodical Fund . . . . . . . . . . .. . . . . . .. . .. . . Newspaper Fund ... . .. . . Record Fund ... . . . . . .. . . . . Individual Book Memorial Fund . Equipment Fund Scholarship Aid ... . $ 10,000 To provide a measure of supplementary assistance to needy students. 5,000 2,500 1,000 1,000 150 . . . . $ 10,000 To purchase scientific equipment for the laboratory as required by the program. Prizes and Awards Student Aid ... . . . $10,000-$15,000 To finance bursary jobs in the library, laboratory, dining hall or college offices. To provide for annual awards ·for academic achievements and for prowess in intramural athletics. Mathematics, Poetry and Essay Awards . . .$ Awards for Athletic Championships . 1,000 1,000 I �Construction Program PHASE \ I Classroom Building . .. ........ .. .... . . .. . . .. $ 350,000 (Donated by citizens of Santa Fe) Laboratory Building . . . . . . . . . . . . . . . . . . . . .. . . 1,000,000 Student Center ............. . .............. . 1,200,000 Dormitories (146 Students) .. . ............ .. . . 958,936 Furnishings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168,000 Books and Equipment ..... . .. . .. .. ... . . . .. . . 100,000 Roads, Utilities and Landscaping ... . .. . . .... . . . 337,442 $4,114,378 PHASE II Library . . ... . .. ... . .... . . . ..... .. ..... ... $ 750,000 Dormitories ( 125 Women) . . . . . . . . . . . . . . . . . . . 875,000 Auditorium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,000,000 Dormitories (50 Men) . . . . . . . . . . . . . . . . . . . . . . . 350,000 Administration Building . . . . . . . . . . . . . . . . . . . . . 300,000 Athletic Center and Swimming Pool. . . . . . . . . . . . 800,000 Infirmary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100,000 Furnishings . . . . . . . . . . . . . . . . . . . . . . . . 225,000 Roads, Utilities and Landscaping . . . . . . . . . . . . . . . 100,000 $4,500,000 WOMENS H �\ y l )(ll2MOOIZ.IE.S.. \ b~ I I \ _ -~ST. C;:Q~ tr4 i';l:LLWZE.::~ • I ��Library Cost $750,000 Library Wing Classical Lounge $15,000 Magazine and Periodical Room .. . .. . . . 15,000 Special Collection Room ... . .... . .. . . . . . . . .. . 12,000 Alcoves ( 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . each 3,000 Typing Room . .. . ..... . .. . . . . . 3,000 Carrels ( 34) .. ... .. . . . . ... each 750 Microfilm Carrels (2) ....... . . . . .. . . . . ... each 1,250 Fine Arts and Music Wing "' Music Seminar Rooms (2) ........ . . ... each $18;750 Music Practice Rooms ( 4) . . . . . . . . . . . each 6,000 Music Library . . . . . . . . . . . . . . . .. . . . . . . . 20,000 Art Gallery ..... . . . .... . . .. . .. . . . ... . . .. . . 12,500 Art Studio ... .. . .. ...... .. .. . . . . .. . ... . . . . 13,000 Reference Sets and Special Books The Library of Congress Catalogue and Supplements .. . . .. . .......... . .. . . . . . $ 2,062 The National Union Catalogs . .. . . . . . .. . .... . . . 695 The Cumulative Book Index . ...... . .. ... . . . . . $ 560 British Museum General Catalogue of Printed Books 5,500 Catholic Encyclopedia .. . . .. .. .. . . . . .. . 135 Encyclopedia of the Social Sciences . . .... . . . 110 Jewish Encyclopedia ............... . . . . . . . . . 95 Oxford English Dictionary . .. . ....... . . . . . . .. . 320 Encyclopaedic Dictionary of Physics . ....... . . . . 298 Dictionary of American Biography . . ... . . . 240 Dictionary of National Biography . . . . ... . 244 143 Grove's Dictionary of Music and Musicians . . 1,260 Loeb Classical Library . . . . .. . . . . Cambridge Ancient History. 250 Cambridge Medieval History . . . . . . . ... . . . . .. . . 200 Cambridge Modern History .. . . . . ... . . .. . .. . . . 95 275 Thesaurus Graecae Linguae . . . . . . . ...... . . . .. . Real Encyclopiidie der classische 1,750 Altertumswissenschaft . ........... . . . . . . Commentaria in Aristotlem Graeca . . . 800 Cambridge Bibliography of English Literature, 45 600-1800 . . . . . . . . . . ... . . .. . Cambridge History of American Literature . . . 27 Cambridge History of English Literature . .. . 95 I ��Laboratory Building Cost $1,000,000 Rooms and Spaces Cost Large Laboratories ( 6) . . . . . . . . . . . . ... each $40,000 Project Laboratories ( 11) . . . . . . . . . ... . each 7,250 . . . ... . . . . ... each 17,500 Senior Laboratories ( 2) . Isotope Laboratory . . . . . . . . . . ... . 17,500 Special Techniques Laboratory. 10,000 Fruit Fly Laboratory. . . . . . . . . .. . . 7,000 Animal Room ............ . . . .. . ... .. . 6,500 Offices (7) . . . . ... . .. . . ... each 4,500 Mechanics Project Laboratory . . . . . . .. 12,500 Selected Items of Equipment Total Cost Measurements Laboratory Triple-beam Balances (20) . .... . .. . Calorimetry Apparatus (20) ... . .. . . Micrometers (20) Spherometers (20) . . . Chemistry Laboratory Analytical Balances (20). . . . . . . . . . . Analytical Weight Sets (21). . . . . . . . . . . . . . . . Fisher Orsat Gas Apparatus. . Distilled Water Still . ............... Eudiometer Tubes (30). . . . . . . . Electrolysis Apparatus (20). . . . . . . . . . . . . . . . $ 580 750 257 450 3,660 252 166 1,44 7 270 340 Biology Laboratory Compound Microscopes ( 40) . Stereoscopic Microscopes ( 40) . . . .... . Prepared Microscope Slides . Kymographs and Accessories (2). Skeleton Sets . . . . . . . .. Embryo Models ..... ... $15,800 14,360 5,000 500 1,821 1,098 Optics Laboratory Optical Benches and accessories (12). Spectrometers (12) Polarimeter ....... . Spectrum tubes and power supplies .. . . . .. . . . 900 2,976 226 1,082 Mechanics Laboratory Scalers ( 8 ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... . Force Tables ( 8) . . . . . . . . D .C. Power Supplies (12). . .... . . . . . . . . . Gravitational Constant Apparatus .. 2,240 680 1,476 129 Electromagnetism Laboratory Magnetometers ( 8) . . . .. . . . ... . Tangent Galvanometers ( 8) . . . ..... . . Ballistic Galvanometers ( 2) . Potentiometers (2) ......... . . . .. . . . . .. . . . 200 480 282 272 Atomic Physics Laboratory Milliken Oil Drop Apparatus . . ....... e/m Apparatus . . . . . . ........ . .. . . . .. . Photoelectric Effect Apparatus. . . . . . .. . ....... Mass & Beta Ray Spectrometer . 408 207 788 595 Laboratory Shops Lathe ...... . .. .. . . . .. . .. . . . . .... . Milling Machine . . .. . .. . . Drill Press, metal . . . . . . . . . . . . . . . . . . . . . . . . Drill Press, wood . . . ... . . . .. . ..... . .. . 1,500 2,800 400 300 . I �Dormitories Cost $958,936 Quiet for sleeping and studying was a primary consideration in the design of the dormitory units. A complex of nine small buildings is therefore being constructed. The interior arrangement of each building will provide a variety of living spaces: single and double rooms, and double and triple suites. Initially women will occupy three units and men six. Ultimately these will all be occupied by men when new women's dormitories are constructed. Recreation and common rooms for the entire dormitory complex will be located in one of the larger buildings. Main Dormitory (15 students). . . . .... . $150,000 Large Dormitory (36 students). . ..... . ...... 210,000 Dormitories (6)- (18 students). . .... each 100,000 Tutor's Apartment (2). . .. .. . . .. .. each 50,000 Common Room (2). . . .. . . . . . ... . .. .. .... each 25,000 Triple Suite . . . . ........... . . each 18,000 Double Suite . . . . . . . . . . . . . . . . . . . . . . . . . each 12,500 Double Room . . . . . . . . . . . . . . . . . . . . . . . . . each 10,000 Single Room . . . . . . . . . . . . . . . . . . ..... each 7 ,000 �Student Center Cost $1,200,000 The Student Center will be the focal point for much of the life of the campus. The Great Hall will serve initially for the Friday night lectures as well as for other College functions. Student and faculty common rooms and a large recreation room on the ground floor will be available for both formal and informal social activities. In addition to a Dining Hall capable of seating the entire student body, there will be a Coffee Shop to provide betweenmeal snacks. As in Annapolis, the Coffee Shop will be the place where classroom conversations continue on and on in an informal and relaxed way. The central patio will provide an outdoor setting for these conversations or for general relaxation. The Bookstore, campus mailboxes and the central telephone switchboard will also be located in the Student Center. . .. . . . .. .... . . . .. . . .. . . $325,000 Dining Hall . . 145,000 Coffee Shop .. . ..... . . . . .. . . .. . .. . . . . Bookstore .. . ..... . . . .. . .... . . . . . .. . . 50,000 65,000 Great Hall . . . . . . . . . . . . . . . . . . . . ..... . Senior Commons . . ... . . 22,500 West Commons . . . .. . .. .. .. .. . . . . . . . . . . . 10,000 35,000 Junior Commons .... . . . . Ground Floor Recreation . . . . . . . . . . . . . . . . . . . . . . 22,500 17,500 P~o .................... . ... . �Board of Visitors and Governors OFFICERS Chairman Richard F. Cleveland Lawyer Baltimore, Maryland Joseph L. Bean Consultant Darien, Connecticut Francis G. Coates Lawyer Baker, Botts, Shepherd & Coates Houston, Texas Vice Chairman William A. Lydgate Partner Earl Newsom & Co. New York, New York Secretary Dr. Thomas B. Turner Dean, Medical Faculty The Johns Hopkins University Baltimore, Maryland John D. Alexander, Jr. Lawyer Constable, Alexander & Daneker Baltimore, Maryland Peter Donchian Education Consultant New York, New York Edward J. Dwyer President Electric Storage Battery Co. Philadelphia, Pennsylvania Thomas M. Evans Chairman of the Board H . K. Porter Company New York, New York Walter F. Evers Management Consultant Walter Evers & Company Cleveland, Ohio Floyd D. Hall President Eastern Airlines New York, New York Charles A. Nelson Management Consultant Nelson Associates New York, New York Richard H. Hodgson Salisbury, Maryland Mrs. Duane L. Peterson Baltimore, Maryland Carlisle Humelsine President Colonial Williamsburg Williamsburg, Virginia Edward S. Pinney Lawyer Cravath, Swain & Moore New York, New York The Hon. Wm. S. James President Senate of Maryland Mrs. John W. Pritzlaff Phoenix, Arizona John S. Kieffer Dean St. John's College Edward A. Kimpel, Jr. Motion Picture Exhibitor Baltimore, Maryland Donald P. Kircher President Singer Manufacturing Co. New York, New York The Hon. Marvin Mandel Acting Speaker House of Delegates of Maryland Baltimore, Maryland John Gaw Meem Architect Santa Fe, New Mexico Louis T. Rader President Univac Division Sperry Rand Corp. New York, New York Harrison Sasscer Staff Associate American Council on Education Washington, D. C. Mrs. Harry R. Slack, Jr. Baltimore, Maryland The Hon. J. Millard Tawes Governor of Maryland Mrs. Millard E. Tydings Havre de Grace, Maryland Richard D. Weigle President St. John's College Bromwell Ault Vice President lnterchemical Corporation New York, New York Col. E. E. Fogelson Independent Oil Operator Dallas, Texas Pecos, New Mexico Robert M. McKinney Publisher Santa Fe, New Mexico William M. White President The Minnequa Bank of Pueblo Pueblo, Colorado William C. Baxter Lawyer Baltimore Gas & Electric Co. Baltimore, Maryland Victor Frenkil President Baltimore Contractors, Inc. Baltimore, Maryland Walter C. Mylander, Jr. Lawyer Mylander and Atwater Baltimore, Maryland John L. Williams Realtor Williams-Bowker Company Sacramento, California �Admissions Full details of the admission procedure are contained in the College catalogue, which may be obtained from the Director of Admissions. The purpose of the admissions procedure is to determine whether an applicant has the necessary preparation and ability to do satisfactorily the work of the entire College program. Academic achievement and promise are of first importance, but the Admissions Committe also takes into account all available evidence of maturity, stability, self-discipline, and the desire to do intellectual work. Normally an applicant must be a graduate of an accredited secondary school; occasionally an eminently well-qualified student is accepted who has not yet finished secondary school. An applicant is expected to have followed a college preparatory course, including two years of algebra, one of geometry, and two years of a foreign language. Additional work in mathematics and language, as well as two or three years of the natural sciences, is strongly advised. Every applicant must take the Scholastic Aptitude Test of the College Entrance Examination Board; must present letters of reference, including one from an officer or teacher in the school last attended; and must be recommended by his school for study at St. John's. Certain of these requirements may be waived in exceptional cases. A student considering enrolling at St. John's is encouraged to visit the campus for one or two days. All visits should be arranged in advance with the Director of Admissions. · All new students must enter St. John's as freshmen . No advanced standing is granted. Inquiries Inquiries concerning St. John's College may be directed to any of the following: The President, Treasurer, or Director of Admissions: St. John's College in Santa Fe St. John's College Post Office Box 1968 or Annapolis, Maryland Santa Fe, New Mexico 87501 21404 Jack Wentworth, Development Consultant 2019 Menaul Boulevard, N.E. Post Office Box 3435 Albuquerque, New Mexico 87110 �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 20 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin May 1964-Vol. XVI No. 2- SJC in Santa Fe Title A name given to the resource Bulletin of St. John's College, May 1964 Description An account of the resource Volume XVI, Number 2 of the Bulletin of St. John's College, St. John's College in Santa Fe. Published in May 1964. Date A point or period of time associated with an event in the lifecycle of the resource 1964-05 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/865524de99a62f88f5f56899008a21fc.pdf a6f29bd16c90df7f4c185240f1866a04 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 95 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin, May 1968, Vol. XX. #1 Title A name given to the resource Bulletin of St. John's College, May 1968 Description An account of the resource Volume XX, No. 1 of the Bulletin of St. John's College. Contains official statement of the program and college catalogue, 1968-1970. Published in May 1968. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1968-05 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/19228b6c2023a51a9372e0d1b14eb813.pdf 11074a9fd57047ccdd65a898154b1a1e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College, November 1968 Description An account of the resource Volume XX, No. 4 of the Bulletin of St. John's College, entitled "Scott Buchanan, 1895-1968." Published in November 1968. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1968-11 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Scott Buchanan 1895-1968, Vol. XX, #4 Deans https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/27960da1be27f000b01cee025d011eca.pdf 0add95055e206823fcc463109914e6b2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 84 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin, October 1958, Vol. X, #4 Title A name given to the resource Bulletin of St. John's College, October 1958 Description An account of the resource Volume X, No. 4 of the Bulletin of St. John's College. Contains official statement of the St. John's program and college catalogue. Published in October 1958. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1958-10 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/97e206dedca215047b24bf1406d3f431.pdf 0e4178cef00e30069c75854bf9705e39 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 12 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin, Vol. I, No. 4, September 1949 Title A name given to the resource Bulletin of St. John's College, September 1949 Description An account of the resource Volume I, No. 4 of the Bulletin of St. John's College, entitled "Address Delivered at the 157th Commencement of St. John's College on June 6th, 1949 by Mr. John S. Kieffer the President of the College". Published in September 1949. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1949-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/535adc18f64e15eb4d644ec2740124b5.pdf 0953e9f4acd80a261a0713a3c81ca6cb PDF Text Text BULLETIN OF ST. JOHN'S COLLEGE, ANNAPOLIS, MARYLAND ~~n ~lj\lft.- ~II l\1• -=~11111~ - :'··~-g: - ~ill!l.I" ~~ 1't1l'i'! I I II IllE .. �Ferry P~ Biemans Pt Old Fo•t. Bie"'"" ~ N N A p PL 0 < -/' -& Fort. orn. Pt- �CAMPUS PLAN REPORT Prepared for ST. JOHN' S COLLEGE, ANNAPOLIS, MARYLAND by I. M. PEI & ASSOCIATES, ARCHITECTS and PLANNERS September 1962 �St. John's College, Annapolis, Maryland Volume XIV September 1962 Number 3 Published Quarterly Entered as Second Class Matter February 18, 1949 at the Post Office at Annapolis, Maryland, under the Act of August 24, 1912. �FOREWORD 1 The St. John's College campus is composed of buildings ranging in age from four to almost two hundred years. Many of the older buildings are now in need of repair. Several are inefficiently used in terms of the present curriculum and enrollment. Moreover, certain pressing needs cannot be met in any of the existing buildings and hence require construction of new facilities. In considering possible modifications and additions to the physical plant of the College, our approach has been essentially conservative. We have sought to preserve and to strengthen the presently-established character of the campus, which seems, in scale and organization, altogether harmonious with the curriculum. Thus, while we suggest extensive interior remodelling to some of the existing buildings, no demolition is proposed. Where new wings or new buildings are recommended, they have been sited so as to complement and enhance the traditional quadrangular grouping, with its focus in McDowell Hall. Upon completion of the work outlined in this report, the College could accommodate an enrollment of about 350 students. As shown on the accompanying Campus Plan, this can be accomplished without the acquisition of new land. Further growth beyond this number would we believe, require expansion of the campus into the area west of St. John's Street. �CAMPUS PLAN �USE OF BUILDING FOR ST. JOHN'S COLLEGE 3 BUILDING McDowell Hall Present Use Proposed Use Administration Administration Class rooms Class rooms Student center Move Administration Coffee shop into basement Key Memorial Lecture Same Mellon Hall Class rooms Same Laboratory Planetarium Planetarium Same Woodward Hall Library Library 50,000 volumes 100,000 volumes add wing Iglehart Hall Gymnasium Dining hall Add kitchen wing The Paca-Carroll Dormitory men Dormitory women House 8 doubles, 2 triples 10 doubles Humphreys Hall Dormitory women 16 singles, 14 doubles Book store Pinkney Hall Dormitory men 4 singles, 20 doubles Book store Dormitory men Dormitory men 60 singles on 3 floors 60 singles on 4 floors Administration Chase-Stone House Dormitory men 12 singles, 6 doubles Student laundry Randall Hall Dormitory men 5 singles, 12 doubles Remove wings Dormitory women Dormitory men 20 doubles 20 doubles Dining hall Student center Coffee shop Campbell Hall Dormitory women Dormitory women 19 singles, 27 doubles 19 singles, 27 doubles Social hall Social hall �4 The Charles Carroll Alumni hall Barrister House Healing Plant Heating Same Faculty offices Same Adequate for future plans Boathouse Boats Same The Pinkney House Infirmary Faculty residence 9 St. John's St. Dormitory men Demolish The Chancellor Johnson Dormitory men Move-faculty residence House New Dormitory I Dormitory men 72 singles, 12 living rooms New Dormitory II Dormitory women 24 singles, 4 living rooms New Infirmary 2 wards, 2 singles Nurses' residence New Athletic Center Gymnasium Pool Squash Badminton �--------------DORMITORY DISTRIBUTION Present 5 BUILDING Men The Paca-Carroll House 21 Humphreys Hall . Proposed 44 Women Men Women 20 44 Campbell Hall 73 Randall Hall . 40 73 40 Pinkney Hall . 60 60 Chase-Stone House 29 24 9 St. John's Street 17 The Pinkney House . 2 The Chancellor Johnson House 5 New Dormitory I . 72 New Dormitory II 24 Total 178 113 196 113 Grand Total 161 291 357 161 �PRIORITY SCHEDULE OF IMPROVEMENT AND NEW CONSTRUCTION 6 BUILDING Estimated Cost 1. Building new dormitory I . $ 300,000 180,000 2. Infirmary 3. Remodel Woodward Hall, add wing 150,000 4. Build new Athletic Center 600,000 . 5. Remodel Iglehart Hall as dining hall 100,000 6. Remodel Chase Stone Hall . 50,000 7. Remodel Randall Hall, lower two floors as Student Center 50,000 8. Remodel McDowell for administration and renovate heating system 100,000 9. Modify Pinkney and Humphrey Halls and Paca-Carroll House . 10. Modify Mellon Hall . 11. Site Work and Athletic Fields 12. Demolish No. 5 St. John's Street 50,000 25,000 250,000 5,000 13. Move Chancellor Johnson House and renovate Pinkney House . 35,000 14. Build New Dormitory II . 100,000 $1,995,000 �McDowell Hall �REVIEW OF INDIVIDUAL BUILDINGS 8 McDOWELL HALL Built: 1774 Condition: Good Present Use: Administration and classrooms, student center and coffee shop Proposed Use: Centralize administration on ground and first floors. Keep present classrooms on second and third floors. Recommendations: Move coffee shop into Randall Hall. Install access stair betwe.en ground and first floors. Adjust ground floor partitions tor offices and renovate heating system. Floodlight tower. Estimated Cost: $100,000 �KEY MEMORIAL, MELLON HALL, PLANETARIUM 9 Built: 1958 Condition: Excellent Present Use: Proposed Use: Recommendations: Estimated Cost: Lecture, classrooms, laboratories, planetarium No change Correct noise in ventilation system; install folding partitions for better use of classrooms. $25,000 �Woodward Hall �WOODWARD HALL 11 Built: 1904 Condition: Fair Present Use: Library Proposed Use: Same-Although the library is not centrally located, because of the size of the college and outside use of these facilities it seems best to enlarge this building. Recommendations: Remodel (A) and extend facilities (B & C) A 1. Rebuild stairs and fireproof. 2. Remove toilets on second floor and make into smoking room. 3. Strengthen floors and level ceiling. 4. Rebuild wall stacks and limit height; total volumes-basement-35,000; 1st and 2nd floor-30,000. 5. Redesign study alcoves. 6. Waterproof and insulate basement. 7. Renovate heating and electric systems and add air conditioning. 8. Add book elevator. B 1. Stacks-35,000 volumes 2. Work level consisting of a. offices b. toilets and lavatories c. work counter with sink 3. Access stairs 4. Fireproof doors with fuseable links. c 1. Develop outside reading area Estimated Cost: $150,000 �D D D 12 0 -- 8-11 WOODWARD HAU. 0 0 0 ·- r====-----------=i Selle O' 5' 10' 20' �THE PACA CARROLL HOUSE 13 Built: 1857 Condition: Fair Present Use: Dormitory, men Proposed Use: Dormitory, women Recommendations: Remodel building by renovating heating and electrical system. Estimated Cost: $20,000 ��CHASE-STONE HOUSE 15 Built: 1857 Condition: Fair Present Use: Dormitory, men Proposed Use: Dormitory. This building has sufficient architectural features to justify the cost of repairs. Remarks: Condition of brick-a report has been submitted for repair and maintenance of brick and ivy. Recommendations: Remove wings in rear. Remodel building with 12 single and 6 double rooms grouped into 6 suites. Repair exterior brick and silicone walls. Estimated Cost: $50,000 ~ LI QJ ~ [D D:::i 0 DU UD DD OD cO 0 ~~ 00 [J DJ O:::i o cO CP [] cD Typical Floor Plan CHASE-STONE HOUSE DJ Scale O' DJ c[J 5' 10' �IGLEHART HALL 16 Built: 1910 Condition: Fair Present Use: Gymnasium Proposed Use: Dining Hall-Totally inadequate for gym and not large enough to renovate. Recommendations: Build kitchen wing using existing equipment. Adjust wall partitions. Refinish floor. Renovate heating and electric system. Install special screen partitions. Repair brick and roof. Estimated Cost: $150,000 °lo 0 lo 0 0010 0 0 0010 0 0 0 0 0 0 0 0 o0 1o 0 0 0 0 0 0 0 0 ol 0 ol 0 o 0 lo E3 -·El �HUMPHREY HALL , PINKNEY HALL , PINKNEY HOUSE 17 Built: 1835(Remodeled1959) Condition: Excellent Present Use: Dormitory and book store Proposed Use: Dormitory, women Recommendations: Enlarge book store in basement. Convert 2 doubles into 4 singles. Estimated Cost: $10,000 Built: 1857 Condition: Fair Present Use: Dormitory and administration Proposed Use: Dormitory, men Recommendations: Move administration into ground floor of McDowell. Convert 2 singles on each wing of 2nd, 3rd, and 4th floors into a common living room for 8 singles. Remodel 1st floor into 2 suites; 6 singles and 1 tutor's apartment. Sound-proof corridors. Estimated Cost: $20,000 Built: c. 1780 Condition: Fair Present Use: Infirmary and nurse's residence. Proposed Use: Faculty housing. Recommendations: Remove infirmary and frame wings in rear. Renovate interior-heating and electrical. Estimated Cost: $20,000 �RANDALL HALL 18 Built: 1904 Condition: Good Present Use: Dining hall and dormitory, women Proposed Use: Student center and dormitory, men Recommendations: Move dining hall and kitchen to Iglehart. Remodel lower two floors into student center with coffee shop, browsing rooms and social rooms; add connecting stair. Replace exterior with interior fire stair. Improve common living rooms on 2 dormitory floors. Estimated Cost: $50,000 �NEW DORMITORY 1 MEN 19 Recommendations: 1. Build 6 typical house units connected together. 2. Each house unit to consist of two living floors above open ground floor and each house floor to have six single rooms with a common living room and bath. 3. Design to follow individual scale and program of college. Estimated Cost: $300,000 ,-, ~--1 ~)i_ _ _ _ lI I I ~------! CHARLES CARROLL BARRISTER HOUSE j !lli ~i< ~ -~* w~ .. I r-,~) . ~---1 I iI I!_ _ _ _, i ,-1 : I L_ ______ I i I _ - I I li ·------,-------T~----~ ~ I --------- LL.J!Ililil-1 I - - -, [__ j@ ~ fi~~I'----~~; �NEW DORMITORY 1, MEN 20 D D DJ ITJ D bdJ [bJ II Typical Floor Plan NEW DORMITORY Scale O' 11 5' 10' 20' �NEW ATHLETIC CENTER 21 Recommended Facilities: 1. Basketball court-for conversion into 4 badminton courts 2. 6 squash courts 3. Bowling alley 4. Swimming pool 5. Gym rooms 6. Lockers and showers Estimated Cost: $600,000 �NEW DORMITORY 1, MEN 20 l/210 • l-=-=-=-= '=~-~ ~ . ._____ LJ l~ID " 'I " II II ] 0 -·- ~ 0 N [lqj 11 ,, 11 I '1 II I II " " " ~ [D cfl ~n ,, " -- 1: ,, n~o n:J a r'l I ~ IA I DJ D bdJ []d 11 Typical Floor Plan NEW DORMITORY D D Scale O' 11 5' 10' 20' �SITE WORK 1. Modify brick walks as shown on site plan. 22 2. Develop brick terraces and over-look north of McDowell Hall. 3. Trim ivy on buildings. 4. Trim existing trees and plant new trees. 5. Put electric and telephone Jines underground. 6. Build brick and wrought iron fence to enclose campus. 7. Drain athletic fields. 8. Lay out new athletic fields and tennis courts. 9. Repair bulkhead along College Creek. Estimated Cost: $250,000 �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 22 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College, September 1962 Description An account of the resource Volume XIV, Number 3 of the Bulletin. Published in September 1962. Campus Plan Report prepared for St. John's College, Annapolis, Maryland by I. M. Pei & Associates, Architects and Planners. Creator An entity primarily responsible for making the resource I. M. Pei & Associates, Architects and Planners Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1962-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin September 1962-Vol.XIV No. 3-Campus Plan Report Bulletin Campbell Hall Carroll Barrister House Chancellor Johnson House Chase-Stone House Hodson Boathouse Humphreys Hall Iglehart Hall McDowell Hall Mellon Hall Paca-Carroll House Pinkney Hall Randall Hall Woodward Hall Library https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6e107a9172dd3f271e8556f629a5f78c.pdf f2ab67a916a9eddb9f3c6984ba588d5b PDF Text Text �������������������������������������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 35 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College, September 1963 Description An account of the resource Volume XV, No. 3 of the Bulletin of St. John's College, "Report of the President." Published in September 1963. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1963-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXV_no3_1963_September President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/50579e74630c9d01e77dc8b8710f588e.pdf 5086d650c0e06c3fc8fb6eba0e5d5ce5 PDF Text Text No. 3 VOLUME XVI Bulletin of ST. JOHN'S COLLEGE REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO SEPTEMBER, 1964 .Founded as King William's School, 1696. Chartered as St. John's College, 1784 �Volume XVI SEPTEMBER, 1964 Number 3 Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GovERNORS OF ST. JoHN's CoLLEGE: This my fifteenth annual report is being written in a spacious new office on the campus of St. John's College in Santa Fe. The window to the south commands a view of Monte Sol, the College's landmark in the southeast corner of the city. The window to the north affords a panorama of the Sangre de Cristo Mountains, twenty miles distant. The quiet and beauty of the scene are rudely interrupted by the drill of a telephone installation crew, the roar of a bulldozer grading roads, and the ring of carpenters' hammers from the neighboring dormitories. All administrative offices and the college library moved from scattered temporary quarters and began functioning on the new campus on August 31st. Meanwhile, nearly 200 men are still working against time to complete the interiors of the various buildings before some seventy-five entering freshmen arrive on October 1st. Remarkable progress has been made in construction since ground was broken eighteen months ago. Another month will see the completion of the classroom building to be known as Santa Fe Hall, the laboratory building, the student center, and nine small dormitory units, together with two tutor's apartments. The overall construction cost, including all utilities, roads, landscaping, equipment and furnishings, will amount to approximately four million dollars. An additional hundred thousand dollars will have been spent for interest on construction loans. I am confident that each of you as he visits the new campus will be impressed by the quality of the materials and workmanship, by the beauty and durability of the buildings and by the actual size of the physical plant as compared with the amount of the College's investment. Simplicity of design will be the keynote within the several buildings. Alexander Girard, Architect, of Santa Fe, agreed to design the interiors with Frank Woods, AID, as Associate. The effects achieved so far have been most pleasing, particularly in the student center, where square brick has been used to advantage in certain walls and simple vertical paneling in others. Most of the furniture- executive and student desks, dining room and coffee shop tables, and common room furniture- has been designed by Mr. Girard and custom built for the College. Use of a laminated wood-block top throughout has resulted in significant economies and has produced a harmony of appearance. Appropriately enough there will be a tie with Annapolis tradition through the use of the same kind of seminar chair as has endured thousands of hours of dialectic over the years. • 1 . �For landscaping and the development of the patio between the student center and the academic buildings, the firm of Eckbo, Dean, Austin and Williams of Los Angeles, California, was commissioned. The design for this area calls for broad paving on two levels separated by attractive stone walls and by a rocky slope at the base of which there will be a pool of water. Concrete walkways are being poured in a brownish hue to reduce the glare of the New Mexico sun. All of the stone for the walls has come from the College's hillsides; it possesses a unique beauty, much of it retaining the green lichen from its native resting place. The landscape architect's future plans call for various kinds of trees, shade trees, small pinon pines, and the tall ponderosas which normally grow at an elevation just higher than the 7300 feet of the new campus. As the new campus has approached completion an ever-increasing number of visitors have crossed the causeway to see it. Much of this is a direct result of the many stories which, through the able efforts of Jack Wentworth, the College's Consultant on Development, have appeared in the Santa Fe New M exfran, in the Albuquerque papers and in other papers in the Southwest. The College has also been the subject of numerous radio and television programs and of articles in national journals and magazines. Interest appears to be great in this unique venture of establishing a second campus in the western part of the United States. The principal item of unfinished business continues to be the problem of finance. With a few notable exceptions there has been a dearth of major new gifts and pledges during the year under review. Nearly $415,000 was received, most of it payments against pledges made in the earlier campaign. Fortunately, the Housing and Home Finance Agency increased the size of the dormitory loan from $700,000 to $900,000. At the same time the capacity of the proposed dormitories was increased from 106 to 146 students. Within the next fourteen months the College must raise two million dollars in order to pay off the major construction loan due on October 25, 1965, and in order to operate the new campus for the coming academic year without incurring a deficit. Faculty The scheduled opening of the Santa Fe campus compelled both the College and individual members of the Faculty to reach a number of crucial decisions. After careful search by a committee of tutors having tenure, Clarence J. Kramer, a graduate of the College in the Class of 1948 and for ten years a member of this faculty, was unanimously recommended for appointment as Dean of St. John's College in Santa Fe. This position carries with it the associate deanship of • 2 • �St. John's College. The Board made this appointment at its September meeting. Members of the Faculty were all canvassed for their interest in present or future assignment to the Santa Fe faculty. The initial roster as recommended by the two deans and the Instruction Committee consists of: Clarence J. Kramer, Dean; Robert E. Skeele, Assistant Dean; Ford K. Brown, Marcia Bullard, William A. Darkey, Mrs. Molly Gustin, J ournet Kahn, Mrs. Ingeborg Lorenz, Donald Rauber, Thomas J. Slakey, and Curtis A. Wilson. Seven of these tutors have a total of 98 years of teaching experience in the St. John's Program, ranging from Mrs. Gustin's two years to Mr. Brown's 39 years. Mr. Kahn is himself an alumnus of the College and taught briefly after his graduation. Mrs. Lorenz, Miss Bullard and Mr. Rauber all present interesting experience in other institutions. These eleven initial appointments are a promising cadre around which to build the faculty in succeeding years. Because of the program of preparation for Santa Fe, the College in Annapolis benefited during the year from a faculty of fifty tutors for the 319 students. This figure excludes tutors on leave. Both Mr. Kramer and Mr. Darkey had sabbatical leaves, which they spent for the most part in study in Mexico. Miss Beate Ruhm von Oppen was on leave to teach at Smith College. Thomas K. Simpson held a Danforth Fellowship and worked toward a Ph.D. in the History of Science Department at the Johns Hopkins University. Victor Zuckerkandl had leave for the first semester to work in Europe on Beethoven's notebooks under a grant from the Bollingen Foundation. Jacob Klein, having reached the age of 65 during the current academic year, retires as a tenure tutor. He will, however, continue full-time teaching for the coming year on one of the annual appointments provided for in the College Polity. Richard Kennington and Robert N eidorf resigned at the end of the year to accept appointments elsewhere. Both will be missed. Four other tutors will be absent on leave during the coming academic session, Mr. Simpson to complete his Ph.D. on a National Science Foundation fellowship, Mr. Sparrow to teach at St. Mary's College in California, Miss von Oppen to teach at the University of Massachusetts and to write, and Mr. Nathan to study at Harvard University in a special program for teachers of mathematics. In addition to the new appointments for the Santa Fe campus, the following tutors have been appointed for 1964-65 in Annapolis: Ida Doraiswamy, mathematician from Lady Doak College, Madurai, India (concurrently to be resident head of Humphreys Hall); Mickey Gibson, anthropologist, from Goucher College; John R. Gump, former assistant minister of the First Presbyterian Church in Annapolis (concurrently to be Assistant Dean); David Jones; of the Class of 1959, who studied Philosophy in Australia and has satisfied • 3 • �all Ph.D. requirements but the dissertation at the University of Texas; Louis N. Kurs, geologist, from the University of Illinois; Roger Schmeeckle, former Benedictine novice; Earl Scott, chemical engineer and professor of theology, from the Austin Theological Seminary in Austin, Texas; Deborah Traynor, who studied English Literature at the University of Chicago; Arthur C. Reisz, of the Class of 1955, Classics (to be a part-time visiting tutor); and James I. Gilbert, retired professor of Art from the University of Chicago (to be Artist-in-Residence). I nstritction A second successful year of the preceptorial program means that this can now be considered a permanent part of the curriculum. The resultant reduction in the number of books read in the junior and senior seminars has apparently not caused too serious a sacrifice of essential reading. The revised laboratory program for the freshman year functioned well. Measurement exercises in the first semester were later followed by a chemistry sequence. Next year all sophomores will have a full year of biology. After study of body chemistry the laboratory will proceed through anatomy and physiology to embryology and genetics. A committee under the chairmanship of Mr. Douglas Allanbrook has prepared a recommendation for revising the music tutorial. This will now be taught in the sophomore year. There will be three meetings weekly, with more attention paid at the beginning to the relation of music and poetry, especially through their common rhythmic qualities. Since this change will bring about a closer relationship between the music and language tutorials, the sophomore language tutorials will meet only three times weekly instead of four. They will be devoted more completely to the study of grammar and logic. More Greek will be read at the end of the year and a new logic textbook substituted for the present manual. In March the College was visited by an evaluation team from the Middle States Association of Colleges and Secondary Schools. This was a periodic visit, eleven years having elapsed since the previous visit. The team, under the chairmanship of Dean Ruth Adams of Douglass College, submitted a favorable recommendation. In June the Commission on Higher Education of the Middle States Association reaffirmed the College's accreditation for a further ten-year period. This accreditation automatically extends to St. John's College in Santa Fe for a period of two years. At that time a joint visit will be conducted by a team from the Middle States Association and the North Central Association to appraise the new college and to evaluate both campuses after two years of operation. . 4 . �The Students St. John's College in Annapolis opened in September of 1963 with an enrollment of 310 students. Nine former students re-enrolled at midyear, making the total enrollment for the year 319. There were 38 withdrawals during the year, as compared with 51 in 1962-63. The tabulation on total enrollment follows: Freshmen Sophomores Juniors Seniors Grand Total Men 78 41 47 28 Women 53 41 17 14 194 125 Total 131 82 64 42 319 Like all colleges, St. John's has experienced a steadily nsmg number of applicants over the last several years. For this fall, a total of 420 formal applications for admission were received, as compared with 215 in 1962 and 262 in 1963. These developed from 2,447 inquiries as compared with 1,589 in 1962 and 1, 719 in 1963. A total of 200 entering freshmen will arrive on the two campuses later this month: 120 registering at Annapolis on September 17th and 80 at Santa Fe· on October 1st. Of these new students, 115 are men and 85 are women .; they come from 25 states, the District of Columbia and three foreign countries, Germany, Mexico, and Spain. James Tolbert, the Director of Admissions, is continuing to follow an extensive program of school visits. He is assisted by Frank Hoback, of the Class of 1964, Admissions Officer in Santa Fe, and by Mrs. Patricia Grady Bassine, of the Class of 1958, who has been visiting schools in the New England area. A lower rate of attrition in all classes, itself a most desirable development, caused the College to institute an advance-payment plan for returning upperclassmen. The purpose of this was to predict with greater accuracy the size of the upper classes so that a maximum number of entering freshmen could be admitted within the limits of the College's facilities. Deposits were received from 90 sophomores . 55 juniors and 55 seniors. This will permit the College to enroll approximately 120 freshmen. The session began with the enforcement of the Rules of Residence in the hands of the Dean, after three years of experimentation with their administration by students. After a number of early violations had resulted in individual suspensions, the student body appeared to understand and accept the situation. The rules appeared to be better enforced than in preceding years. In other areas of student activity the Student Polity functioned well under capable leadership. A movement to revise the Polity in the direction of a community • 5 • �government proved abortive. The Dean will continue to welcome any serious proposal looking toward responsible student self-government. The Library Over the past twelve months the Librarian and the Library Committee had the simultaneous tasks of compiling the basic list of books for the new college in Santa Fe, bringing the Annapolis collection up to date, and at the same time planning renovation of and an addition to Woodward Hall. On December 1st much of the responsibility for Santa Fe was shifted to John Knego, the new Librarian, who spent two months in Annapolis before setting up temporary headquarters in Santa Fe. The most helpful source of titles for book purchase for the western campus was found to be the Annapolis shelf list. The architectural firm of Rogers, Taliaferro, Kostritsky & Lamb was chosen to execute the preliminary plans for the addition to Woodward Hall and for its general renovation. Specifications had been drafted by the Librarian, the Library Committee and the Treasurer of the College over a period of years. A first proposal based on these specifications was submitted by the architect in May. It is hoped that final plans can be drawn this fall at the same time that monies are being sought to execute the project. Another task accomplished during the year was the reorganization of the music library under the capable administration of Mrs. June Main. A re-cataloguing of the collection was completed and an inventory taken. Circulation of records and scores was greater than in any preceding year, as was the circulation of books both among students and tutors. The Library benefited by the return from leave of Mrs. Candida Allanbrook to her position as circulation librarian and inter-library-loan assistant. Administration There were a number of changes in the administrative staff during the year under review. In January the College appointed David Tucker as Superintendent of the physical plant. Mr. Tucker had supervised the renovation of Chase-Stone House. His technical knowledge and managerial ability will greatly strengthen the College's entire maintenance program. Marion Catterton, who had served loyally as Superintendent of Buildings and Grounds for some years, resigned in June to accept a position in the Engineer's Office of the City of Annapolis. James E. Grant replaced William E. Thomas as Assistant Business Manager at the beginning of the fiscal year. At the same time • 6 • �Mrs. Jorie Hopkins became Bookstore Manager, since Mrs. Rozanne Kramer accompanied her husband on sabbatical leave. Mrs. Louise McCarthy was appointed secretary to the Assistant Deans in the place of Mrs. Audrey Kempton, who assumed the responsibility for the mimeograph room. Mr. Gerald Fitzgerald was appointed Director of the International Labor Center when the College undertook a new one-year contract for the United States Department of Labor to conduct an orientation program for Japanese and other nationals visiting the United States. Mrs. Mary Frizzell served as secretary in this office until May, when she replaced Mrs. Barbara Simpson in the Alumni office. Mrs. Virginia Cade resigned as secretary to the Dean in June, when she was replaced by Mrs. McCarthy. Other secretarial appointments included Mrs. Thyrrice Lewis, secretary to the Assistant to the President and Mrs. Georgina Koval, additional secretary in the Admissions Office. In Santa Fe, William Hooton, as Treasurer and Assistant to the President, did yeoman service in discovering and recommending appointment of able staff assistants. John Dendahl was named Business Manager of the new college and undertook his duties in December. In April 1 Maurice Howell joined the staff as Superintendent of Buildings and Grounds after considerable experience in the Army and at the State Hospital in Las Vegas. Both Mr. Dendahl and Mr. Howell followed closely the progress of construction to familiarize themselves with the developing buildings. Mention should also be made of the temporary office space provided for the young college in downtown buildings during the construction period. The College is grateful for helpful contributions of space by Harvey Durand of La Posada Inn and by Seth, Montgomery, Federici and Andrews, and of office furniture by John Dillon, Jr., of Santa Fe Book and Stationery Company. Mrs. Marie Winterhaler was appointed secretary to the President and the Assistant to the President; Miss Carol German, secretary to the Dean; and Mrs. Grace Evans, secretary in the admissions and adult education office. In the Library the following appointments were made: Mrs. Florence van Dresser, secretary; Mrs. Margaret Frazier, library assistant; Mrs. Diana Chaffee, library assistant; and Miss Ruby Rubidoeaux, cataloguer. Maintenance Program Great strides were made in improving the general condition of the buildings and enhancing the attractiveness of the common rooms on the Annapolis campus. McDowell and Pinkney halls underwent major exterior repairs. The ivy was removed and the brickwork cleaned, pointed and siliconed. Interestingly enough, this facelif ting revealed the names of many former St. Johnnies etched in the • 7 • �sandstone of McDowell and the brickwork surrounding the Pinkney doorways. One such name, still quite legible, was carefully etched by a member of the Class of 1800, some 164 years ago! The major construction project of the year was the renovation of Chase-Stone House, completed in November. From sagging timbers and cracked walls there was created a superb building providing accommodation for 27 men. The basement is a complex of four small common rooms~ each with fireplace. The College is indebted to James W. Burch, architect, for his imaginative design and careful supervision. Baltimore Contractors, Inc., executed the project with skill and precision at a total cost of $250,000. As of the end of the year a bank loan of $134,000, payable over a six-year period, was stm outstanding on this project. In other campus developments women students relinquished Randall Hall to the men in exchange for Humphreys Hall. Ultimately it is planned that Paca-Carroll House will likewise be converted into a women's dormitory, thus housing all women on the south half of the campus. A mimeograph room was set up in the small wing appended to Pinkney Hall. An intra-campus telephone system was installed which greatly facilitated communications. Unfortunately, a considerable section of underground pipeline gave way from corrosion. This necessitated replacing some 600 feet of pipe. Fortunately, the project was completed before the arrival of cold weather. It is significant that nearly $50,000 was expended on various maintenance projects during the year. A like sum was projected for the summer of 1964. Charles T. Elzey, the Treasurer of the College, deserves high praise for the way in which he has handled the property of the College. His report wisely states that his goals will continue to be the protection of the investment in plant, increased utilization of the College's existing facilities, and the general enhancement of the attractiveness of the campus. Finances Once again, I am pleased to report that the College operated with a slight excess of income over expenditure. Expenses of $1,273,387 exceeded the budget by $22,000, but income of $1,274,288 was some $23,000 greater than had been anticipated. Included in both sets of figures is the sum of $55,473 covering the salaries of tutors in training for the Santa Fe campus. As of June 30, 1964, the principal of the endowment fund had reached a new high of $6,678, 772, representing an increase of approximately $180,000 during the year. The market value of the endowment fund on the same date was $7,660,978. The total income earned by • 8 . �the endowment fund for the year was $293,625, representing a return of 4.4% on book value or 3.8% on market value. In Annapolis, $51,136 was received for current purposes: $18,582 from alumni, $12,255 from business and industry through the Association of Independent Colleges in Maryland, $4, 189 from Board members, $8,351 from corporations and $7,579 from other friends of the College. In addition, $42,832 was received for endowment purposes. For the Santa Fe campus, a total of $414, 762 from 168 donors was received, most of it designated for the construction program and the general purposes of the College. Gifts and Grants from Corporations and Foundations: Gifts for current purposes as follows: $1,342 from the Gulf Oil Corporation Foundation; $500 from John D. Lucas Printing Company; stock valued at $959.23 from Sears, Roebuck and Company; $2,000 from the Singer Company Foundation; and $2,000 from Western Electric Fund as an Appreciation Award; and, for capital purposes, $3,500 from Baltimore Contractors, Inc.; and $3,000 for equipment from the Esso Education Foundation. Other gifts totaling $1,050 for current purposes from the Carling Brewing Company; Gordon Davis Linen Supply Company; Household Finance Foundation; and the Washington Steel Corporation; National Merit Scholarship; the George A. and Mary E. Oursler Foundation. The following gifts and grants for scholarship purposes: $2,050 from the Baltimore Colts Foundation; $500 from the Dr. Charles C. Cook Foundation for Charities, Inc.; $1,500 from the Food Fair Stores Foundation; $500 from the National Association of Secondary School Principals; $2,450 from the National Merit Scholarship Corporation. Gifts and grants for the College in Santa Fe are as follows: $1,500 from ACF Foundation; $2,500 from the Colorado Fuel and Iron Corporation; $1,000 from the Crescent Porter Hale Foundation; $1,000 from Empire Block Company; $10,000 from First National Bank of Santa Fe; $4,503 from Holien and Buckley; $5,000 from Isaac Liberman Foundation, Inc.; $1,000 from Reynolds Electrical Engineering Company; and $57 4 from the Tektronix Foundation for laboratory equipment. Gifts totaling $1,625 from the corporate matching programs of the following: Aetna Life Affiliates Company; Bristol Laboratories; Clairol, Inc.; Chemical Bank of New York Trust Company; Insurance Company of North America; International Business Machines Corporation; International Telephone and Telegraph Corporation; Scott Paper Company; The Smith, Kline and French Foundation; and the National Lead Foundation. Gifts and Grants from I ndividual.s: Thirty-one major gifts toward the new college in Santa Fe were received from the following: C. P. Anderson, Robert 0. Anderson, Mr. and Mrs. Bromwell Ault, Mr. and Mrs. Francis G. Coates, Thomas M. Evans, Col. and Mrs. E. E. Fogelson, Green Garson, Dr. and Mrs. Alvin C. Graves, Mr. and Mrs. Merrill B. Johns, Bishop and Mrs. Everett H. Jones, Mr. and Mrs. Donald Kirby, Dr. Florence Kluckhohn, John R. McCune, Jr., Mr. and Mrs. Robert E. McKee, Mr. and Mrs. John Gaw Meem, Mr. and Mrs. William D. Miller, • 9 • �Mr. and Mrs. Arthur Musgrave, W. T. Old, Jr., Edward S. Pinney, Mrs. Roberta M. Regan, Mrs. Edgar L. Rossin, Mr. and Mrs. Jack Ru~t, Mr. and Mrs. Leland Thompson, Sr., Mrs. Edgar Tobin> Miss Amelia Elizabeth White, Mr. and Mrs. William M. White, Mr. and Mrs. E. R. Wood, James Webb Young, and three anonymous donors. The gift of a music listening room in the Student Center as a memorial to Mrs. James R. Thorpe, Jr., from her husband and family. A gift of $15,000 in stock from Mr. and Mrs. Jesse L. Adams, of Annapolis, representing the fifth payment on their pledge to endow the concert series of the College. A gift of a mahogany table from Dean and Mrs. Thomas P. Brockway, of Bennington, Vermont. A gift of $750 from Ralph E. Campbell, of Annapolis, toward the purchase of athletic equipment. Gifts totaling $1,100 from Mrs. Elinor Wiley Dobbins and Mrs. Elizabeth Dobbins Simmonds, in memory of Mrs. Dobbins' father, Sprignel P. Wiley, of the Class of 1897, toward the Class of 1897 Scholarship Fund. A further gift from Miss Mabel L. Gillespie, of Pittsburgh, Pennsylvania, for scholarship purposes. A bequest of $10,000 from the estate of Mrs. Rebecca Mullan Flather to establish the John Mullan Scholarship Fund in memory of her hther, Captain John Mullan of the Class of 1847. A gift of $3,880.73 from Colonel Robert E. Jones, Class of 1909, and Mrs. Jones of Palo Alto, California, the first payment on a pledge to establish a scholarship fund. A futher gift of $10,000 from Mrs. Carleton Mitchell, of Annapolis, for landscaping. A gift of a year's supply of gasoline for the College car from Harry Waller, of Baltimore. A bequest of $1,000 from the estate of General Amos W.W. Woodcock, Class of 1903, former President of the College, to endow a mathematics prize. Gifts for the Library Building Fund from Mr. and Mrs. Philip J. Levin and Mr. and Mrs . Lawrence R. Fink. Alumni In assessing these fifteen years as President of St. John's College, I confess to a feeling of some disappointment in failing to stimulate more active interest among the alumni of the College. It would seem that St. John's graduates and non-graduates as well would have a keen appreciation of the value of the liberal education for which St. John's stands and that, even given their small numbers, they would demonstrate determined and generous support of the College. There are hopeful signs for the future: the promise of more vigorous leadership under the alumni presidency of John C. Donohue, of the Class of 1935, the general interest in and approbation of the • 10 • �College in Santa Fe, as evidenced by letters from the alumni, and the response to the back-to-college program which was announced for this fall. Under this program, being developed by Thomas Parran, Jr., the Alumni Secretary, alumni and their wives will be invited to spend three days on the campus this fall, immediately prior to Homecoming on October 24th. They will attend classes, seminars and laboratories, participate in special alumni seminars and generally re-acquaint themselves with the College. It is my hope that some rejuvenation of alumni interest in St. John's will follow. * * * * * A new era lies ahead for St. John's College. The Board and the Faculty have committed themselves to a bold venture in Santa Fe, one that has never before been undertaken by another college. It gives promise of an interesting and exciting dialogue between two campuses, two faculties and two student bodies. It should broaden the horizons of the College in Annapolis and free it from any insularity of the past twenty-seven years. Its future success depends upon every person who is committed to the St. John's concept of education- board member, tutor, student, alumnus, and friend. I look forward with quiet confidence to the opening on October 1st and the dedication ceremony on October 10th and beyond that to many future college generations in St. John's College in Santa Fe. A new tradition is being born. RICHARD D. wEIGLE President Santa Fe, New Mexico September 1, 1964 . 11 . �ST. JOHN'S Annapolis, BALANCE SHEET, ASSETS CURRENT ASSETS Cash..... . .. . .. ... . .... . . ... . . ....................... . . Accounts Receivable .... . . ... ... ..... . ........ .. ...... . . . Pledges Receivable .... .... . . .... .. .......... . .... . . .. .. . . Investments ... .. . ..... . ...... ..... ... ..... .... ....... . . . Inventory~Bookstore ..................... . . ... ... ... . .. . Prepaid Expenses . .... .. ... .. .. . . . .. .. .... .. ..... ..... . . . Due from Other Funds ......... . . . .. . .. .... ....... .... .. . $ Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 160,895 6,805 22,563 1,985 8,574 200, 822 19, 125 840 10,634 9,870 Restricted: Cash .. ... . .. . . ............. ... .............. . Accounts Receivable .......................... . Student Loans .......... . ................ .. .. . Investments .... ... ................ .. .. ... . .. . Total. . ....... . . . .. . .. . . . ..... . .... ... .. .. .. . · .... ·· $ 40,469 Total Current Assets .. ...... . $ 241,291 $ 18, 146 1,122,658 22,603 5,508,046 18,419 ENDOWMENT FUND A88ETi-; Cash ................................. .. ............... . Accounts and Notes Receivable .... ...... .. .......... . .... . Pledges Receivable ...... . .. . ..... ... .. .... .. .. ........ .. . Investments . . . . . . . ..... ........ .... . ... . . ... .. ........ . . Accrued Income and Purchase Interest .. ......... ... . Total Endowment Assets ... .......... . ....... . . $ 6,689,872 PLANT FUND ASSETS Cash .... ........ ..... ... . ... ... .. ... . . . ... . ... ··· . . · · · · Land and Campus Development ... ... ... ... .... ......... . . Buildings and Improvements ........ . ...... ... . ..... ... .. . Equipment . ...... .... .. . .... .. . ........ . ...... .. ....... . Investments .......... . . . ......... ..... ..... . ... . . ... ... . $ 67' 106 245,054 4,469,766 389,367 15,675 Total Plants Assets . . ..... . $ 5, 186, 968 Grand Total.............. . . . . . . . . . . . . . . . . . . . . . . . . . . . $12, 118, 131 12 �COLLEGE Maryland June 30, 1964 LIABILITIES AND CAPITAL CURRENT LIABII,ITIES Accounts Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Students' Deposits .... .. ... . . . ... . ..... .. .... ... . . .. .. .. . Accrual Expenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . $ 19,833 33,786 1,084 Total ...... . ....... . . . . . . . . .. . . .. . ................. . 54,703 Reserve for Current Operations ... .. .......... . .... . ...... . Restricted Fund Balances .... . .......... ... ...... . .. . .... . Student Loan Funds ................ . ................... . 146, 119 29,835 10,634 Total... .. ... .. .. .. ... ...... . . ......... . ............ $ 186,588 Total Current Liabilities .. $ 241,291 ENDOWMENT FUND LIABILITIES AND PRINCIPAL Principal- Income Expendable Unrestricted Endowment . . ... . . . . . ...... .. ....... .. .. . . Restricted Endowment . ......... . . .. . ... ...... . . .. ... . . Reservation of Profits- Sale of Securities .... .......... . . . $ 5, 189,827 821, 488 667,458 Total. ............ . ...... ...... . .... . .. . .. .. .... .... $ 6,678,773 Unexpended Income... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accrued Income Not Available for Distribution. . . . . . . . . . . . . . 11, 072 27 Total Endowment Liabilities and Principal. . . . . . . . . . . . . . $ 6, 689, 872 PLANT FUND LIABILITIES AND PRINCIPAL Invested in Plant . .. .. . . . .. . .. . ... .. . .. . ..... . .... . . . .. . . Due Other Funds ...... . .............. . . . .. ............. . Funds Available for Plant Expansion .... . .. . ... . ... . .. . ... . Notes Payable, Chase-Stone Loan ..... . . .. . . . ... . .... .. ... . $ 5, 104, 187 8,574 (100,793) 175,000 Total Plant Liabilities and Principal . . .. . .. . ... . . . $ 5,186,968 Grand Total ......... . .... .. . . .. ...... .. .. . . . . . ... . .. $12,118,131 13 �ST. JOHN'S Santa Fe, BALANCE SHEET, ASSETS CURRENT ASSETS 108 Accounts Receivable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Due from Other Funds . . .. . ..... . .. . . ... .. . .. . Restricted: Due from Other Funds . .. . ..... .. . ..................... . $ Total Current Assets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 7, 199 $ 5, 118 1,200 4,744 $ 11, 062 4,985 2, 106 ENDOWMENT FUNDS AND FUNDS FUNCTIONING AS ENDOWMENT Cash..... .. .. . ..... . . . .. .. . .. . .. . .. . . .... . . .... . . ... . ... Pledges Receivable . . . . .. . .. . .... .. .. .. ... .. ... . .. . .. . .... . Due from Other Funds ... ... . ..................... .. .... . . Total Endowment Funds and Funds Functioning as Endowment . . . . . . . . . . . . . . . . . . . . . . . . . . PLANT FUNDS AND ASSETS Unexpended Plant Funds Cash ... ... . . ............ . . . . .... . . . .. . .. . Investments, at Cost .... . . .. .. .. . . . . . . ..... . Pledges Receivable Due within One Year. . . . . . . . . . . . $317, 615 Due after One Year. . . . . . . . . . . . . 758, 703 Plant Assets Land .. ....... . .. ... . .. . .... . Buildings, Roads, and Utilities under Construction ....... .... . Furniture and Equipment .. .. . . . Library Books .... . ... . ... .... . . . .. . . . ..... . Dormitory Project Cash ..... .. ·......... .. . .. ... . . . . .. . Construction in Progress ... . . ........... .. .. . $ 39,756 39,283 1,076,318 - - - -- 1,155,357 178,575 2,167,211 6,562 6,502 - - -- - 2,358,850 81,335 678,525 759,860 Total Plant Funds and Assets .. $4,274,067 Grand Total $4,292,328 14 �COLLEGE New Mexico June 30, 1964 LIABILITIES AND CAPITAL CURRENT LIABILITIES 5,093 Accounts Payable and Accrued Expenses. . . . . . . . . . . . . . . . . . . . . Restricted: Fund Balance ...... . ... . . .. . .. .. .. .... . . . . . .. .. .... . .. . $ Total Current Liabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 7, 199 $ 107 10,955 $ 11, 062 2,106 ENDOWMENT FUND LIABILITY AND PRINCIPAL Due to Other Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Principal of Funds . . .. . . . ..... . . . ... . . . .. . . ... . .. . . . . . ... . Total Endowment Fund Liability and Principal .. . ....... . .. . . ~ . . . . . . . . . . . . . . . . . . . . . . . PLANT FUND LIABILITIES AND PRINCIPAL Unexpended Plant Funds Due to Other Funds .... . . ....... . . ..... .. . . . Balance of Funds . . . ...... . .. .. .. . . ..... . .. . 11, 728 1,143,629 1,155,357 148,233 136,519 1,085,204 988,894 2,358,850 $ 410, 201 131, 875 57,845 2,969 156,970 759,860 Total Plant Fund Liabilities and Principal. . ..... .. ..... . $4,274,067 Grand Total .. .. .. . . . . . . ... . ... . . . .. . . .. . .. . ...... . . . . $4,292,328 Plant Liabilities Contract Estimates Payable ... . .. . . . ... . . .. . . Retainage Payable . . .... . . .. .. . .... .. ...... . Notes Payable . . . . . .. . . ....... . .. .. . . . . . .. . . Balance of Funds . . . .... . ... .. . .. . . . . .. .. . . . Dormitory Liabilities and Principal Construction Advances .. . . . . .. .... . . . .. . ... . Contract Estimates Payable ... ... .. . . .. . ... . . Retainage Payable .. . . ... ... . . ..... ... ..... . Accrued Expenses .... . . .. ...... . .... .. ..... . Balance of Funds .. . .. ........... .. . .. ..... . 15 $ $ �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF REVENUES AND EXPENDITURES Fiscal Year Ended June 30, 1964 INCOME Educational and General Tuition .... . .... . . ... . . .. ...... . .... . ..... .. .... .. . ... . Adult Education ... .... . . . ... . . .. . ..................... . Endowment ..... . .. . .... ... . . ................. . ..... . . . State Appropriation . . . ...... .. . . .... . ... . ... . . . .. . .... . . Miscellaneous ...... . ... . .... . .. . ... . . . . ....... . ... . ... . Santa Fe Tutorships ........ .. ...... .. . . . ....... .. .. ... . . Total. ... .. . . . . ... . .... . · . . · · .············· · · · ······· $ 479,949 1,799 259,338 80,000 17' 160 55,473 $ 893, 719 Auxiliary Enterprises Dining Hall and Dormitories .... . . . . . . .. . ..... . ....... . . . Bookstore .......... . . . . . ...... . . .. . .. .. . . . . ........ . . . . Other ...... ... . . .... .. ...... . .. . .. . .. . ........ . ....... . $ 250,333 35,818 1,208 Total .. ...... . .. . .... . ....... . .. . . . .. .. ... . . ... . .. .. . $ 287,359 Other Non-educational Income. . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 42, 07 4 Gifts and Grants.. . .... . .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 51, 136 Total Income .. . ..... . ........ . .. ... . ... . . .. ...... . . . .. . Less- Current Expenditures .. ... . ... . . . .... .. . ..... . .. . $1,274,288 1,248,387 Income in Excess of Expense . .. . . ....... . ..... . . . . .. .. . Unused Contingency Transferred to Cash Revolving Fund ...... . .... ...... . Transferred to Building Fund . . ... . ..... . ....... . . . . . Current Funds Available for Future Operations . .. . .. ... . . 25,901 25,000 901 EXPENSES Educational and General Administrative ............. . ........... ... . . . . .. . ... .. . General ... . . . ... . ... . ..... . ... . ........... . ....... . ... . Instruction ... . ............ . . . ....... . . .. . ... . .... . .... . Student Organizations and Art Studio ....... . .. . . .. . . . ... . Adult Education ..... ... . . . .. . .... .. . . ..... .... . ... . . .. . Plant Operation and Maintenance .. ....... . .... . . .. .. . . . . . Total ... .. . . .. . . . . . . . . .... ... . .... . . . . . ... . .. . ... .. . . Auxiliary Enterprises Bookstore ...... . ... . .. . . ... ... . . .... . .. .... .. . .. ...... . Dining Hall and Coffee Shop .... . ....... . .. . ..... .. ... . . . Other .. . ............ .. ........... . .. ... . ·· ···· ·· ···· ···· $ 150 , 172 77,291 469,684 16,519 1, 696 230,002 $ 945,364 $ 37,312 118, 926 2,980 Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 159, 218 Other Non-educational Expenditures Scholarships and Grants-in-aid . . .. . .... . . .. . . .. . . . . . . . .. . . Miscellaneous . . . . .. . ..... . . . ..... . . . . .......... ... ... . . $ 127,922 15,883 Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 143, 805 Total Expenditures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $1, 248, 387 16 �ST. JOHN'S COLLEGE Santa Fe, New Mexico CONDENSED STATEMENT OF REVENUES AND EXPENDITURES Fiscal Year Ended June 30, 1964 INCOME Contributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Less: Loss and Expenses of Conversion to Cash of Donated Securities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $286, 454 Net Contributions ... . .. .. . . . . ..... ... .. . ...... . . . ... .. . Interest on Investments . ... .... .... ....... . . . . . ...... . . .. .. . Net Proceeds from Benefit ..... ... . . .. .. . . . . .. .. . . .. .. . . .. .. . $280,484 3, 102 514 Total Income .... . ... .. . .. .. .. . .. .. . ...... .. . . . . . . . . . . . . Less: Current Expenditures ...... .... . .. . ... . . . .... . .. . $284,100 137,025 Income in Excess of Expense. . . . . . . . . . . . . . . . . . . . . . . . . . . $147, 075 Transferred to Unexpended Plant Funds... .. .. .. . .. . $147,07.5 5, 970 EXPENSES Salaries for Tutors in Training in Annapolis. . . . . . . . . . . . . . . . . . . . $ 55, 503 Administrative and General Expenses Salaries-Executive . . . . . . . . . . . . . . . . . . . . . . . . . $15, 667 Salaries-Other . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20, 601 Interest on Construction Loans . . . . . . . . . . . . . . . . . . . . 14, 038 Travel... . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7, 347 Public Relations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4, 597 Development and Publicity. . . . . . . . . . . . . . . . . . . . . . . 3, 433 Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, 361 Faculty Moving. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2, 822 Office Supplies . . . . . ............. 2, 489 Telephone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 , 394 Legal and Auditing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1, 264 Payroll Taxes. . . . . . . . . . . . . . . . . . . . . . . . . . . . 1, 081 Printing, Postage and Stationery .. . . . . . . . . . . . . . . 934 Automobile. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 614 Office Rent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 600 Loss on Trade of Automobile. . . . . . . . . . . . . . . . . . . . . . 502 Maintenance of Office Equipment... . . . . . . . . . . . . . . . 250 Membership, Dues and Subscriptions . . . . . . . . . . . . . . . 153 Janitorial Services. . . . . . . . . . . . . . . . . . . . . . . 150 Miscellaneous. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 81, 522 $137,025 Total Expenditures ..... . . . 17 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift of Donor Old Dominion Foundation Matching Gift Total Fund TUTORSHIP ENDOWMENTS Addison E. Mullikin, 1895 ... . . . . . Arthur deTalma Valk, 1906 .. . .. .... . ... . . $1,789,862 150,216 $ 500,000 150,000 $2,289,862 300,216 ----- ----- ----- $1,940,078 $ 650,000 $2,590,078 $ $ 15,000 25,000 3,070 SCHOLARSHIP ENDOWMENTS Annapolis Self Help (Grant from William H. Labrot Fund) George M. Austin, 1908 .. .... .. . ... . ..... . . .... Chicago Regional . .. . .. ... . . ................. . . Class of 1897 ...... . . .. . .. . . . .. . .. .. . . .. . . ... . Class of 1898 (Bequest of Charles H . MacN abb, 1898) .. .. . . . Corporal George E. Cuniff, III ... . . .. . . ..... .. .. Faculty .. . ....... . ........ . . . .... ... ...... ... John T. Harrison, 1907, Scholarship Aid .... . .... Hillhouse-Class of 1927 ........ . .... . .. .. .. .. . Richard H. Hodgson, 1906 . . . .... .............. Alfred Houston, 1906, Student Aid ........ . . . . .. Houston Regional ................ .. .. . .. .. .... Jesse H. Jones & Mary Gibbs Jones .... ... . . .... Robert Edward & Margaret Larsh Jones . .... . ... Massachusetts Regional (Gift of Walter Paine, 1945) ..... .. .. .. ... . ... Philip A. Myers, II, 1938 .. .. .... .. ....... . ..... Oklahoma Regional (Gift of Eugene Adkins, 1953) Pittsburgh Regional. .. .. . .. .. .... .. ....... . . . . Clifton C. Roehle ........ . ... : .. . .. ..... ...... Clarence J. Stryker .. . . ........... . .. ..... . .. .. Friedrich J. von Schwerdtner . ......... . . . .... .. 15,000 25,000 3,070 1,130 87,933 135 3,666 25,025 7,367 150,250 2,500 500 36,000 3,881 $ 87,933 270 6,025 45,050 14,734 300,500 5,000 1,000 72,000 3,881 135 2,359 20,025 7,367 150,250 2,500 500 36,000 22,685 9,000 26,000 560 22,685 19,362 26,000 560 7,056 3,438 1,552 30,000 50,000 6, 140 1, 130 45,370 28,362 52,000 1,120 7,056 6,851 1,552 3,413 ----- $ 442, 110 $ 323,864 $ 765,974 $ 28,870 3,211 $ 20,000 1,470 $ 48,870 4,681 $ 21, 470 $ 53,551 $200 125 507 1,000 335 985 500 $ 400 250 1,362 2,000 695 2,020 1,000 LOAN FUND ENDOWMENTS George Friedland Fund . . ...... . . ... . ......... . John David Pyle, 1962, Memorial Fund .......... ----- $ 32,081 $ 200 125 855 1,000 360 1,035 500 ALUMNI MEMORIAL ENDOWMENTS Drew H. Beatty, 1903, Memorial Fund . . ..... . .. Dr. William Brewer, 1823, Memorial Fund ....... Frederick W . Brune, 1874, Memorial Fund .. .. .. . Henry M. Cooper, Jr., 1934, Memorial Fund ... .. Robert F. Duer, Jr., 1921, Memorial Fund ... . ... In Honor of Dr. Philip Edwards, 1898 . ........ . . Allen Lester Fowler, 1915, Memorial Fund ... . ... 18 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift of Donor Old Dominion Foundation Matching Gift ALUMNI MEMORIAL ENDOWMENTS- Continued Dr. Amos F . Hutchins, 1906, Memorial Fund . . ... 658 Helen Barnes Jones and Robert 0. Jones Memorial Fund .. . ...... . .... . ........... . ...... . . .. . 18,357 William Lentz, 1912, Memorial Fund ........... . 1,020 Col. Harrisqn McAlpine, 1909, Memorial Fund ... . 325 Ridgely P. Melvin, 1899, Memorial Fund .. . .... . 100 William S. Morsell, 1922, Athletic Fund ..... . . . . . 5,000 John Mullan, 1847, Memorial Fund . ... .... ... . . 10,000 H. Keith Neville, 1905, Memorial Fund ..... . . .. . 1,000 Blanchard Randall, 1874, Memorial Fund ..... . . 331 Leroy T. Rohrer, 1903, Memorial Fund .. . ...... . 100 C.H. Schoff, 1889, Memorial Fund ............. . 500 Rev. Enoch H. Thompson, 1895, Memorial Fund . . 3,000 125 Dr. Robert S. G. Welch, 1913, Memorial Fund .. . . Dr. Willis H. White, 1922, Memorial Fund . ..... . 625 Amos W.W. Woodcock, 1903, Fund . ..... ...... . 2,000 Total Fund 633 1, 291 7,563 1,020 325 100 5,000 10,000 1,000 330 100 500 3,000 125 625 1,000 25,920 2,040 650 200 10,000 20,000 2,000 661 200 1,000 6,000 250 1,250 3,000 - - - -- - -- -- $ 47,216 $ 34,973 $ $ 52,650 308 25,000 1,034 3,000 77 400 1,500 500 518 $ 52,650 $ 105, 300 308 50,000 1,034 6,000 102 800 3,000 1,000 518 82, 189 OTHER ENDOWMENTS Hertha S. and Jesse L. Adams Concert Fund .. . .. Philo Sherman Bennett Prize Fund .... . .. . . Benwood Foundation Library Fund ..... . ..... . . Walter I. Dawkins Prize Fund .............. . .. . Fund for Tomorrow Lectureship .. ....... .. . . . . . Floyd Hayden Prize Fund . .... .. ... . . ... . .·. ... . Library Fund . .. .... . ... . . . .. .. ......... . ... . . Ellen C. Murphy Memorial Library Fund . .... .. . Cora Dodson Sasscer Newspaper Fund .. ... . .... . Mrs. Blair T. Scott Memorial Prize Fund .... .. . . Elma R. and Charles D. Todd Memorial Library Fund ... .. .. . ..... ................ . . ... ... . Alumni Endowment .. . ......... . . ............ . General Endowment . .... .. . . . . . . . . 25,000 3,000 25 400 1,500 500 19,500 186,309 39,000 377, llO 202,226 288,884 $ 786,398 $1,319,191 1, 733, 126 $1,733,126 19,500 190,801 202,226 $ 497,514 Total Gifts from Donors . . . . . . . . . . . $2, 958 , 999 Old Dominion Foundation Grants: Applied to Named Funds . .. .. . . ..... . . .. ....... . . .. . . Old Dominion Foundation Fund . . . .... . . ... .... .. . . . . $ ----- Total Endowment Grants from Old Dominion Foundation ..... . .... . . .. ... . . Total Funds .............. . ......... . .. . .. . .. .... . Reservation of Profits, Sale of Securities ... . . . ... . . .. .. . Grand Total, Endowment Funds, June 30, 1964 .. . . .... . . .. . . $3,052,317 $6,011,316 667,456 $6,678,772 19 �ST. JOHN'S COLLEGE Santa Fe, New Mexico PERMANENT ENDOWMENT FUNDS UNRESTRICTED ENDOWMENTS Mrs. Nina S. Garson Memorial Fund .... .. .. .... .... . ... ..... . Dr. Florence R. Kluckhohn Fund . ......... . .. . . . .............. . E. I. "Tommy" Thompson Memorial Fund .. . ... .. .... .. . ... . . ... . $2,000 1,000 1, 710 $4, 710 LIBRARY MEMORIAL FUNDS Ruth !Jaughlin Alexander Memorial Fund . . ...... .. ... . Judge Levin Claude Bailey, 1911 Memorial Fund ....... . .......... . Louise M. Clevenger Memorial Fund ................. . ..... ... .. . . Dr. Elizabeth B. Demarest Memorial Fund . ........... . .. . ..... . . . Henry Dendahl Memorial Fund .. .................... . Nina S. Garson Memorial Fund. . . . . . . . . . . . . . ... .... ....... . .... . John Stewart Harvey Memorial Fund . . . . .. .. ..... . ... . . . . ...... . . Dorothy Calvert Hino Memorial Fund . ... ... ... . . .. . ...... .. . . . John Mead Howells Memorial Fund .............. . .. . .......... . . . Isaac H. Mayer Memorial Fund ..... ........ .. . . ....... . .... . Bernard Buckley Robinson Memorial Fund . ... . .. . .... . ........ .. . Charles H. Strong Memorial Fund .... . . .... . .... . ...... . .. . . Thomas C. Van Stone Memorial Fund . ... ......... . .. ...... . .. ... . Horace White Memorial Fund. . . . . . . . . . . . . . .. .. .. ..... . . $ 350 150 150 150 150 1,050 150 150 150 150 150 150 150 150 $3,200 FRIENDS OF THE LIBRARY-LIFE MEMBERSHIP FUNDS Roland S. Bond.............. ... . .. .. ... . ........ . ...... . .. ..... Mrs. Agnes M. Canning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mrs. Gertrude Clarke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mrs. Cecily Cunha..... . . . . . . . . . . . ............. Mrs. Margaret W. Driscoll.... . . . . . . . . . . . . . . . . . . . . . . Miss Helen Park Edwards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mr. and Mrs. Alexander Girard. ... . . ......... .. . ... . . . .... . ... .. . General Kenner F. Hertford.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mr. and Mrs. Henry H. Hoyt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Franklin H. Kissner.. . . . . . . . . . . . . . . . ..................... Mrs. Albert S. Lathrop. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mervyn LeRoy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mrs . •Tohn Gaw Meem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . James Merrill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . John S. Newberry......... ... .. . . .. .. . ....... . . . . . . .. .. ..... . .. . Mrs. Joseph H. Quire........ . ... .. . .. .. . ................. . . . .... Harrison Sasscer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Adolph W. Schmidt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mr. and Mrs. Winfield T. Scott... . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . Dr. and Mrs. Philip L . Shultz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mr. and Mrs. Roger Slakey .... .. .. ............ . ..... ..... . ...... Mr. and Mrs. Paul A. Wilson.................. .. . .. . ........ $ 150 150 150 150 150 150 300 150 150 150 150 150 500 150 150 150 150 150 150 150 150 300 $3,950 Total Endowment Funds, September 1, 1964 ... . ...... . .. . . . 20 $11, 860 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, and the gifts of its friends and alumni and from permanent endowment funds. The College's permanent endowment now exceeds $6,000,000, but increasing educational costs will require future additions to these funds. The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to St. John's College in Annapolis, Maryland or in Santa Fe, New Mexico the sum of .............................. . . dollars.'' The College would prefer gifts and bequests to be applied in the discretion of the College, but gifts and bequests may be made for specially stated purposes. �~--~-~~ ------- -----~ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 20 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College, September 1964 Description An account of the resource Volume XVI, No. 3 of the Bulletin of St. John's College, "Report of the President." Published in September 1964. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1964-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXVI_no3_1964_September President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c9166aa699349a372b8b28c62feec898.pdf 9a3d187a5270e0a6cf86ce1afa7e22d0 PDF Text Text No. 3 VOLUME XVII Bulletin of ST. JOHN'S COLLEGE REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO SEPTEMBER, 1965 Founded as King William's School, 1696. Chartered as St. John's College, 1784 �Volume XVII SEPTEMBER, 1965 Number 3 Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: St. John's College in Santa Fe is now a reality. With the formal dedication of the new campus on October 10, 1964, and the successful completion of the first academic year, St. John's has again proven itself an educational pioneer. It has demonstrated the feasibility of establishing other campuses as an alternative to constant growth and expansion of existing campuses. Through duplicating itself St. John's has reaffirmed its faith in the small college as potentially an ideal learning community for both student and teacher and in the St. John's Program as an unusually effective means to the end of liberal education. For the nation at large this has been a year of student ferment and unrest. Demonstrations, sit-ins and picketing at certain of our great universities are a manifestation of student dissatisfaction with the present state of education. Students sense that something is lacking in their college experience; they are not quite sure what it is. By contrast, the students at St. John's have devoted themselves with enthusiasm to their studies. They seem to have been unaffected by the prevalent national malaise. It is just at this point that a small liberal arts college like St. John's can make its greatest contribution upon the American educational scene. This small college, upon both its campuses, holds to the mission of "liberal education of youth," in the words of the ancient Charter. This implies continued resistance to the eroding pressures of expanding bodies of knowledge, demanding graduate schools, and undue specialization. Such resistance is not easy, and most liberal arts colleges have effected compromises, often achieved at the cost of liberal studies. By liberal education St. John's College means that optimum development of a man's intellectual powers that will enable him freely to exercise his highest functions of rational thought and discrimination. Liberal education also implies the effort to gain understandings on the part of a student-understandings of himself and his place in this world, of the long heritage in which he stands, of his relationship to his fellows and to his God, and of his very reason for being. Such ends require the cultivation of the tools to understandingthe tools which are so aptly called the liberal or liberating arts. These are the arts or skills to which the liberal arts college must be primarily dedicated. The student must learn to think, to analyze, to define, to imagine, to experiment, to demonstrate, to communicate, and to • 1 . �decide. In other words, the processes of the mind must command primary attention, not the limitless expanses of information and facts on the one hand or the more specific vocational skills on the other. Learning will always remain essentially an individual enterprise. It is perfectly clear that an earnest and devoted student can gain a good education- and perhaps even a good liberal education- in almost any college or university. The liberal arts college, however, should be best suited to the goals of liberal education. It can be essentially a one-purpose institution without the fragmentation of the large college or university. It can concentrate on teaching rather than research and publication. It can offer the advantages of close teacherstudent relationships rather than the remoteness of the large lecture hall. It can escape, if it wills to, from the multifarious distractions of intercollegiate extravaganzas and of extra-curricular busyness. It can seek to make a coherent and intelligible whole of the student's learning, stressing constantly the interrelatedness of the many fields of knowledge and the liberal quality of every subject taught. This is the St. John's credo. It is gratifying to report significant new interest in the St. John's Program and in the possibility of adapting it to the curricular needs of other colleges and universities. The Acting Chancellor of the University of California at Berkeley invited me to spend two days on that campus in May discussing the possibility of developing a sequence of work for freshmen and sophomores along the lines of the St. John's program. St. Mary's College in California, which offers as an elective an integrated program similar to that of St. John's College, invited the Instruction Committee of the Faculty to participate in a colloquium on liberal education. This introduced St. Mary's faculty members and those of other West Coast institutions to the St. John's concept of education. And one might cite the experimental program being undertaken this summer on the Annapolis campus for trainees in the Peace Corps. Officials of that government agency had been dissatisfied with the training programs previously used and thought that the St. John's seminar might be a fruitful way to give young men and women the necessary understandings in preparation for overseas assignments. Such evidence of interest in the St. John's concept and methods confirm the necessity for the continued vitality and development of the College on both its eastern and western campuses. St. John's College in Santa Fe According to Dean Clarence J. Kramer, "It can be said, without qualifications, that this first year of operation was more successful than we had any reason to expect. That it was so is due in large measure to the splendid spirit of cooperation that existed throughout the year among students, faculty, administration, and staff. Almost • 2 • �without exception everyone associated with this new venture has contributed energies and imagination far in excess of contractual obligations. Without such willing and unselfish efforts our task would certainly have been more formidable." The level of academic performance in the classrooms was remarkably high. Tutors with long teaching experience in Annapolis reported that their Santa Fe tutorials and seminars were. among the best that they had ever taught. The student body itself developed a remarkable coherence and esprit de corps. Attrition, though always painful for a small college to assimilate, was lower than might have been expected. The first class surmounted uniquely difficult circumstances- minimal athletic facilities, a temporary library, the absence of music practice rooms, tenuous transportation to town, and the absence of stabilizing upperclassmen. The Santa Fe communiy extended a warm and enthusiastic welcome to the new college. Qualified individuals volunteered their services for extra-curricular instruction of the students in German, Hebrew, French, Russian, Spanish and the fine arts. Some sixty Santa Fe residents participated in three adult seminars during the year, while large numbers from the community attended Friday night lectures and the Saturday evening film series. During the year a number of exhibitions at the College attracted wide interest in the community. Dr. F. M. Hinkhouse, Director of the Phoenix Art Museum, generously loaned his personal collection of paintings and sculpture at the time of the dedication of the new campus. This was followed by a three-man exhibit of the works of artists Eric Gibberd, I. Bodeur, and John C. Wylie; modern Spanish paintings and sculpture from the New York World's Fair; the ACF exhibit of science, technology and art. The final exhibition in June was a collection of Indian paintings belonging to Richard Pritzlaff, of Las Vegas, N:ew Mexico. St. John's College in Annapolis Dean John S. Kieff er reports that the quality of work done by the students in Annapolis was unusually high. By all accounts the freshman seminars and tutorials were the best in years. Attrition was minimal, reflecting even greater stability in the College at large and a student body of high calibre. It is also gratifying that the College graduated its largest senior class since the 1930's. Fifty-one seniors were awarded the Bachelor of Arts degree at Commencement, four of them magna cum laude. The preceptorial program has now become a regular feature of the curriculum. With the increased size of the junior and senior classes it was necessary to increase the number of preceptorial participants • 3 • �to nine or ten. This did not prove to be the handicap anticipated. Preceptorials offered during the year were the following: A Sequence of Americans; Aristotle's Politics; the St. Matthew Passion; Kant, Critique of Pure Reason; Hegel and His Influence; Sophocles as Artist and Tragedian; Analytic Philosophy, Ethics; Dostoevsky, The Possessed; Two Accounts of the Beginning, Genesis and Hesiod; Aristotle's Metaphysics; Theology in the Twentieth Century; Foundations of Mathematics; Shakespeare's Hamlet; Plato's Theatetus; Shakespeare, Three Plays; and the Watson-Crick Model of D.N.A. After a year's moratorium, music tutorials were resumed, now offered for sophomores only. The faculty music study group had evolved a more satisfactory plan for the tutorial, and bi-weekly tutors' meetings kept the classes in step without sacrificing healthy variation. The Dean reports that revision of the laboratory program continued its deliberate advance. Sophomores tried the new biology program for the first time. The manual proved too optimistic as to what could be accomplished in the allotted time so further revision will be necessary. Meanwhile, most of the work has been completed on revising the junior physics program, which goes into effect in the fall. The Faculty The entire St. John's community felt a deep sense of personal loss in the death of Victor Zuckerkandl at Ascona, Switzerland, in May. An accomplished musician and an inspired teacher, Mr. Zuckerkandl was a member of the St. John's Faculty from 1948 until his retirement in 1964. He was responsible for the initiation and development of the music program at the College, but his versatility as a teacher extended to all branches of the program. Under grants from the Bollingen Foundation he wrote and published two books, Sound and Symbol and The Sense of Music. In tribute to him, a simple but moving memorial service was held in the Great Hall of the College. His memory is to be perpetuated through the gift of a grand piano by his widow and through the creation of a permanent endowment by his long-time friend and admirer, Miss Caroline Newton, of Berwyn, Pennsylvania. As previously reported there were nine new additions to the Faculty in Annapolis: Ida Doraiswamy, Mickey Gibson, John R. Gump, David Jones, Louis Kurs, Roger Schmeeckle, Earl Scott, Deborah Traynor and Arthur Reisz. James I. Gilbert was appointed Artist-in-Residence and will continue in that capacity for the coming academic year. Four members of the Faculty were on leave: Henry Na than, Thomas Simpson, Edward Sparrow and Beate Ruhm von • 4 . �Oppen. Mr. Sparrow is on a two-year leave of absence to take charge of the Integrated Program at St. Mary's College. The opening of the Santa Fe campus drew seven members of the Annapolis Faculty: Clarence J. Kramer, Dean, Robert E. Skeele, Assistant Dean, Ford K. Brown, William A. Darkey, Molly Gustin, Thomas J. Slakey and Curtis A. Wilson. Mr. Brown returned to Annapolis this summer. Samuel E. Brown, Jr., Wiley W. Crawford, David C. Jones and Philip B. Waring are moving from the Maryland to the New Mexico campus. They will be joined by Michael Ossorgin, who spends the coming academic year on sabbatical leave. Two of the Santa Fe tutors resigned at the end of the year, Marcia Bullard and Journet Kahn. Ingeborg Lorenz and Donald Rauber continue, the former with added responsibilities as the second Assistant Dean. It is significant that over 150 applications were received to teach on each of the St. John's campuses. Many of these candidates were unusually well-qualified, and the Instruction Committee was confronted with a difficult task in recommending new appointments. The following members join the Faculty this summer: at Annapolis: Jerry L. Blatt, a bio-chemist and physiologist from Kansas State University; Peter Brown, from the Columbia University Graduate School; Geoffrey Comber, musician and philosopher from the University of Western Ontario; George Doskow, instructor in English at Trinity College; Charles E. Finch, senior English teacher at the Conestoga High School; Howard J. Fisher, University of Rochester graduate; Carl Linden, from the Central Intelligence Agency; and Benjamin Milner, assistant professor of philosophy and religion at Wellesley; and at Santa Fe: Robert Bunker, head of the English and Philosophy Departments at New Mexico Highlands University; Don B. Cook, who has just completed his Ph.D. in chemistry at the University of California (Davis); Thomas H. Jamison, assistant professor of English at New York University; Elliott Skinner, Ph.D. in philosophy from Princeton; Clare Dodson Smith, who completed her Ph.D. at the University of Arizona in zoology; Richard D. Sullivan, instructor in history at the University of Montana; and, on a parttime basis to teach music, Richard B. Stark, Curator at the Museum of International Folk Art in Santa Fe, who holds the degree of Master of Music from Yale University. Dr. Julius L. Wilson, College Physician at Santa Fe, will teach one of the sophomore biology laboratories. The Students Two hundred and seven men and women were selected by the Admissions Committee from more than double that number of applicants for the freshman class which entered St. John's College in the • 5 • �fall of 1964, 123 of them in Annapolis and 84 of them in Santa Fe. This resulted in a total enrollment on the two campuses of 405 students, distributed among the several classes as follows: Annapolis Men Women Total 69 52 30 40 54 32 29 15 123 84 59 55 Total 191 130 321 Freshmen 51 33 84 242 163 405 Freshmen Sophomores Juniors Seniors Santa Fe Grand Total Geographically 39 states, the District of Columbia and nine foreign countries were represented. As expected, half of the students on the Santa Fe campus came from western states, half of these from California. Dean Kieffer reports that the students exhibited mature behavior and great responsibility. The Rules of Residence were well observed. The Delegate Council of the Student Polity functioned well under Gerald Zollars as Executor. At the elections in the middle of the year Pattie Turner was elected to the office, the first woman to achieve this distinction. The St. John's Collegian appeared regularly under the capable editorship of David Lachterman and later Susan Roberts with Eva Brann acting as Faculty Advisor. Leon Rottner achieved an excellent performance of "Much Ado About Nothing," which he directed for the King William Players. The Modern Theatre group presented three plays, climaxed by a highly entertaining musjcal review under the able direction of Jeremy Leven, entitled "The Perils of St. John's." This production with music and lyrics by Michael Littleton and Jeremy Leven effectively capitalized on the foibles of the community and delighted all who saw it. In Santa Fe there seemed objection from the outset to any formal student government. One delegate was elected from each dormitory to meet weekly with the officers of the administration to discuss matters of common concern. These delegates were rotated three • 6 • �times during the year. It is expected that this informal arrangement will continue for the coming academic year. As anticipated, skiing proved to be one of the most popular sports on the new campus, since the Santa Fe Ski Basin lies less than an hour away. Other athletic activities were limited to volley ball, ping pong, fencing, weight-lifting, hiking and calisthenics. Over the summer months tennis courts are being constructed. These courts and the future clearing of a general-purpose field for intra-mural touch football, field hockey and softball, will provide welcome release for student energies. In general, the Santa Fe student body had a pronounced musical inclination. Guitar players and folk singers abounded. Three students joined the Santa Fe Community Chorus and three played regularly throughout the season with the Santa Fe Symphony Orchestra. Student talent was well displayed at the Variety Show in early June, to the delight of St. Johnnies and townspeople alike. Health of the college community presented no major problems on either campus. Over 1500 dispensary calls were handled by Dr. Gerard Church, the College Physician, and Pauline G. Fowler, the College Nurse, at the infirmary in Annapolis. In Santa Fe the College was fortunate in obtaining the services of Dr. Julius L. Wilson, who had retired to the Southwest after distinguished teaching at Tulane and Yale Medical Schools. By mid-winter it was apparent that the assistance of a nurse would be welcome. This position was filled by Mrs. Mordant Elrington, whose husband was Senior Resident in the men's dormitory. Experience of this year clearly demonstrates the need for a small but efficient college infirmary. Such a facility has been included in the plans for the new women's dormitory to be completed by the fall of 1966, if funds are available. Libraries Creation of the second campus in Santa Fe has necessitated the building of a new library collection. John Knego, the Librarian, and his staff have wrought miracles in bringing the new library into being and in acquiring and cataloguing 6,675 volumes during this first year. An additional 7,000 volumes have been received, mostly by gift, and are yet to be acquisitioned. It would be impossible in this report to acknowledge the many donations to the Library, but mention should be made of the gift of all publications by the Bollingen Foundation and of reprints of the Southwestern Classics by the Rio Grande Press of Chicago. Notable bequests of books were received from the late Edith Ames Crosley, Kenneth Foster, Grace Guest, and Robert Hunt. The volunteer Library Committee of Santa Fe citizens and others, under the honorary chairmanship of Witter Bynner and the • 7 • �general chairmanship of Mrs. Alexander Girard, contributed importantly to the development of the Library. Through sponsoring benefits and through seeking Friends of the Library, this Committee obtained gifts of nearly $5,000 to endow the purchase of books and $4,360 in memberships for current book acquisitions. Already space has become the major problem of the Library. Temporary quarters in the Book Store in the Student Center are inadequate. One large room in the basement and a laboratory and preparation room in the Laboratory Building are now assigned as additional temporary space. Detailed plans and specifications for the library building have already been drawn by the architects. Construction of this essential building only awaits a donor. Its cost is estimated at $750,000. Unless this building can be finished by the fall of 1967, the College will be seriously handicapped in its educational program. In Annapolis too the Library is at the top of the priority list of necessary new facilities. Prelimin~ry plans have been prepared for the complete renovation and expansion of Woodward Hall, which has served as the College Library since 1899. Fortunately the General Assembly of the State of Maryland extended to December 31, 1965, its matching offer of $75,000 toward the three-story addition to the building. An appeal was made by mail to the alumni of the College to meet this matching offer and to raise another $250,000 to accomplish the renovation. Thus far only $55,467 has been received in gifts and pledges. The Library Committee and the other members of the Faculty hope that a more generous response will be forthcoming so that construction can be undertaken during the academic year 1966-67. Charlotte Fletcher, the Librarian, reports steady growth over the past year, with the cataloguing of 1,270 new books and the discarding of 830. Reference and bibliographic services grow noticeably, particularly to meet the scholarly needs of the Faculty. The basic set of the British Museum Catalogue of Printed Books was completed during the year. Three volumes by St. John's tutors were included among new acquisitions: Galen's Institutio Logica, English translation, introduction, commentary by John S. Kieffer; Plato's Meno by Jacob Klein; and The First Hundred Years of Wagner's Tristan, by Elliott Zuckerman. Special mention should also be made of a gift in Victor Zuckerkandl's memory from Miss Caroline Newton, a first edition 'of Goethe's Gedichte, inscribed by the author to Jane Carlyle. Polity Revision The third quinquennial review of the College Polity was accomplished during the year, based on study and recommendation by a faculty committee under the chairmanship of Barbara Leonard. The nost important changes concerned the incorporation of the Santa Fe • 8 • �campus into the body politic of the College. A decision was reached to have a single Instruction Committee for the entire College, its membership to be drawn equally from the two campuses. Provision has been made for annual meetings of the Instruction Committee, alternating between the two campuses, to discuss educational policy matters and to recommend tenure appointments to the Faculty. Members of the Instruction Committee on each campus will also serve as local instruction committees to handle specific curricular and instructional matters not affecting the College as a whole. I am highly pleased with the resolution of this matter, since the single Instruction Committee will help to assure the unity of the two campuses. The Polity was also revised to provide for two Vice Chairmen of the Board, one from the East and one from the West. The Executive Committee was enlarged and provision made that a quorum of five members could be convened either in Annapolis or in Santa Fe. The Governor of New Mexico was added as an ex officio member of the Board, and the President of the Maryland Senate and the Speaker of the Maryland House were deleted as ex offido members. Finally, full tenure for faculty members was reinstated in lieu of the twelveyear tenure appointments which had previously been in effect. Campus Development In the early fall construction will start in Annapolis on a small dormitory complex to be known as Harrison House. This building is the generous gift of Gertrude Harrison in memory of her husband, John T. Harrison, 1907, who served for many years on the Board of Visitors and Governors. Final architectural plans are now being drawn by the Baltimore firm of Rogers, Taliaferro, Kostritsky and Lamb. The dormitory will consist of three small units, each housing from eight to ten students. Included as well will be a tutor's apartment, common rooms, and storage space. Harrison House will be loca.ted on a site immediate.ly west of Chase-Stone House, bordering upon the boxwood garden. The Faculty Campus Development Committee, under the thoughtful chairmanship of Dean Haggard, has played a considerable role in planning for both the new dormitory and the library renovation. Helpful advice has also been forthcoming from the landscape committee under the chairmanship of Mrs. Carleton Mitchell of Annapolis. Both committees have served in an advisory capacity to the administration. Last summer and this summer great progress was made on replacing unsightly and broken concrete walks with brick in the entire area around McDowell Hall. The hedge along College Avenue was renewed and shrubbery planted near the gymnasium and the Carroll Barrister House. All of this has done much to enhance the general • 9 • �appearance of the campus. Not readily apparent but equally important was the completion by the city of a storm drain to carry waters off St. John's Street instead of allowing them to flood the lower athletic field. General maintenance of the buildings, both interior and exterior, continues according to schedule. Pinkney Hall received a major overhaul, including the installation of new furniture, wall bookcases, corridor carpeting, and an automatic heating-control system. The entire interior was repainted. Campbell Hall received similar but less attention. For the effective progress in maintaining and improving both buildings and grounds great credit is due Charles T. Elzey, the Treasurer; James E. Grant, the Business Manager; David Tucker, the Superintendent; and the maintenance staff. In Santa Fe surprisingly few problems developed in the operation of the physical plant over the first year. A main concern was to develop appropriately the landscaping of the new campus. A committee was formed under the knowledgeable chairmanship of Mrs. Arthur Musgrave to work with the administration. The committee sought to make the type of shrub and tree which it recommended conform to the College's surroundings. It was also concerned with keeping maintenance and watering to a minimum. Some modifications were therefore made in the master plan, which had been developed by Garrett Eckbo of Los Angeles. The first concern was to plant the rock slope above the pool in the patio area between the Student Center and the academic buildings. A beautiful garden area has emerged. This is a memorial to Mrs. Nina Garson, the gift of her daughter, Greer Garson, wife of Colonel E. E. Fogelson, of the Board. Appropriate planting of fruit trees and shrubs was undertaken in the dormitory patios. This summer the open slopes between the buildings were seeded to native grasses, both to eliminate the barren look of the ground and to prevent erosion. Two new construction projects are about to begin. A contract has been signed for building three tennis courts just north of the arroyo. These will provide urgently needed athletic facilities for the new campus. They are the generous gift of Mr. and Mrs. Don Kirby of Albuquerque as a memorial to Mr. Kirby's mother, Helen Davidson Kirby. The second project is a women's dormitory complex to be located on the slope of Moon Mount just west of the Student Center. Holien and Buckley, the architects, are now drawing plans for these buildings, which will house 126 women and provide space for an infirmary, two apartments, and common rooms. Preliminary approval has been obtained from the Housing and Home Finance Agency for an $850,000 loan to finance the project. • 10 • �Administration In recognition of accomplishment, John H . Dendahl was promoted to the Treasurership in Santa Fe and James E. Grant to the Business Managership in Annapolis. The former appointment releases William J. Hooton to concentrate upon development and public relations in his capacity as Assistant to the President. James Patton, of Chicago, Illinois, was appointed as an additional Assistant to the President in anticipation of a major fund-raising program over the next several years. Another staff appointment was that of Theodore Smith as Director of Admissions in Santa Fe. He replaces Frank Hoback, who resigned to embark upon graduate work in mathematics. In Annapolis, Philip Camponeschi, of the Class of 1946, was appointed to serve as Acting Director of Admissions during the coming year, when James M . Tolbert will be on a well deserved leave. Other administrative appointments in Annapolis were as follows: Margaret Larner, music librarian, and Catherine Tobin, secretary to the Assistant Deans. Mrs. Louise McCarthy became secretary to the Dean, replacing Virginia Cade, who resigned for personal reasons . Mary Frizzell and Georgina Koval relinquished their positions as secretaries in the Alumni and Admissions Offices respectively. In Santa Fe Laney Bancroft succeeded Grace Evans as secretary in the Admissions Office when Mrs. Evans was transferred to the Business Office. Phyllis Willa and Laura Lacey filled the position of receptionist and telephone operator. Lucille Webb served as Manager of the Book Store. Resignations during the year included Florence Van Dresser and Frances Smith, secretaries in the Library and Business Office. Peace Corps Training Program In January the Dean was approached by the Deputy Director of Training of the Peace Corps about the possibility of undertaking an experimental training program at Annapolis this summer. There had apparently been some dissatisfaction with the quality and methods of teaching trainees in area studies and in the courses on the United States, world affairs, and communism. The College was invited to work out a program which would use the St. John's seminar discussions to prepare trainees in these two major areas. A faculty committee under the chairmanship of Robert Bart conferred with representatives of the Peace Corps to plan the program of instruction, and Philip Camponeschi was named Director of the Program. Ninety-four trainees registered for the summer session of twelve weeks on June 18, 1965. The group were destined for India to assist in poultry-management programs. The curriculum for the summer in• 11 • �eluded seminars in Indian and American social problems and institutions, instruction in Hindi, technical poultry studies, and seminars in a selection of readings of books from the St. John's list together with certain Indian classics. Eight St. John's tutors are participating as part of an able staff of instructors, both American and Indian. The program has apparently gone extremely well, though one might be startled at the small village of chicken coops of American and Indian design which have sprung up overnight on the banks of College Creek. The College continued its contractual relationship with the Department of Labor to assist in orienting various groups of foreign nationals. These teams had been brought to this country to study the labor movement in a democratic environment. Publication and Publicity Dedication of the Santa Fe campus on October 10th was the principal public event of the year. One hundred and twenty delegates from colleges and universities attended in full academic regalia. Distinguished guests included the entire New Mexico Congressional delegation, as well as the Governors of both Maryland and New Mexico. Senator Clinton Anderson brought greetings from the President of the United States, and Robert 0. Anderson, of the Aspen Institute of Humanistic Studies, made the principal address. Governor and Mrs. Campbell received delegates and Board members at the Executive Mansion, after which there was a dinner and open house in the Student Center attended by over 1200 persons. Wide publicity in the press and on radio and television was arranged by Jack Wentworth, who continued his able handling of publicity for the College throughout the year. Thomas Parran, Jr., as Assistant to the President, directed the public relations program for the College in Annapolis. The Bulletin of St. John's College continues to serve as the principal publication of the College for both campuses. The new catalogue which appeared in December and the admissions brochure which followed provide basic information about both Annapolis and Santa Fe to prospective students. Special reports on the progress of the Santa Fe campus were sent to selected donors and friends by the President. For the year ahead it is hoped that the number of issues of the Bulletin can be increased to include at least two in magazine format which would be of general interest to alumni and friends of the College. / Alumni Affairs The alumni reelected John Donohue, of the Class of 1935, President of the Alumni Association and at the same time reelected to • 12 • �three-year terms on the Board of Visitors and Governors John D. Alexander, Jr., of the Class of 1953, and Joseph L. Bean, of the Class of 1932. An enthusiastic spirit prevailed at Homecoming in October. Colonel Carey Jarman, of the Class of 1917, received the Alumni Award of Merit. Present for the festivities was Seth Linthicum, of the Class of 1895, of Linthicum Heights, Maryland, then the College's oldest living alumnus, whose death in late July it is my sad duty to report. Only a handful of alumni attended the "Back to College" program scheduled for the two days immediately prior to Homecoming. Those present enjoyed and benefited from the program. It is hoped to repeat it another year. Charles Bell, of the Faculty, addressed the Mid-Winter Dinner in Baltimore in March. The film of the Santa Fe dedication was also shown. This had been underwritten by the Alumni Association. Alumni Annual Giving fell off markedly this year, perhaps as a result of the solicitation of alumni for the Woodward Hall project. A total of $10,605 was contributed for current purposes by approximately 350 alumni, as compared with $18,582 in the preceding year. Alumni gifts and pledges to the Library Fund totaled some $25,000, including a donation of $2,000 from the Alumni Association. Finances Even though St. John's College is a legal entity, the finances of the two campuses are being separately maintained and accounted for. The Annapolis College over the years has built up an endowment fund of $6,946,151, the market value of which on June 30, 1965, was $7,948,008. This fund earned $299,251 last year which represented a 4.313 return on book value of the portfolio. It accounted for nearly one-quarter of the College's income of $1,243,519. The Auditor's statement shows that income exceeded expenditure by $906. Funds actually received by the Treasurer in Santa Fe during the fiscal year under review totaled $603,896. Of these monies $330,332 was used to clear the final balances on the construction of the new campus and on equipment. The sum of $273,564 was applied to current operations, which left a deficit for the first year of $16,849. The balance sheet of the College in Santa Fe shows assets of $5,419,324, against which there are both short- and long-term liabilities of $2,988,644, including a temporary loan of $1,950,000 which had been advanced for construction purposes from the endowment fund in Annapolis. Gifts for current purposes in Annapolis totaled $43,644 for the fiscal year: $10,605 from alumni; $17 ,023 from business' and industry through joint solicitation by the seven colleges comprising the Asso• 13 • �ciation of Independent Colleges in Maryland; $2,178 from Board members; $7,775 from corporations and foundations; and $6,063 from other friends of the College. In addition, $55,467 was received in gifts and pledges in the Library campaign and $39,267 was donated for endowment purposes. This latter sum was matched by Old Dominion Foundation of New York City in accordance with its generous matching offer, which continues through June 30, 1967. For Santa Fe new gifts and pledges including cash, securities and property were in excess of $436,000. This brought the total raised for the Santa Fe campus from February 22, 1961, when the project was born, to $1,859,003. It is interesting to note that 110 individuals contributed $368,815 of the new monies and 24 corporations and companies gave $51,220. On behalf of the entire College community, I acknowledge with deep gratitude the many gifts which have been received over the past year. Within the compass of this report, it is impossible to jnclude all who have contributed so generously. Certain gifts have already been mentioned; the following should also be cited: Gifts and Grants for Annapolis Corporate and Foundation gifts and grants for current purposes as follows: $3,000 from the Esso Education Foundation; $1,000 from the Gulf Oil Corporation Foundation; $1,000 from the Stornaway Foundation; and other gifts totaling $1,200 from the Gordon-Davis Linen Supply Company, the Household Finance Foundation, the Washington Steel Corporation, and Wheat and Mullen; and for the Library Fund $10,000 from the Hodso!} Trust. Gifts totaling $1,977 from the corporate matching programs of the following: Aetna Life Insurance Company, Bristol Laboratories, Clairol, the Ford Motor Company Foundation, the Gulf Oil Corporation, the International Telephone and Telegraph Company, International Business Machines Corporation, the J. Walter Thompson Company, the National Lead Company, and the Office of the Messrs. Rockefeller, the Ortho Pharmaceutical Company, and Towers, Perrin, Foster and Crosby. Gifts and grants totaling $15,272 for scholarship purposes from: the Baltimore Colts Foundation, the Burroughs Newsboy's Foundation, The Colonial Dames of America, the Dr. Charles C. Cook Foundation for Charities, the Edwards Scholarship Fund, the Food Fair Stores Foundation, Mabel L. Gillespie, the Lewis S. Mills Scholarship Fund, the National Merit Scholarship Corporation, the Norristown Parents' Club, the Rotary Club of Cohasset, the Schlumberger Well Survey Corporation, the Williams High School Student Activity Fund, the Norristown Y.M.C.A. Educational Fund, and the Yeadon P.T.A. Scholarship Fund. Bequests of $2,637 from the late Benjamin D. Chambers, of the Class of 1905, and of $11,885 from the late William L. Mayo, of the Class of 1899, both to establish alumni memorial funds. Other gifts as follows: $7,350 in stock from Mr. and Mrs. Jesse L. Adams, representing the final payment on their pledge to endow the concert series of the College; $1,000 from Mrs. Mary F. Duer toward the Robert F. Duer, Jr. • 14 • �1921 Memorial Fund; a further payment of $3,200 from Colonel Robert E. Jones, 1909 and Mrs. Jones toward the Robert E. and Margaret L. Jones Scholarship Fund; gifts totaling $1,124 toward the Dr. John 0. Neustadt 1939 Memorial Fund; gifts totaling $373 toward the Clara B. Weigle Memorial Library Fund; $10,000 from Mrs. Carleton Mitchell for landscaping; $957 toward the Faculty Scholarship Fund, representing the proceeds from a benefit concert by Douglas Allanbrook, of the Faculty; a gift of magnetic components for the laboratory valued at $500 from G-L Industries, Inc., of Westville, New Jersey; a set of the works of Shakespeare from Mrs. Harold D. Jacobs; and a gift of gasoline from Harry Waller. Gifts and Grants for Santa Fe For general purposes, including equipment and scholarships: $1,500 from ACF Foundation; $15,000 from the Brown Foundation of Houston, Texas; $2,500 from Colorado Fuel and Iron Corporation; $5,000 from the Esso Education Foundation; $6,500 from the First National Bank of Santa Fe; $5,500 from the Gulf Oil Company; $2,000 from the Crescent Porter Hale Foundation; $15,000 from the Kennecott Copper Corporation; $500 from the Merrill Lynch, Pierce, Fenner and Smith Foundation; $500 from Miller and Smith Manufacturing Company; $5,000 from the Mountain States Telephone and Telegraph Company; $600 from the Sperry and HutJhinson Foundation; $5,000 from the Santa Fe Foundation (Atchison, Topeka, and Santa Fe Railway); $2,000 from the Singer Company Foundation; and $500 from the Tyler Pipe and Foundry Company. Gifts of books for the Library from Mrs. C. L. Bailey, General and Mrs. Percy Poe Bishop, Richard S. Claassen, Phyllis Crawford, Mr. and Mrs. C. P. Dodge, Colonel E. E. Fogelson, Dr. and Mrs. Murray Friedman, Mrs. Boaz Long, Mrs. Aaron Margulis, L. B. Speiss, Amelia Elizabeth White, and Mr. and Mrs. Richard Wormser. Gifts of furniture from Claude Anderson; Indian rugs from Rex Arrowsmith, Al Packard, and J. I. Staley; Indian pots from Witter Bynner; a collection of santos from J. I. Staley; a Mexican bell and Indian rugs and artifacts from Mr. and Mrs. William M. White. The gift of a collection of eight of his paintings by Eric Gibberd; paintings and sculpture from Dr. F. M. Hinkhouse; one of his paintings by Arthur F. Musgrave; Henderson's "Arroyo Chamisa" from his daughter, Mrs. Edgar L. Rossin; a contemporary Ethiopian painting and Bible pages from Stanley Slotkin; etchings from Mrs. Philip L. Travers; a painting from Dr. and Mrs. Stanislav M. Ulam; two lithographs from the family of Theodore Van Soelen; lithographs and maps from Mr. and Mrs. Alexander V. Wasson; and' three of his paintings by John C. Wylie. Development Program Now that St. John's College is fully established and carrying on its distinctive educational program both at its traditional location in Annapolis and at its new western site in Santa Fe, New Mexico, the time seems propitious to embark upon a major development program to assure the requisite financial support for both campuses. A single major campaign for funds seems desirable, for St. John's has achieved nationwide stature through its colonization plan. I am convinced that many thoughtful people all across this country recognize im15 �portant principles in the St. John's Program and in the College's emphasis upon a small learning community. St. John's College has a real mission upon the American educational scene. The Board has wisely recognized the need for a development program for $16,500,000 to be undertaken as rapidly as feasible over the next decade . The proposed objectives of such a development program are these: Annapolis Campus Renovation and Expansion of the Library New Dormitories for 60 Men Renovation of Existing Dormitories Athletic Center and Swimming Pool Conversion of Gymnasium to Dining Hall Miscellaneous Campus Landscaping Additional Endowment Funds for Current Operations (three years) Total $ 400,000 450,000 200,000 1,000,000 3.50 ,000 100,000 2,000 ,000 150,000 $ 4, 650, 000 Santa Fe Campus Library with Music and Art Facilities Auditorium Athletic Center and Swimming Pool Administration Building New Dormitories and Infirmary Endowment Funds for Current Operations (three years) Repayment of Construction Loans on Existing Buildings $ 750,000 1,100,000 1,000,000 350,000 900,000 5,000,000 800,000 1,950,000 Total $11,850 ,000 Grand Total $16 ,500 ,000 In anticipation of embarking upon this major fund-raising effort, the Board has retained the firm of John Price Jones Company, Inc., of New York City, to do a study, analysis, and plan. The findings will be reported at the October meeting of the Board. Meanwhile, a national committee of sponsors is being enlisted and other preparations are being undertaken. • 16 • �I have every confidence that St. John's College will command the active interest and support of foundations and individuals who are concerned with the future of education in this country. Provision of the proper financial undergirding for both campuses will free the College for what must always be its principal function- the education of young men and women. I hope that the year immediately ahead will see us make great strides toward this goal. * * * * * The future of St. John's College is both exciting and challenging. In an era of bigness and impersonality in education, St. John's is making a contribution out of all proportion to its size. Its institutional purposes and program are clearly delineated. Its commitment is to liberal education as the best preparation both for vocation and for living. Its faculty members believe teaching and learning in common with their students to be their primary opportunity. Its students manifest a seriousness of purpose and a desire to learn for learning's own sake. These factors work toward liberal education of a high order and make St. John's College a small college of distinction. RICHARD D. WEIGLE President Santa Fe, New Mexico August 12, 1965 • 17 • �WHEAT 8c MULLEN CERTIFIED PUBLIC ACCOUNTANTS COLONIAL 3·2888 ANNA,.OLl8. MA"YLAND August 31, 1965 Board of Visitors and Governors St. John's College Annapolis, Maryland Dear Mesdames and Sirs: We have examined the Comparative Balance Sheet of St. John's College located at Annapolis, Maryland as of June 30, 1965 and 1964 and the related Statement of Income and Expenditures for the years ended June 30, 1965 and 1964. Our examination was made in accordance with generally accepted auditing standards and accordingly included such teats of the accounting records as we considered necessary in the circumstances. We did not examine any of the records of the new St. John's College in Santa Fe, New Mexico. A separate audit has been made by Peat, Marwick, Mitchell and Company, Certified Public Accountants of Albuquerque, New Mexico. Any liability that the College in Annapolis may incur because of the financial activities of the College in Santa Fe is not noted in this report except for the loan of $1,950,000.00 as shown on Exhibit "A". In our opinion, subject to the realization of the above loan, the accompanying Comparative Balance Sheet and related Statement of Income and Expenditures present fairly the financial condition of St. John's College of Annapolis, Maryland at June 30, 1965 and 1964 and the results of its .operations for the years then ended in confo;nnity with generally accepted accounting principles, applied on a basis consistent with that of the preceding year. Respectfully submitted, WHEAT & MULLEN EFM:lf 18 �PEAT, MARWICK, MITCHELL & Go. GEHTIFIED PUBLIG AGGOUNTANTS BANK OF NEW "MEXICO BUILDING ALBUQUERQUE, NEW MEXICO 8?101 ACCOUNTANTS' REPORT The Board of Visitors and Governors St. John's College in Santa Fe: We have examined the balance sheet of St. John's College in Santa Fe as of June 30, 1965 and the related statement of current income and expenditures and the several statements of changes in funds for the year then ended. Our examination was made in accordance with generally accepted auditing standards, and accordingly included su~h tests of the accounting records and such other auditing procedures as we considered necessary in the circumstances, except as noted in the following paragraph. In accordance with your instructions, we did not confirm by direct correspondence amounts due from contributors nor did we verify the due dates of such pledges. Accordingly, we do not express any opinion concerning such pledges receivable stated at $829,370.43. Because the pledges receivable at June 30, 1965 enter materially into the determination of financial position and results of operations, we do not express an opinion on the accompanying financial statements taken as a whole. Albuquerque, New Mexico August 16, 1965 19 �ST. JOHN'S Annapolis, BALANCE SHEET, ASSETS CURRENT FUND Unrestricted Cash.... . ............ . ... .. ......... . .. .. .. ..... . . ... Accounts Receivable ...... . ....... . ..... . ............. . Sundry Receivables ........ .. .... . ......... . .......... . Inventory-Bookstore ....... ... ...... . . .. .... . ....... . . Prepaid Expenses ........ . .. ... .... .. ............ .... . . Due from Other Funds ... .. .. . ............. . . . ..... . .. . Total. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 138, 471 4,282 10,382 19,061 1,183 22,658 $ 196,037 Restricted Cash . . . .. . ........ . .. .. .. ... . . . ...... .. . . .... . ...... . Loans Receivable .................. . . . ................ . Due from U.S. Government ...... . .................. . . . Investments at Cost .... . ........ . ... . . . ......... ... ... . 75,870 11,316 17,958 9,870 Total... ... . . .. .. . . ... . ... .. ......... . ... .. .. . .. . . $ 115,014 Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 311, 051 $ 11, 904 2,054,051 1,095 4,870,959 37' 911 ENDOWMENT FUND Cash ..... . . .. . .. ... . . . .... . .... ..... ... . . .. .. . ..... . . Accounts and Notes Receivable ................. . ..... . . . Pledges Receivable .......... .... ........... . ...... .. .. . Investments at Cost . .. . ..... .. .... . . . .............. . .. . Accrued Income .... . . . . .. .. . ...... . .. .. .. . . .... .. ... . . Total Endowment Funds ..... . . .. . .. .. . . . ... .. . ... . $ 6,975,920 PLANT FUNDS Cash ...... . ..................... . ............... . ... . Land and Campus Development ... . ... . ... . ............ . Buildings and Improvements ......... . ........... .... . . . Equipment .. . .... . .. .... . .. . ... .. . ...... . .. . . . ....... . $ 85, 139 252,438 4,482,845 389,367 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 209, 789 Total Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $12, 496, 760 • 20 • �COLLEGE Maryland June 30, 1965 LIABILITIES AND CAPITAL CURRENT FUND Unrestricted Accounts Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Deposits and Credits ... . . . ...... . ... . .. . ....... . $ 16,413 32,564 48,977 147,060 Fund Balance ........ . ... . ... .. . . . .... .......... . .... . Total.......... . ........ . ........ . .. . . . . . . . . . . . . . . $ 196,037 Restricted Notes Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Advances from U. S. Government .... . . . . ....... . .. .. ... . $ 25,000 49,342 74 , 342 40,672 Fund Balance . . .... . .............. .... . . ............. . Total.... . ....... . ........ . . ... .. . ........ .. . .... . $ 115,014 Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 311, 051 $ 22,658 ENDOWMENT FUND Due to Other Funds . . . . .. . .............. . ..... . .... . .. . Principal-Income Expendable Unrestricted Endowments ......... . . . . . . . .... . .. ... .. . Restricted Endowments ..... . . .. ................ . .... . Reservation of Profits-Sale of Securities ... . ...... ... . . 5,265,859 827,011 854,968 Total..... . ........ .. ... . . . . . . . . . . . . . . . . . . . . . . . . . . $ 6, 947, 838 U nexpertded Income. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Total Endowment Funds...... .. . . . . .. . .. ..... .... . 5, 424 $ 6,975,920 PLANT FUNDS Notes Payable ...................... . ................ . . Funds Available .for Plant Expansion ... . .... . .. .. . . . . ... . Invested in Plant . . ....... . .. . .. . ................... . . . $ 49,000 36, 139 5,124,650 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 209, 789 Total Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $12, 496, 760 • 21 • �ST. JOHN'S Santa Fe, BALANCE SHEET, ASSETS CURRENT FUND ASSETS Cash . . ... .. . . ....... . .. . .. . ... . .... .. . . . . ..... . ... . . . . . . Notes and Accounts Receivable .......... . .. .. . ............ . Pledges Receivable Due within One Year. . . . . . . . . . . . . . . . . . . . . . . . $ 337, 695 Due after One Year . . . . . . . . . . . . . . . . . . . . . . . . . 439, 476 $ 777' 171 Investments at Cost . .... . . . . . .............. . ........ . .... . Due from Other Funds .... . . . . . ................. . .. . .. . .. . Other Assets . . . . . . . . ... .. ... .... . . .. . . .. ........ . ... . . .. . Total Current Fund Assets ... .. .. . ............. .... . . 84 4,518 4,349 5,358 768 $ 792,248 Cash in Savings Accounts... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pledges Receivable . . .. . .. . ......... . .................. . .. . Investments at Cost . ... . ...................... . . . ....... . . $ 17,945 2,200 2,219 Total Endowment Fund Assets . . . . . . . . . . . . . . . . . . . . . . . $ 22,364 $ 4, 928 197,647 ENDOWMENT FUND ASSETS ANNUITY FUND ASSETS Accounts Receivable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Investments at Cost. .. . . ... . ......... . ........... . . . .. . .. . Total Annuity Fund Assets . . . . . . . . . . . . . . . . . . . . . . . . . . $ 202, 575 PLANT FUND ASSETS Unexpended Pledges Receivable. . . . . . . . . . . . . . . . . . . . . . . . . . Due from Other Funds................... . . . $ Invested in Plant Land and Land Improvements ... . ........ . .. . Buildings ....... . ... . .... .. ...... . .. . . .. . . . Equipment and Furnishings ..... . ...... . .... . Library Books .... . .... . ....... . ...... . ... . . Off-Campus Real Estate ....... . ............ . $ 218,918 3,839,302 202,750 26,654 63,838 4,351,462 Total Plant Fund Assets....... ... . ... ............... $4,402, 137 Grand Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $5, 419, 324 22 • 50, 000 675 $ 50,675 �COLLEGE New Mexico June 30, 1965 LIABILITIES AND CAPITAL CURRENT FUND LIABILITIES AND PRINCIPAL Notes Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... Accounts Payable and Accrued Expenses ..... . . .. .. . ... .. ... . Interest Payable . . ........ .. ..... .. .......... .. .... .. .... . Students' Deposits ... .. ....... .. .. . ... . . . ......... . .. ... . . Due to Other Funds .. . . ... .......... .... ............. .. .. . 75,000 23,820 19,500 14,290 675 $ Fund Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133,285 658, 963 Total Current Fund Liabilities and Principal. . . . . . . . . . . $ 792, 248 ENDOWMENT FUND LIABILITIES AND PRINCIPAL Due to Other Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unrestricted Endowment ....... . ... .. .. . .. .. ......... . .. . . Restricted Endowment . . . ... . . . ... .. . .. . . ........... .. .. . . $ 431 9,406 12,527 Total Endowment Fund Liabilities and Principal. . . . . . . $ 22,364 $ 4, 928 197, 64 7 ANNUITY FUND LIABILITIES AND PRINCIPAL Due to Other Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fund Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Total Annuity Fund Liabilities and Principal. . . . . . . . . . . $ 202, 575 PLANT FUND LIABILITIES AND PRINCIPAL Unexpended Fund Balance.. . ... .. . . . . ..... . ... .... ... . . . .... . ..... . Invested in Plant Notes Payable ... .... ...... ... .... ... ...... . Bonds Payable .. . .... . ....... . . . .. ... ..... . Net Invested in Plant ...... . . .. .. ... . . ... .. . $ 50,675 $1,950,000 900,000 1, 501,462 4,351,462 Total Plant Fund Liabilities and Principal. . . . . . . . . . . . . $4, 402, 137 Grand Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $5, 419, 324 23 �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1965 INCOME Educational and General Tuition Fees .. . . . .. .. ..... . .. .. . . .. . ... . ..... ... .... .. . Adult Education .. ..... . . . . .... .. ... . .. .. . .......... . .. . Endowment ........ . ... ... ...... ..... .... .... . .... .. .. . State Appropriations ..... . . . . ... .... .... . . . ...... .. ... . . Miscellaneous .. ...... .................. .... .......... . . Total .. .... . . . .. .. .... ..... ... .. . ... .. . ... .. . ..... . Auxiliary Enterprises Dining Hall .... . .. ... .. ..... ... . .......... ..... . .... .. Dormitories ............ .. ...... .. ......... . ..... ... ... Bookstore .. . .... .... ... . . ....... ........ ........ .... .. Coffee Shop .. ... . ... . ........... . . .. .... . ..... .... . ... $ 505,616 775 266,352 80,000 15,326 $ 868,071 ----. . . . $ 135,299 108,095 38,428 1,176 Total .. . .. .. ... .......... ... .. . .. .... ........ .... . . $ 283,000 Other Non-educational Income . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 52, 482 Gifts and Grants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 39, 966 Total Income ... . . .... .. . .... . ..... ... . . ... ... . . ... . $1,243,519 EXPENDITURES Educational and General Administrative .. . . ..... .. . . . .. . ... . . ....... . . . . . . . .... . General . . .. . .... .... .... . ....... . . .... . . . .. . .. . ....... . Instruction .... ....... .... . ....... . . . . . . ... ....... ... . . . Student Activities .. . ... ............ . ... ... ..... ..... . .. . Adult Education ..... . . . ... ................ . . . .. . ...... . Plant Operation and Maintenance ... .... ..... . .. .... .... . . $ 148,371 78,865 449,571 16,867 1,066 221, 548 Total . ..... ... ...... ... . . . . . ........ .. .. . . ...... .. . $ 916,291 Auxiliary Enterprises Bookstore ...... .. . . .. .. . . ... ... . . . ... . .. ... . .... . ... .. . Dining Hall . . . . ..... . ................ . . .. . .. . .. ... ... . . Others . . .. ..... .. ........ . .. ... ...... .. . . .. . .. .... .. .. . $ 42, 158 115, 176 80 Total ..... ... ....... . .. ..... ..... ....... .. .. .. .... . $ 157,415 Other Non-educational Expenditures Scholarships and Grants in Aid ... .. .. . .. . . ...... ........ . Others ........ ... .... .. ......................... . .. . .. . $ 136,998 16,909 Total .. ........ . ... . ... . ... .... .. ..... .. . .. ..... .. . Total Expenditures ....... . . ......... . . . ..... . ... . . . . $ 153,907 $1,227,613 ----- Income in Excess of Expenditures ........ . .. . . ... . . . . .... . Less Amortization of Chase-Stone Improvement Loan .... . $ 15,906 15,000 Current Funds Available for Future Operations .... . . . .. . . $ 906 • 24 • �ST. JOHN'S COLLEGE Santa Fe, New Mexico CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1965 INCOME Educational and General Tuition ........ .. ... ............ . . ... ....... .. .......... . Adult Education . .. .............. ... .. .... . . ........ .. ... . Endowment and Annuity .............. . ............. . ... . . Miscellaneous ................... . ...... .. ........... .. .. . $121, 707 2,970 2,266 837 Total . . ... . ... .. ...... .. .... .............. . ...... . .. . $127,780 Auxiliary Enterprises g~~~ft!~~: ::::::::::::::::::::::::::::::::::::::::::::: Total ..... . .... . ........ ... ............ . . . .. ........ . $ 36,570 29,677 $ 66,247 Other Non-educational Income .... . .......... ... .. .. .. .. .... . $ 6,661 Gifts ... .. ...... . . . .... .. . . . . .... . ......... . ............ .. . $273,564 Total Income .... . . .. ..... .. .... .. .. .. ... . ... ... ..... . $474,252 EXPENDITURES Educational and Generai Administration and General ... . . .. . . . ...... . .. .. . . ..... . .. . Instruction .......... .... ....... . . ..... . ................. . Adult Education ............. ... .................. . . . ... . . Plant Operation and Maintenance ... . .. ..... . .............. . $136,423 158,424 2, 130 41,784 Total ................. . ... ... ...... .. ..... . . ... .. . .. . $338,761 Auxiliary Enterprises g~~~ft!~~: ::::::::::::::::::::::::::::::::::::::::::::: $ 31, 906 32,322 Total .... ........... . ........ . ........ ....... .. . . . . . . $ 64,228 Other Non-educational Expenditures Scholarships and Grants-in-aid ...... .. . .. .. . .......... .. ... . Interest . .... .. . . ....... . .... . .... . ... .... .. .. ..... . ..... . $ 17,473 70,639 Total. .... .. .. . . . . . ....... . .. .. . ....... ...... .. . .... · $ 88, 112 Total Expenditures ..... .. ..... . .. ..... ... . ....... . . . . . $491, 101 Excess of Expenditures over Income ... .. ... ..... . .......... . $ 16,849 • 25 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift of Donor Old Dominion Foundation Matching Gift Total Fund TUTORSHIP ENDOWMENTS Addison E. Mullikin, 1895 ... . .. ..... ... . .. .. . . Arthur deTalma Valk, 1906 . . . ... ... . .. . .... .. . $1,817,955 150,216 $ 500,000 150,000 $2,317,955 300,216 $1,968,171 $ 650,000 $2,618,171 $ 15,000 25,000 3,070 1,130 87,933 135 5,233 25,025 7,367 150,250 2,500 500 36,000 7, 141 22,685 19,362 26,000 560 7,056 3,448 1,552 $ 15,000 25,000 3,070 $ 446,947 $ 323,864 $ 29,316 3,452 $ 20,000 1,470 $ 49,316 4,922 $ 32,768 $ 21,470 $ 54,238 $ 200 125 855 2,637 1,000 1,360 1,035 500 658 18,357 $ 200 125 507 $ 400 250 1,362 2,637 2,000 1,695 2,020 1,000 1,291 25,920 SCHOLARSHIP ENDOWMENTS Annapolis Self-Help . . ... . . ... . . . . .... .. .. . . ... George M. Austin Memorial, 1908 . . .. . ... . . . .... Chicago Regional ... . . .. ... . . . . ...... . ..... . .. Class of 1897 .. . . . ..... . . . . . .... . ... . . . . . . .... Class of 1898 . .. . ......... . .... . . . . . ... . .. ... . Corporal George E. Cuniff, III, 1930 .. . . . . .. ... . Faculty . . .. . . ..... . . . ... . .. . ... . . . . . ... . .... .. John T. Harrison, 1907 . .. . ........ . .... . ...... Hillhouse High School, 1927 .... . .. .. . .... . ... .. Richard H. Hodgson, 1906 ..... . . . . ... . . . .. .. . . Alfred Houston, 1906-Student Aid . .. .. .... . . . . Houston Regional .. . ..... .. . . . . . . .. ........ . . . Jesse H . Jones & Mary Gibbs Jones . .. .... ..... . Robert Edward & Margaret Larsh Jones .... . . . .. Massachusetts Regional. ..... . .... . ... .. . ...... Philip A. Myers, II, 1938 ...... . . . . .. ... . .. .. . . Oklahoma Regional . . .... . . . . . .. ... . .. . . .. . . . . Pittsburgh Regional . . . ..... . . . . . ... . ... . . . . . .. Clifton C. Roehle . ........ . . . . . . .... .... .. . . .. Clarence J. Stryker . ... ... .. . . . .. . .. . ... .. . .. .. Friedrich J. von Schwerdtner . . .... . .. .. . . . .. . . . $ 135 2,359 20,025 7,367 150,250 2 , 500 500 36,000 22,685 9,000 26,000 560 3,413 30,000 50,000 6, 140 1,130 87,933 270 7,592 45,050 14,734 300,500 5,000 1,000 72,000 7, 141 45,370 28,362 52,000 1,120 7,056 6,861 1,552 $ 770, 811 STUDENT LOAN FUND ENDOWMENTS George Friedland . . . ... . ........ .. ... . .. .... . . John David Pyle, 1962, Memorial. . ... . . . . .... . . ALUMNI MEMORIAL ENDOWMENTS Drew H . Beatty, 1903 .. ... . ... .... . . .. . . . ..... Dr. William Brewer, 1823 . . . ... . .... .. . ... . . ... Frederick W. Brune, 1874 .. . ... .. .. . .. . . .. . . ... Benjamin Duvall Chambers, 1905 . . ...... . .... .. Henry M. Cooper, Jr., 1934 .. .. . . . . . ...... .. .. . Robert F. Duer, Jr., 1921 .. . .... . . . . . .. . . . . . ... In Honor of Dr. Philip Edwards, 1898 . . . . ..... . . Allen Lester Fowler, 1915 . . . . ... . . . ... . . .... .. . Dr. Amos F. Hutchins, 1906 . .... . .. . ..... . . .. .. Helen Barnes Jones and Robert 0. Jones, 1916 ... . 26 . 1,000 335 985 500 633 7,563 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift of Donor Old Dominion Foundation Matching Gift Total Fund ALUMNI MEMORIAL ENDOWMENTS- Continued William Lentz, 1912 ...... . ...... . ............. Col. Harrison McAlpine, 1909 . . . ..... . . . .. .. ... William L. Mayo, 1899 . . .......... . . . ....... . . Ridgely P. Melvin, 1899 . ... . ............ .. . . . . William S. Morsell, 1922 (Athletic Fund) . ... . . . . John Mullan, 1847 ........................ . ... H. Keith Neville, 1905 .. . .... . ..... . ....... . ... Dr. John 0. Neustadt, 1939 .. . . ........... .. ... Blanchard Randell, 1874 ............ . .......... Leroy T. Rohrer, 1903 .... . . . .......... . ... . ... C. H. Schoff, 1889 .. .. ... . ... . . . . . ..... . ....... Rev. Enoch H. Thompson, 1895 ...... . ......... Dr. Robert S. G. Welch, 1913 . .. ... .. ...... . .. . Dr. Willis H. White, 1922 .... .. ...... .. ... . . . .. Amos W.W. Woodcock, 1903 .. . . . . .. ..... . .. . . 1,020 325 11, 885 100 5,000 10,000 1,000 597 331 100 500 3,000 125 625 2,000 $ $ 63,335 $ $ 60,000 150 308 25,000 1,034 3,000 77 400 1,500 500 518 $ $ 1 ,020 325 $ 2,040 650 11, 885 200 10,000 20,000 2,000 597 661 200 1,000 6,000 250 1,250 3,000 34,973 $ 98,308 60,000 $ 120,000 150 308 50,000 1,034 6,000 102 800 3,000 1,000 518 100 5,000 10,000 1,000 330 100 500 3,000 125 625 1,000 OTHER ENDOWMENTS Hertha S. and Jesse L. Adams Concert Fund .. . . .. Alumni Memorial Book Fund ............... . ... Philo Sherman Bennett Prize Fund . . ... . . . ...... Benwood Foundation Library Fund . . . . . . ... .. . . Walter I. Dawkins Prize Fund ....... . . . .... . ... Fund for Tomorrow Lectureship .. .. .... . .... ... Floyd Hayden Prize Fund . .............. . .. . ... Library Fund . . . . ..... . ...... .. .. . ............ Ellen C. Murphy Memorial Library Fund . . ...... Cora Dodson Sasscer Newspaper Fund . . . . .. . ... Mrs. Blair T. Scott Prize Fund .. . .. . ........ . .. Elma R. and Charles D. Todd Memorial Library Fund ...... . .... . ..... . . .. Clara B. Weigle Memorial Fund ...... . ........ . Alumni Endowment ........ . ....... ... ... . . . . . General Endowment . .. .. .............. . .. . .... $ 25,000 3,000 25 400 1,500 500 19,500 189 191,026 202,357 19,500 186,309 39,000 189 377,335 202, 357 505,559 $ 296,234 $ 801, 793 $1,749,549 $1,749,549 PERMANENT ENDOWMENT FUNDS Old Dominion Foundation Grants Not Applied to Named Funds .... . . . . . ...... . Reservation of Profits, Sale of Securities ..... .. .. Total Endowment Principal . . ... . .. . ... . 27 $ 854,968 $3,871,748 . $ 854,968 $3,076,090 $6,947,838 �ST. JOHN'S COLLEGE Santa Fe, New Mexico PERMANENT ENDOWMENT FUNDS UNRESTRICTED ENDOWMENTS Fletcher Catron Memorial Fund . . . . . .. .... . .. . .. . . .. . . .. . .. .. . . Mrs. Nina S. Garson Memorial Fund . . ... .. . ......... . . . .... . .. . Dr. Florence R. Kluckhohn Fund . . . .. . . . . . ... .. . . ... . . . . . . . ... . Frank Patania Memorial Fund . .. . . . .. . . ... ...... ..... . . ... . . .. . E. I. "Tommy" Thompson Memorial. . .. . . . .. . .. . . .. .. .. . .. . ... . $1,300 2,000 1,000 3,341 1,765 $9,406 SCHOLARSHIP ENDOWMENTS General Fund . . .. .... . . . . . ... . . .. . . . . . .... . . ... . ........... .. . Nina Otero-Warren Memorial Fund . . .. . . . . . ........ . .. . .. . . ... . $ 200 465 $ 665 LIBRARY-PERPETUAL MEMORIALS Ruth Laughlin Alexander Judge Levin Claude Bailey George Bart Berger Josephine Foster Blair Louise M. Clevenger Dr. Elizabeth B. Demarest Jake Dorbin Sarah Dorbin Henry Dendahl Alice C. Fletcher Bessie Fogelson Hirsch Fogelson Nina S. Garson Violette Collingwood Glasstone John Stewart Harvey Dorothy Calvert Hino Hubert E. Holdoway John Mead Howells Clarence Lohman Isaac H. Mayer Thomas J. Needham Lowell S. Peterson Bernard Buckley Robinson J. 0. Seth Charles H. Strong Thomas C. Van Stone Jam es R. Thorpe, Sr. Clara B. Weigle Horace White $5, 112 LIBRARY- LIFE MEMBERSHIPS Frank W. Armstrong Roland S. Bond Vic E. Breeden Mrs. Agnes M. Canning Mrs. Gertrude Clarke Miss Flora W. Conrad Mrs . Cecily Cunha Mrs. Margaret W. Driscoll Miss Helen Park Edwards E. E . Fogelson Gayle D. Fogelson Mr. and Mrs. Alexander Girard Samuel Glasstone Mrs. Henriette Harris General Kenner F. Hertford Mr. and Mrs. Henry H. Hoyt Bishop and Mrs. Everett H. Jones Franklin H . Kissner Mrs. Albert S. Lathrop Mervyn LeRoy Mrs. John Gaw Meem James Merrill John S. Newberry Mrs. Duane L. Peterson Mrs. Joseph H. Quire Harrison Sasscer Adolph W. Schmidt Mr. and Mrs. Winfield T. Scott Dr. and Mrs. Philip L . Shultz Mr. and Mrs. Roger Slakey Mrs. Susan A. Turnbull Mr. and Mrs. John K. S. Walter Mr. and Mrs. Paul A. Wilson $6,750 Total Endowment Principal .. . .. . . .. . ... . . ... . ... . . . . . . . • 28 $21,933 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, and the gifts of its friends and alumni and from permanent endowment funds. The College's permanent endowment now exceeds $7,000,000, but increasing educational costs will require future additions to these funds. The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to St. John's College in Annapolis, Maryland or in Santa Fe, New Mexico the sum of ................................ dollars." The College would prefer gifts and bequests to be applied in the discretion of the College, but gifts and bequests may be made for specially stated purposes. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 28 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College, September 1965 Description An account of the resource Volume XVII, No. 3 of the Bulletin of St. John's College, "Report of the President." Published in September 1965. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1965-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXVII_no3_1965_September President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c234b3cda5e5d474a8f6566297b74aa7.pdf 72b2cbd54661a9e44025bce61a4e8548 PDF Text Text No. 3 VOLUME XVIII Bulletin of ST. JOHN'S COLLEGE REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO SEPTEMBER, 1966 Founded as King William's School, 1696. Chartered as St. John's College, 1784 �Volume XVIII SEPTEMBER, 1966 Number 3 Published four times a year in April, July, September and November. Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: Two hundred and seventy years ago St. John's College came into being as King William's School in the colonial seaport of Annapolis. Now the College is firmly established on a mountain slope above Santa Fe as well. As St. John's embarks upon its twenty-eighth decade it may be truly said to span the nation with its distinctive educational program. It therefore seems both fitting and timely that the Board is inaugurating this fall A National Program for St. John's College. This ambitious program envisions the raising of some seventeen million dollars to meet the challenges and the opportunities on both campuses over the next decade. Hopefully this goal will be achieved by 1976, the bicentennial year of the Declaration of Independence and the 280th year of St. John's College. The case for supporting and strengthening St. John's is a compelling one. The small independent liberal arts college with high academic standards and close rapport between student and teacher is urgently needed in this age of big and impersonal institutions. St. John's maintains a ratio of one faculty member for each eight students; it involves the student in active class discussion; it stresses the common character of learning. As a result, St. John's attracts students of serious purpose and of high potential. The 1965 Comparative Guide to American Colleges placed St. John's among the top thirty colleges and universities in the United States in terms of the scholastic ability of their entering freshmen. Moreover, St. John's College has demonstrated the effectiveness of a completely prescribed but well-rounded liberal arts curriculum. The College steadfastly adheres to its basic purpose of inculcating the arts of thinking in its students, of opening to them our common cultural heritage, and of encouraging them to discover reasons and objectives for their lives. The large number of St. John's alumni who attend graduate schools and the records of St. John's alumni in government, business and the professions attest to the wisdom of the College's educational philosophy. Now St. John's is demonstrating its vitality and its versatility by duplicating itself- in physical facilities, in curriculum, in dedicated faculty, and in intellectual atmosphere- in a different .,and exciting section of the country. I am confident that those committed to the ideas for which St. John's stands will join with us in building the financial undergirding which the College so richly merits. Throughout the last twelve months, much time and energy has been expended in planning and preparatory work. John Price Jones, Incorporated, of New York City, completed a study of the College's . 1 . �fund-raising potential and recommended an initial three-year campaign. Walter Evers, of the Class of 1935, Vice Chairman of the Board, accepted the chairmanship of the drive. Richard Pacini, of Cleveland, Ohio, was appointed Vice President for Development to mount the campaign with headquarters in Annapolis. Finally, a distinguished group of some seventy-five men and women from all over the United States accepted the invitation to serve as sponsors of the College through membership on the National Committee for St. John's College. The individual members of the Board have committed themselves wholeheartedly and enthusiastically both to the immediate campaign and to the long-term development program. Gifts and pledges from Board members to the Western Consolidation Campaign already account for more than one-sixth of the entire goal. At the same time I am happy to report that funds in excess of one million dollars have been contributed for the Annapolis campus, nearly half of them for endowment. A challenging start has been made on a most important decade in the College's history. · Instruction Under the revised Polity of the College there is a single Instruction Committee made up of the President, the Dean, the Associate Dean, six tutors elected by the Annapolis Faculty and six tutors elected by the Santa Fe Faculty. The Dean of the College serves as Chairman of the Committee. An annual meeting of the Committee is held each spring, alternating between Annapolis and Santa Fe. Last spring this meeting was held in Annapolis. Procedures for the recommendation of tenure appointments were set up. The proposed summer session on the Santa Fe campus was discussed. All phases of instruction were reviewed and proposals for change in the language tutorials and in the laboratories were debated. Decisions were generally postponed pending further study but a proposal to introduce logic in the first-year language tutorial, with Greek texts and a brief table of traditional forms, was adopted and successfully tried out in Annapolis. On both campuses, faculty seminars were held to discuss parts of the St. John's program. The purpose of this activity was primarily to aid the members of the Faculty in understanding the relationship of the several parts of the program and to give the entire Faculty a synoptic view of what the College is attempting to do. Meetings of tutors conducting the different tutorials and the laboratories continued to serve a useful end, since each campus has assimilated a considerable number of new tutors over the past several years. Preliminary enabling examinations, the major academic hurdle between the second and third years, were given for the first time this spring in Santa Fe. Seven sophomores failed to enable, although two • 2 • �of them may be permitted to enter their junior year if they fulfill certain conditions over the summer months. The Faculty At the end of the second year of the College's dual operation, it is clear that good progress is being made in building a faculty of sufficient size and strength to meet the needs of both campuses. The largest increment of new tutors to date was successfully absorbed both in Annapolis and in Santa Fe. As reported previously, eight new appointments were made to the Annapolis Faculty: Jerry L. Blatt, Peter Brown, Geoffrey Comber, George Doskow, Charles E. Finch, Howard J. Fisher, Carl Linden, and Benjamin Milner; and six to the Santa Fe Faculty: Robert Bunker, Don B. Cook, Thomas H. Jameson, Elliott Skinner, Clare Dodson Smith, and Richard D. Sullivan. For the coming fall only three new tutors are being appointed to Annapolis: Larry Goldberg, who is completing his Ph.D. in English at Northwestern University; Marianne Reiley, who is completing her Ph.D. in the History of Culture at the University of Chicago; and William B. Pitt, who has been teaching mathematics at Monmouth College. Brother Robert of St. Mary's College will be a Visiting Tutor for the year. Robert Bart returns from sabbatical leave, Edward Sparrow from leave of absence at St. Mary's College, and James Tolbert from a leave of absence in Europe. Carl Fezer and Robert Schmeeckle resigned in June to accept other positions. Charles Bell and Hugh McGrath will be on sabbatical leave, and J. Winfree Smith and Lawrence Berns will be on other leave. The Santa Fe Faculty will be strengthened by the arrival from Annapolis of Dean Haggard and Michael Ossorgin. New appointments for the coming academic year include Stuart Boyd, former professor of psychiatry at the University of Missouri and Associate Director of the Division of Psychology in the Greater Kansas City Mental Health Foundation; E. Ray Davis, a St. John's graduate in the Class of 1962, who has done graduate work at the University of Indiana in the Philosophy of Science; Robert J. Kovacs, who has been teaching English at Northern Illinois University; Bill R. Mathews, Jr., for three years a University Fellow at the University of Texas in philosophy; Harvey L. Mead III, who has been teaching philosophy at St. Xavier College and working toward his doctorate at the University of Chicago; Roger S. Peterson, who holds the Ph.D. degree in botany and has been working with the U. S. Forest Service in Utah; and Ralph Swentzell, who has been in the Computer Center at the New Mexico Highlands University. At the end of the academic year, the Santa Fe campus lost the services of Curtis P. Wilson and Mrs. Molly Gustin, the former being granted a leave of absence to teach at the University of California in San Diego, the latter to return to Annapolis. Fortunately, the new • 3 • �appointments to the Santa Fe campus add significant strength to the Faculty in the areas of psychology, philosophy, botany, biology, and the classics. The Students The academic session of 1965-66 opened with convocation in Santa Fe on September 12th and in Annapolis on September 19th. Two hundred freshmen signed the register. With returning upperclassmen they accounted for an enrollment of 489, distributed among the several classes as follows: Annapolis Freshmen Sophomores Juniors Seniors Total 116 107 65 53 Men 73 61 40 29 Women 43 46 25 24 203 138 341 61 39 25 23 86 62 Total 100 48 148 Grand Total 303 186 489 Total Santa Fe Freshmen Sophomores The geographic distribution showed that 41 states, the District of Columbia, Puerto Rico, and seven foreign countries were represented. Interestingly enough, 1965-66 appeared to have been the Year of the Woman on the Annapolis campus. Miss Pattie Turner of BaltimoreJ Maryland, was elected Executor of the Student Polity, the first woman chosen as head of student government. Women directed plays produced by both dramatic groups, the King William Players and the Modern Theater Group. Finally, in a year when seven degrees were awarded magna cum laude, three-quarters of all honor graduates were women. A new feature of student life appeared in the transfer of students between the two campuses. Four Santa Fe students went to Annapolis and five from Annapolis went to the western campus. Even larger delegations are moving between the two campuses this fall, eight to the west and four to the east. Such movement is helpful, particularly at Santa Fe, where the College is, of necessity, small until its full enrollment is reached in 1968. The problem of attrition continues to be a troublesome one. It is clear that the draft was a source of anxiety to some of the men. However, no single cause can be given for withdrawals and dismissals. On both campuses, every effort is made through counseling by tutors, . 4 . �the Deans, and the College Physician, to discover problem cases at an early date and to try to salvage students who might otherwise be forced to withdraw. It is clear that the very smallness of the college community in Santa Fe contributes to the attrition problem. This situation will be ameliorated when the College is larger and when the four classes are present at the start of the academic year 1967-68. Libraries In June the College received word that a Federal Grant of $161,000 had been approved toward the renovation and enlargement of Woodward Hall, the library building in Annapolis. The College had meanwhile been successful in raising matching funds on a twofor-one basis; hence a total sum of approximately $485,000 is available for the project scheduled to begin in the late spring of 1967. The Library Committee continues to work closely with the architects on the plans and specifications for the structure. Santa Fe presents a different picture. Final plans and specifications have been drawn and are ready to go out for bids, but no funds are available. An a.pplication for $300,000 has been submitted to the New Mexico State Commission under Title I of the Higher Education Facilities Act of 1963. The closing date for applications in the State of New Mexico is November 15, 1966, but $600,000 in matching funds must be raised prior to that date if favorable action is to be expected on the application. Meanwhile, the Library is functioning in three locations: the main office and reading room is in the future bookstore; the mathematics, music, and science books area in a laboratory room; and cataloguing and storage is in the basement of the Student Center. As of the end of June, 10,135 volumes had been acquired and catalogued. Among many gifts, particular mention should be made of 51 books from Open Court Publishing Company, a gift of Dr. and Mrs. Edward Carus. Each campus received a grant of $5,000 for book acquisitions from the Department of Health, Education and Welfare in late June. These grants were made under Title II of the 1965 Education Act. Charlotte Fletcher, librarian at Annapolis, reports that most of this sum was expended for books in the fine arts. In Santa Fe the grant was used for the purchase of, among other books, the Dictionary of American Biography, the Dictionary of National Biography, the Encyclopaedic Dictionary of Physics, the Realencyclopaidie der classischen Altertumwissenschaften, a number of volumes on music and composers, and almost the complete Editions Culture et Civilisation. Campus Development In January a contract was awarded to Pecos Construction Company of Roswell, New Mexico, for the Women's Dormitory complex on the Santa Fe campus. This consists of seven two-story units, each • 5 • �housing eighteen women in single rooms. In addition, the new structure includes common rooms, a six-bed infirmary, a tutor's apartment, college guest rooms, and an apartment for the College Nurse. The project is being financed with a $950,000 forty-year loan from the Department of Housing and Urban Development. It is expected to be completed by late November. Three all-weather tennis courts were completed in the fall of 1965, the generous gift of Mr. and Mrs. Don Kirby of Albuquerque as a memorial to Mr. Kirby's mother, Helen Davidson Kirby. These courts provide a much needed athletic facility. Over the summer months, they have been open to local enthusiasts, who report them as the best in the entire state. An athletic center with a swimming pool continues to be high on the priority list for new construction. At Annapolis a ground-breaking ceremony for Harrison House was held in early December. Mrs. John Harrison and her children participated. Construction, however, has been delayed because of the difficulty in arranging the necessary financing. Meanwhile, the program of constructing new brick walkways continues and the appearance of the campus has been much enhanced. Campbell and Iglehart parking lots were resurfaced and the lower athletic field drained, cultivated and seeded. Plans have been completed for the terrace and steps between Campbell and Randall Halls. This project will be undertaken in the summer of 1967. It will include burying the utility lines which now mar the appearance of the rear of McDowell Hall. This development has been planned by Mrs. Cary M. Parker, who has been extremely helpful in landscaping the campus and in directing the planting of new trees to fill in gaps in the existing tree lines. Administration In contrast to the administrative stability of the Annapolis campus, the Santa Fe campus underwent growing pains. The year was marked by a succession of resignations, most of them prompted by personal reasons and opportunities for advancement elsewhere. During the course of the academic year the College lost John Dendahl, the Treasurer; William J. Hooton and James Patton, Assistants to the President; and Maurice Howell, Superintendent of Buildings and Grounds. Mr. Dendahl accepted an executive position in the business world. Mr. Hooton, one of the first appointees in 1962, left to open a restaurant in Santa Fe. At the end of the year John Knego, the Librarian, resigned to accept a position at Indiana University, and Grace Evans, the Assistant Business Manager, decided to devote her full time to a political campaign. The College appreciates the contributions made by all of these individuals during their terms of service. • 6 • �I am happy to report two strong appointments to the Santa Fe administrative staff. After Paul Wilson of Santa Fe had done yeoman's service as interim Treasurer, Wilbur J. Hannon, of Ripon, Wisconsin, assumed the Treasurership on May 1st. Mr. Hannon had long experience in fiscal and business matters. He was Treasurer at Ripon College for four years and later held a position in industry. The second new appointment was that of George Miller, Jr., as Librarian. Mr. Miller received his B.A. at St. John's College in 1950 and his M.L.S. at Columbia University. For twelve years he worked in the New York Public Library and then was head of a research center for an industrial firm. The most important administrative appointment of the year was that of Richard Pacini to be Vice President for Development of St. John's College. Mr. Pacini served for sixteen years as pastor of Fairmount Presbyterian Church of Cleveland, Ohio. He has been active in civic affairs, on National Boards of the United Presbyterian Church, U.S.A., and on the Board of Directors of the Union Theological Seminary. He will direct both the National Development Program for St. John's College and the Western Consolidation Campaign. The following administrative appointments should be noted: in Annapolis, Philip A. Camponeschi, Acting Director of Admissions during James Tolbert's leave of absence; Roy F. Armstrong, Laboratory Technician for chemistry and physics; Mrs. Virginia A. West, Resident Head of Humphreys Hall; Mrs. Elizabeth B. Fields, Music Librarian; Mrs. Joan C. Billig, Secretary in the Alumni Office; Miss Kathryn A. Fedak, Secretary to the Assistant Dean and mimeograph operator, replacing Mrs. Audrey A. Kempton. In Santa Fe: Stanley N ordstrum, Superintendent of Buildings and Grounds; Miss Penny Ulichny, Secretary to the President; Mrs. Diane Trainor, Secretary to the Treasurer; Mrs. Geraldine Foster, Secretary to the Director of Admissions; Miss Ursula Rotzoll, Secretary to the Assistant to the President; and Miss Linda Cook, Assistant in the Library. Miss Carol German, Secretary to the Dean, resigned to return to the East, and her position was filled by Mrs. Marie Winterhaler. Mrs. Laney Bancroft, Secretary to the Director of Admissions, resigned to enter the Peace Corps. Peace Corps St. John's initial venture into training programs for the Peace Corps proved a distinct success. India XVI, as the group trained in Annapolis in 1965 was designated, spent over a month in Israel enroute to India, as they were delayed by the hostilities between India and Pakistan. Philip Camponeschi, of the Class of 1946, Director of the program, accompanied the group and helped with their further • 7 • �training in Israel. Since arrival of the trainees in the field much favorable comment has been received on their preparation and capacity. Over the past summer, training programs were undertaken on both St ..John's campuses: at Annapolis one hundred teachers were trained for the Republic of the Philippines; at Santa Fe college and university teachers for Bolivia, Eduador, and Venezuela. Mr. Camponeschi planned the Annapolis program but resigned to accept appointment as head of the permanent Peace Corps training camp in Puerto Rico. Tom Newman, his assistant, a returned volunteer, replaced Mr. Camponeschi, and Robert Spaeth, of the St. John's Faculty, became Assistant Director. In Santa Fe, Robert Bunker, St. John's Tutor, ably planned and directed the program for the forty-one volunteers. The College and the Public Press releases, radio reports, and college bulletins have been employed to keep the outside world aware of St. John's College and its activities on both campuses. The most successful innovation was the April Bulletin, entitled "about St. John's" . This new publication reproduced certain outstanding student essays and poetry. It contained also a faculty contribution, news of alumni, and a report on the Peace Corps. Purposely done on a modest scale to test reaction, "about St. John's" evoked a decidedly favorable response. It is therefore proposed to publish it twice during the coming year. Jack L. Carr, of the Class of 1950, continued to provide challenging leadership as President of the Alumni Association. Specific plans are now being made in cooperation with John Gump, Assistant Dean, to sponsor a career counseling and placement program for Juniors and Seniors at the College. Alumni will come on campus during the fall and winter to talk with students and to answer questions about specific occupations. It is hoped as well to bring into being or to reactivate chapters of the Alumni Association in various cities throughout the country, both to help with placement of graduates and to cooperate in the College's admissions program. The Alumni are perhaps the most important public as far as St. John's is concerned. The College is eager to do all that it can to help them feel that they are a continuing part of the college community. One of the most exciting suggestions now under consideration is to open the dormitories in Santa Fe to alumni, with wives and husband, for one- to four-week periods in the summer. This would enable those in residence to participate as much as they desire in the summer program which is planned to begin in 1967. Summer Program in Santa Fe In March the Carnegie Corporation of New York announced a grant of $161,000 to St. John's College to inaugurate a summer pro• 8 • �gram for public school teachers and other adults in Santa Fe over a five-year period commencing in 1967. Robert A. Goldwin, of the Class of 1950, was named Director of the program and undertook necessary planning in close cooperation with members of the Instruction Committee. Laurence Berns, of the Annapolis Faculty, worked with Mr. Goldwin during the summer to develop the detailed outline of the first year's program. It is proposed to offer four sequences of work which could be taken in four successive summers, or as the participant elected. The work of each summer will be built around reading and seminar discussion of books in each of four areas: history and political theory, literature, philosophy and religion, and the natural sciences. The seminars will be supplemented by daily tutorials. There would also be preceptorials as the third part of the summer school student's work. It will be possible to earn a Master's Degree in four summers. Three summers will suffice if a master's essay is submitted. St. John's believes that it can make an important contribution to education by offering a program of this sort which will broaden the outlook of teachers and immerse them in the liberal arts. Finances Unrestricted gifts of over $515,000 were instrumental in enabling the Treasurer in Santa Fe to end the fiscal year with a modest surplus, which was applied against an accumulated deficit from former years. Current expenditures amounted to $736,623, in addition to which $68,437 was expended for capital outlay, $11,238 for the Peace Corps Training Program, $3,600 for student loans, and $11,238 for development purposes. In Annapolis current income of $1,396,100, including current gifts of $39,389, enabled the Treasurer to meet expenditures of $1,377 ,856 and use $18,000 of the excess income to reduce a bank loan for the renovation of Chase-Stone House. A major anonymous gift of $200,000 was added to the Annapolis endowment. This and other endowment gifts were matched under the generous offer of Old Dominion Foundation, thus bringing the book value of the endowment fund up to a new high of $7,954,080 as of June 30th. Santa Fe repaid a further $289,000 of the amount loaned by the Annapolis endowment toward construction of the new campus, leaving a balance still payable of $1,461,000. Santa Fe's own endowment showed a most modest increase to $27,358, accounted for largely by small library and memorial endowment funds. The gratitude of the College goes out to all those who made contributions on both its campuses. Included among the gifts and grants were the following: Gifts and Grants for Annapolis Corporate and Foundation gifts and grants for current purposes as follows: $2,500 from the Esso Education Foundation; $1,000 from the National Merit • 9 • �Scholarship Corporation; $1,100 from the Sears, Roebuck Foundation; and other gifts totaling $3,393 from the Campbell Soup Company, the Firearms International Corporation, the Ford Motor Company Fund, the GordonDavis Linen Supply Company, the Household Finance Corporation, International Business Machines Corporation, The John D. Lucas Printing Company, the Washington Steel Corporation, and Wheat and Mullen; for endowment $235,358 from Old Dominion Foundation; and for the Library Fund, $25,000 from the Hodson Trust. Gifts totaling $2,380 from the corporate matching programs of the following: the ARMCO Foundation, the Bristol-Myers Company, the Cerro Corporation, the Esso Foundation, International Business Machines Corporation, Insurance Company of North America, International Telephone and Telegraph Company, M & T Chemicals, the Office of the Messrs. Rockefeller, the Scott Paper Company Foundation, and the Smith, Kline and French Foundation. Gifts totaling $23,550 for scholarship purposes from: the Baltimore Colts Foundation, the Campbell Soup Company, Colonial Dames of America, the Dr. Charles C. Cooke Foundation for Charities, the First Congregational Church of Wauwatosa, the Food Fair Stores Foundation, the Ford Motor Company Fund, the German Society of Maryland, the National Merit Scholarship Corporation, the Schlumberger Well Drilling Corporation, the State of Maryland Scholarship Board, and the United Church Fund for Homeland Ministeries. Bequests of $1,000 from the estate of Mary Safford Hoogewerff to establish a memorial library fund, and $250 from the estate of Dr. John 0. Neustadt, 1939, toward the memorial fund in his name. Other gifts and grants as follows: a grant of $3,000 from the Danforth Foundation to plan a history and study of the College; $5,000 from George Davidson, Jr., 1916, and Mrs. Davidson to establish the Helen Cropsey Davidson and George Davidson, Jr. Fund; $5,500 from Ruth Houston toward the Ruth and Alfred Houston Student Aid Fund; a further gift of $3,000 from Col. Robert E. Jones, 1909, and Mrs. Jones toward the Robert Edward Jones and Margaret Larsh Jones Scholarship Fund; $10,000 from Mrs. Carleton Mitchell for landscaping; $18,000 to establish the Victor Zuckerkandl Memorial Fund and $5,000 for the purchase of a piano, both from Miss Caroline Newton; $2,500 from the Reader's Digest Foundation to establish the Reader's Digest Endowed Scholarship Fund; an anonymous gift of $200,258 to the General Endowment Fund; gifts totaling $6,986 to the Alumni Endowment Fund; $720 in gifts toward the George A. Bingley Memorial Fund; and gifts totaling $932 toward the Clara B. Weigle Memorial Library Fund. Gifts and Grants for Santa Fe Corporate and Foundation gifts and grants: $1,500 from ACF Foundation; $5,000 from The Brown Foundation of Houston, Texas; $500 from the Broughton Food Service; $1,500 from the First National Bank of Santa Fe for scholarships; $500 from Howell Earnest Agency; $500 from The J anal Foundation; $5,000 from Kennecott Copper Company; $5,000 from The Light Foundation; $1,000 from The Robert E. and Evelyn McKee Foundation; $3,000 from Mountain States Telephone Company; $600 from Quinn and Company; $5,000 from the Raskob Foundation for Catholic Activities, Inc.; $1,250 from The Santa Fe Foundation; $2,200 from the Santa Fe Na~ional Bank; $1,000 from The Sears-Roebuck Foundation; and $1,000 from the Willard C. Tilson Foundation. Gifts totaling $1,750 from the corporate matching programs of the following: Kidder Peabody Foundation, P. Lorillard Foundation, The William B. Pollock Company Foundation, and Texas Eastern Transmission Corporation. 10 • �Gifts aggregating $668,133 from Board members, and other gifts as follows: the Robert Hunt House on Atalaya Hill from Witter Bynner, to be the permanent residence of the President of the College; more than 50 volumes from the Open Court Press, donated by Dr. and Mrs. Edgar Carus; an upright piano from Mr. and Mrs. Alexander Girard; a new Steinway concert grand piano for the Great Hall from Mrs. Patrick J. Hurley; $6,958 from Mr. and Mrs. Donald Kirby, to complete the new tennis courts; a contribution from Mr. and Mrs. Jack Morse of the use of their Santa Fe home as a temporary President's residence; an unrestricted gift of $5,473 from Mr. and Mrs. James Oxnard; $7,610 from Mrs. Edgar Rossin, most of it for the Nina Otero-Warren Scholarship Fund; unrestricted gifts of $1,500 from Mr. and Mrs. John Simms and of $10,387 from Mr. and Mrs. L. Corrin Strong; and anonymous gifts totaling $45,500. * * * * * My principal extra-curricular activity continues to be the Association of American Colleges, of which I am presently the Vice Chairman. The primary concern of the Association is the promotion of the liberal arts among its more than 900 constituent members. During the current summer St. John's College in Santa Fe served as host to a conference on Chinese Civilization sponsored by the Association. Twenty college presidents, deans, and faculty members read and discussed in daily seminars two Chinese novels and six books of Chinese philosophy. Professor William Theodore de Bary, Chairman of the Department of Chinese and Japanese at Columbia University, was the scholar-leader, while I had the privilege of working with him as lay leader. This conference provided a stimulating respite from administrative chores and served as well to demonstrate the feasiability of introducing certain eastern classics into future St. John's seminars. I cannot close this report without paying tribute to the members of the Board for the magnificent way in which they have risen to the challenge of the National Program for St. John's College. All of us at the College- administrative officers, faculty members, and students alike- are tremendously heartened by the generous gifts and pledges from the Board and by their enthusiastic commitment of time and energy to assure the attainment of the College's goals over the next decade. RICHARD D. WEIGLE PreS'l'.dent Annapolis, Maryland September 9, 1966 • 11 • �ST. JOHN'S Annapolis, BALANCE SHEET, ASSETS CURRENT FUNDS Unrestricted Cash...... . .................... .... .. .......... . .... . . Accounts Receivable ....... . .. . ........ . .............. . Due from other funds .................. . ....... . ...... . Sundry Receivables ... ... ....... . .. .. . . ............. . . . Inventory~Bookstore .. . ........ . ........... . ....... . . . Prepaid Expenses . . ... . .............. .. ............ .. . . Total... . ................. . ..... . . . ..... . . . . . . . . . . Restricted Cash ........ . ....... . .. . .. . .... .. ... . .. .. ...... . .... Loans Receivable . . .............. . ...... . . . ........... Due from U. S. Government ............. . ......... . ... Investments at Cost .. . ........ . .................. .. ... $ 189,239 3,203 13,859 12,373 17,048 2,081 $ 237,803 49,201 70,870 24,969 9,870 . . . . Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 154, 910 Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 392, 713 $ 23,869 1,520,053 214,416 6, 151, 764 43,979 ENDOWMENT FUNDS Cash . ........................... . ............. . . .. .. Accounts and Notes Receivable .. . ..... . .......... . . . ... Matching Funds and Pledges Receivable .. . .. . ..... . . . . .. Investments at Cost .. . . ... . . . ..................... .. .. Accrued Income . . ................ . ............. . .. . .. . . . . . Total Endowment Funds... . .. . .. . .. .. ............. $ 7, 954,081 PLANT FUNDS Cash ... .... ..... . .......... . .... . .... . ........... . .. . Due from Current Funds ... . .......... . ............ . .. . Land and Campus Development .. . ....... .. . . .......... . Buildings and Improvements ..... . .. . ............. . .. . . . Equipment . . .. ................. . ......... ... . . ....... . $ 275,048 22,820 253, 134 4,499,979 389,367 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 440, 348 Total Funds.. . ...... . ... . .... . . . . .. .. .. ... . .... . .. $13, 787, 142 12 �COLLEGE Maryland June 30, 1966 LIABILITIES AND CAPITAL CURRENT FUNDS V nrestricted Accounts Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Due to other Funds ........ . ........ . ..... . ....... . ... . Student Advance Deposits ...... . ... . ......... .. ....... . $ 86,082 151,721 Fund Balance . .. ........ . .. . . . ... . ................... . Total . ....... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Restricted Notes Payable to Bank- Peace Corps. . ...... ... ... ...... Deferred for 1965 Peace Corps Expenses .. . ...... . .. . .. .. . Advances from U.S. Government ....... . .. . .... ... .. .. . . 32,060 22,820 31,202 $ 237,803 $ 35,000 9,572 63, 162 107,734 47, 176 Fund Balance .......... .... .... . ............ . . . .. .... . Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 154, 910 Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 392, 713 $ 13,859 ENLOWMENT FUNDB Due to Other Funds . ............ . .. . . .. ...... .. ... .. .. . Principal- Income Expendable Unrestricted Endowments ..... . .......... . ... . .. . ... . . Restricted Endowments . ... . ................ . . . ...... . Reservation of Profits- Sale of Securities ...... ... . ... . . Unexpended Income ........ . ............ . .. . .... . ... . Total Endowment Funds . . .. . . . 5,822,293 833,782 1, 270, 112 14,035 $ 7,954,081 PLANT FUNDS Notes Payable- Bank . .. .. ..... . . . ....... .. . . ......... . Funds Available for Plant Expansion ........... . .. . ... . . . Investment in Plant ..... .. . . . .... .. ..... . ... . ......... . $ 34,000 263,868 5, 142,480 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 440, 348 Total Funds. . .. . ........ . .... . ........ . . ....... . . . $13, 787, 142 13 • �ST. JOHN'S Santa Fe, BALANCE SHEET, ASSETS CURRENT FUNDS General Current Cash. ... . ... ... . ... ....... . . .. .. . . .. . ... .. . . .. .. .. . . . . Investments . ... . .............. .. . ....... . .. . . ......... . Notes and Accounts Receivable, less Reserve of $2,000 . . . .. . Deferred Expenditures . . ...... . . . . .. .. . . .. .... ... ... . . .. . Other Assets . . . .... . . ... .. ... .. . . . . . . ...... .. .. . . . ... . . $ 14,055 9,450 16,821 8,907 1,273 $ 50,506 Restricted Current Due from General Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . $ Cash ... . .. . . . .. .. .. ........... . ....... . ........ . .. ... . Notes Receivable- Students . . ... .. . . . . . . .... . .... . .... . . . United Student Aid Fund Deposit .. . .. .. . . . .......... .. . . 352 1,992 23,990 1,000 Total. ....... . . . .. .. . ..... . . ... . · · · · ······· ·· ·· · · ·· Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 27, 334 Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 77, 840 Cash. ..... .. ........ ....... ... . .. . . . . . .. ........ .... .. Due from Other Funds .... . .. ........... .. ....... . . .. . . . Investments ..... .. ..... .. ....... . ....... .. ... . .. . ... . . . $ 19,682 5,457 2,219 Total Endowment Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 27,358 ENDOWMENT FUNDS ANNUITY FUNDS ' : Due from Plant Funds.. . .... . . . .. . . . . . . . .. . .... ... ...... $ 255,000 Total Annuity Funds.. .. .. . . . .... . . . ... .. ..... ..... . $ 255,000 PLANT FUNDS Unexpended- Due from Other Funds . .. ...... . .. . ... . .. . . . Construction in Progress- Women's Dormitory .. ... ... .... . Land and Land Improvements . . ... . .. . . .. ... . .... ..... . . . Buildings . . . .. ... . ... . ..................... . ..... . .. .. . Equipment and Furnishings . .. . ... .. . . ............. . . . . . . Library Books . . .. .. . . . . . ......... . ...... ...... ... .... . . Off-Campus Real Estate . . . .. . ...... . ............ . .. .. .. . $ 2,272 317,385 245,083 3,841,228 250,591 39,579 69,879 Total Plant Funds . ........... . .. . ... . . ... .. .. . . ... . $4, 766,017 Total Funds.. ... ... . . ... .. . . . . . . . . . . . . . . . . . . . . . . . . . $5, 126, 215 • 14 • �COLLEGE New Mexico June 30, 1966 LIABILITIES AND CAPIT AI, CURRENT FUNDS General Current Notes Payable . ... . ..... . . . . . ... . .. . .. . . . .. .. . .. . ... .. . . Accounts Payable and Accrued Expenditures . . .. .. . .. . . .. . . Deferred Income . . ........... .... . .... .. .. . ........ . . . . . Due to St. John's College, Annapolis . . . .. .. .. . .... . . . .... . Due to Other Funds .... .. . . .. . ... . ..... . ... . . . . . ... .. .. . $ 33,060 30,031 14,532 19,908 4,329 Total. . .. .. . ... . . . ..... .. . . . . ... .. .. .. .. .. .... . .. . . Cumulative Fund Deficit for Years 1963-66 . .... . . . . . . . . .. . $ 101,860 (51,354) Total ... . . . .... . . . . . .. . .. . ... . . .. ..... . . . . ... .. ... . $ 50,506 $ 26,000 1,000 334 Total ... .. .. . . . . . . . .... ... . . .. ... ...... .. .. .. . . . . . . $ 27,334 Total Current Funds . .. .. .... .. . . . .. . . .. .. ..... . .. . . $ 77,840 $ 27,358 Restricted Current National Defense Student Loan Fund . .. . . . .. . . .. .. ... . .. . United Student Aid Fund . . ....... . . . ........ . . . . . .... .. . Other .... . .... ..... ... . .. . ... . .. . .. : ..... .. .. .. . . . . . . . . ENDOWMENT FUNDS Total Endowment Funds .. . ... . .. . .. .. ... .. . .. ... .. . ANNUITY FUNDS Total Annuity Funds .. .. . . . . . ... ... ....... .... .. . .. . $ 255,000 PLANT FUNDS Unexpended .. .... .. .. . .... . ...... . .. . . . .... . .. . . . . . . . . . Source of Funds- Dormitory Construction Accounts Payable . .. .. .. ..... . .. . . . . . .. ... ... . ... . . . . . Notes Payable ..... . . . ..... . ........ . .. . .. . .. . ..... .. . Due to General Current Fund .. . . .. . .. .. . . . .. .. ... . ... . Invested in Plant Dormitory Bonds of 1964 .... ... . . . . ....... ... . . .. . . .. . Notes Payable . ....... . ... . .. .. ... .. . . . .. .. . . .. . .. . .. . Due to Annuity Funds ........ ... . .. . .. . ... . ... . .. . .. . From Contributions and Current Funds . ..... ... .. ... .. . $ 2,272 114, 860 198,773 3,752 900,000 1,461,000 255,000 1,830,360 Total Plant Funds ........ .. .. ... . . . .. ... .. . .. .. ... . $4,766,017 Total Funds . .. . . . . . . . .. . . ... . . . $5,126,215 • 15 �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1966 INCOME Education and General Tuition Fees ........... .. . . ........... . ...... . ........ . Adult Education ................................. . ..... . Endowment . . ......... . .... . ... . .............. . .. . . . .. . State Appropriations .. . ... . . . ......... . . . ..... . ... ... .. . Miscellaneous .......... . .......... . ...... . . . ... . ...... . Total. .... . ...... . ... . ... . ... ·· ···· ·········· ··· ·· · Auxiliary Enterprises Dining Hall ................... . ................... ... . . Dormitories ......... .. ... . . . .. . ... . ........ . .......... . Bookstore ........ . ..... . ........ . ..... . ...... . ..... . .. . Coffee Shop . . . .... . ...... . . . . . ......... . .............. . Total. . . . . ...... . ... . .. . . ........ ··················· Other Non-Educational Income............... . . . . . . . . . . . . . . Gifts and Grants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Total Income. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 575,340 1,520 273,988 119, 125 18,510 $ 988,483 $ 137,019 137,815 39,619 1,330 $ 315,783 $ $ 52,445 39,389 $1, 396, 100 EXPENDITURES Educational and General Administration ....... . ........... ... . .. . . .... . ....... . . General .... . . . .. .. .. ... .... . . . ..... .. ........ . ....... . . Instruction . . .. . ........... . .. . ........ . ... . .. .. . . . .... . Student Activities . . . .. . . . ... . .. .. ....... . .......... . ... . Adult Education .... .. ..... . ...... .. ............ . . .... . . Plant Operation and Maintenance .... . ........ . .... . . . ... . Total . . . ........... . .......... . ........ . . .... .. . .. . Auxiliary Enterprises Bookstore .. . .. . . . ... .. .. ....... .. . ... .... . .. . . . ... ... . . Dining Hall . . .......... . . . ... . . .. ..... .. .......... . . . . . $ 151,357 89,685 513,402 16,646 919 234,797 $1,006,806 $ 42,703 122,375 Total. . .. .. . .. .. ........ . ...... . .. . ... . .. .. .. · .. · · . $ 165,078 Other Non-Educational Expenditures Scholarships and Grants in Aid . ..... .. .. . . ...... . .... .. . . Others . .. .. .. . . . . .... . ........ . ....... . .. . . . . . ... . .. . . . $ 190,080 15,892 Total. . ........ .. . . .... . . ····· · ······ ··· ··········· $ 205,972 Total Expenditures .. . . . ... ... .... . ................. . $1,377,856 Income in Excess of Expenditures . . . .. .. ........... . .... . . Less Amortization of Chase-Stone Improvement Loan .... . $ 18,244 18,000 Current Funds AYailable for Future Operations . . . ... .... . $ 244 16 • �ST. JOHN'S COLLEGE Santa Fe, New Mexico CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1966 INCOME Educational and General Tuition . ........ . . .... . ..... Adult Education ... . .. . . .. . .. Endowment .. .. .... . . . .. .. .. Miscellaneous ... .. . ....... .. .... . .. . ........ .. ... .. . .. . . . . . . . . ... ... . .... .. ... ....... . .... .. ...... .. . .. .. .... . . .. . . . . . . . .. .. . . ... .. . . ... .... . . . . $245,684 2,772 307 3,366 Total ... . ... . . . . ...... ..... . .... . ... ... ... .. .. ... ... . Auxiliary Enterprises $252, 129 E~~~rt!i~~: ::::::::::::::::::::::::::::::::::::::::::··· Total .. . . . . . . . ... . . . ............ . .. . . . .. .. . ...... . .. . Other Non-Educational Income . ... .... .. . .. . . . .. . ...... .. ... . Gifts and Grants, including $13,485 Peace Corps .... . ....... . . . . $ 66,560 66,643 $133,203 $ 1,412 $515,069 $901,813 Total Income .. EXPENDITURES Educational and General Administrative ..... . . .. . . . . . . . ...... . ...... .. . . ...... . .. General .. . ... . . . . . ... .... . .. .. . . . ............ ..... . ... .. Instruction ..... . .. ... . ....... . ....... . .. ............ .... Operation and Maintenance . . .. . .. .. . . .... . . ..... . . . . . .... . . . . $100, 192 69,857 267,557 57,877 Total . . ... .. ... .. .... ... . . .. .. ... . . . . .. . . ....... .. .. . Auxiliary Enterprises Dining Hall ....... ... . . . ..... . ...... . .. .... ..... .. ... . . . . Dormitories, including $32,625 debt service . ........... . ..... . $495,483 Total .. ... .... ... ... . . . . ... ... ... ... . . .. . . . ...... ... . Other Non-Educational Student Aid .. . .. . .... . . .. .. .. ... ......... . .... . . . .... . . . . Interest ..... .. . .. . . .. .. ... . . . . ..... . ... . . .. . . .. . ... . . . . . . Annuity Payments .. .. .... ... ......... . ... .... ..... . .. . . . . Peace Corps Program ... . . .. ............. . . . .......... . ... . Campaign Expenditures . .. .. . .... .. . ....... . .. . ..... . .. . . . $137,525 $ 31,485 65,054 7,076 11,238 15,061 Total . .. .. . . . .... .... . . .. .. . . ... .. . ....... . .. . . ..... . $129,914 Total Expenditures ........ . . . ... .. ... . . .. . .. .. . ... ... . $762,922 Appropriations For National Defense Student Loans . .. . ... .. . . .. ........ .. . For United Student Aid Loans . . . .... ........ . . . .... . . ... . . . For Capital Outlay ..... .. .. .... . ..... . . ...... .. .... . ..... . $ 57,004 80,521 $ 2,600 1,000 68,437 Total Appropriations ....... . . . ... . . .......... ....... . . $ 72,037 Total Expenditures and Appropriations ..... .. .... . . .... . $834,959 Excess of Income over Expenditures and Appropriations .. . . .. . $ 66,854 17 • �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift of Donor Old Dominion Foundation Matching Gift Total Fund $1,891,017 150,216 $ 500,000 150,000 $2, 391,017 300,216 $2,041,233 $ 650,000 $2,691,233 $ 15,000 25,000 3,070 1,130 87,933 135 6,373 25,025 7,367 150,250 8,000 500 36,000 10,141 22,685 19,362 26,000 560 2,500 7,056 3,473 1,552 $ $ $ 459, 112 $ 323,864 $ 23,680 3,693 $ 20,000 1,470 $ 43,680 5, 163 $ 27,373 $ 21,470 $ 48,843 $ 500 200 125 855 2,638 1,000 1,965 1,035 500 658 18,357 $ $ 500 400 250 1,362 2,638 2,000 2,300 2,020 1,000 1,291 25,920 TUTORSHIP ENDOWMENTS Addison E. Mullikin, 1895 ...... . . . .. ... . ... . .. Arthur deTalma Valk, 1906 .. . ..... .. . . ........ SCHOLARSHIP ENDOWMENTS Annapolis Self-Help .. . . .. ...... . .. . . .. . .. . .. .. George M. Austin Memorial, 1908 . . ... . . . .. ... .. Chicago Regional . . .... . . .... .. .... . . . . .. . . ... Class of 1897 . ..... . ..... . . . ... . ... . ... . . . .. .. Class of 1898 ... .. ......... ... ........... ... . . Corporal George E. Cuniff, III, 1930 ....... . . . . . Faculty .. .. ....... . . . .. . . . .... . . .... . . .. . . . . . John T. Harrison, 1907 .. . . .. .. .. . ...... . ...... Hillhouse High School, 1927 .......... . . . . .. . .. . Richard H. Hodgson, 1906 .. . .. . .. . ....... . .. . . Alfred Houston, 1906-Student Aid . .. . . . . .. . . . . Houston Regional . .... . ..... . .... . ... .. . .. ... . Jesse H. Jones and Mary Gibbs Jones . . ... .. .... Robert Edward and Margaret Larsh Jones . . ... . . Massachusetts Regional . .. . . . .. .. ... . . . . . .. . . .. Philip A. Meyer, II, 1938 ... . . . . . . . .. . . . . .. . .. . Oklahoma Regional ....... . . .. ......... . .. ... . Pittsburgh Regional . . . .. . .. . . .. . . . .. . . ... . .. .. Reader's Digest Foundation . ..... . .. . . . . .. ..... Clifton H. Roehle ..... ... . . .. . . . ... .. . ..... . .. Clarence J. Stryker ......... . ..... . . . .......... Friedrich J. von Schwerdtner . . . . . . . . . . . . . . .. . .. 15,000 25,000 3,070 135 2,359 20,025 7,367 150,250 2,500 500 36,000 22,685 9,000 26,000 560 3,413 30,000 50,000 6,140 1, 130 87,933 270 8,732 45,050 14,734 300,500 10,500 1,000 72,000 10, 141 45,370 28,362 52,000 1, 120 2,500 7,056 6,886 1,552 $ 782,976 STUDENT LOAN FUND ENDOWMENTS George Friedland . . . . .. . ... . . . ... . . . . . . . . . . . .. John David Pyle, 1962- Memorial. . . ........ ... ALUMNI MEMORIAL ENDOWMENTS Granville Q. Adams, 1929 .. . ...... . .. . ... . . . ... Drew H. Beatty, 1903 .... .. . . .. . ........ . . . .. . Dr. William Brewer, 1823 ....... . ..... .. .. ... . . Frederick W. Brune, 1874 .... . ... . . .. . .... . .. .. Henry Duvall Chambers, 1905 . . .. ... . . . . . .. . .. . Henry M. Cooper, Jr., 1934 ..... . ... .. .. . . . . .. . Robert F . Duer, Jr., 1921 .. . . . . . .. .. . ..... .. . .. In Honor of: Dr. Philip Edwards, 1898 .. .. . . . . . . Allen Lester Fowler, 1915 ..... . ..... . . . . . ... . . . Dr. Amos F. Hutchins, 1906 . .. . . . . . . . ... .. .... . Helen Barnes Jones and Robert 0 . Jones, 1916 .. . . 18 200 125 507 1,000 335 985 500 633 7,563 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift (jf Donor Old Dominion Foundation Matching Gift Total Fund ALUMNI MEMORIAL ENDOWMENTS- Continued William Lentz, 1912 ... . .. . .... . . . . . .. . . .. . .. . . Col. Harrison McAlpine, 1909 ... . ... . . .. ...... . William L. Mayo, 1899 . . . .... . ... . . . . . . .. .. . . . Ridgley P. Melvin, 1899 ... .. ... . .. . .. . . . ... . . . William S. Morsell, 1922 (Athletic Fund) ... .... . John Mullan, 1847 .. ........ .. ... . ...... . .... . H . Keith Neville, 1905 . .. . .. . . . . . . . . . . . . . . . . .. . Dr. John 0 . Neustadt, 1939 .. .. .. .. ... .. ... . . .. Blanchard Randall, 1874 ... .. .. . . . . . . . .. . . . . .. . Leroy T. Rohrer, 1903 ... . .. . ...... . .. . ... . ... . C. H. Schoff, 1889 . .......... . . .. . .. . ........ . . Rev. Enoch H. Thompson, 1895 ...... ... .. .. . .. Dr. Robert S. G. Welch, 1913 . ... . . ... . .... . .. . Dr. Willis H . White, 1922 ... . . . . .... . ...... . . . . Amos W. W. Woodcock Fund, 1903 ..... .. ... 1,020 325 11,885 100 5,000 10,000 1,000 822 331 100 500 3,000 125 625 2,000 $ $ \ 64,665 $ $ $ $ 1,020 325 $ 2,040 650 11,885 200 10,000 20,000 2,000 822 661 200 1,000 6,000 250 1,250 3,000 34,973 $ 99,638 60,000 $ 120,000 175 308 50,000 720 5,000 1,034 6,000 103 1,000 800 3,000 1,000 518 100 5,000 10,000 1,000 330 100 500 3,000 125 625 1,000 OTHER ENDOWMENTS Hertha S. and Jesse L. Adams Concert Fund . .... AlumnVMemorial Book Fund .... . . . .... .. ..... . Philo Sherman Bennett Prize Fund ..... . .. . .. . .. Benwood Foundation Library Fund .. . . .. .. . . . .. George A. Bingley Memorial Fund ... . . ..... .. .. Helen Cropsey Davidson and George Davidson, Jr. Walter I. Dawkins Prize Fund . .. .. .. .. . . . .. . . .. Fund for Tomorrow Lectureship ... . .. . .. . .. .. . . Floyd Hayden Prize Fund .. ... . . . .. . .. . ...... . . Mary Safford Hoogewerff Memorial Library Fund. Library Fund . . .... . . . . . . .. . .. . . . ... . .... .... . Ellen C. Murphy Memorial Library Fund . . .. . . . . Cora Dodson Sasscer Newspaper Fund .. ... . . .. . . Mrs. Blair T. Scott Memorial Prize Fund .... .. . . Elma R. and Charles D. Todd Memorial Library Fund . ..... . .. . ..... . . . . . . . Clara B. Weigle Memorial Fund ... . ....... . . . . . Victor Zuckerkandl Memorial Fund . . . . . .. ... . , : Alumni Endowment . . . . .... . ......... . . . ... ..1. General Endowment . . . ... . .. . . . .. . ..... . . . . . .. 60,000 175 308 25,000 720 5,000 1,034 3,000 78 1,000 400 1,500 500 518 25,000 3,000 25 400 1, 500 500 19,500 19,500 339 18,730 198,212 402,935 $ 783,949 186,309 $ 39,000 339 18,730 384,521 402,935 296,234 $1,035,183 $1,998,201 $1,998,201 PERMANENT ENDOWMENT FUNDS Old Dominion Foundation Grants Not Applied to Named Funds ..... . ........ .. Reservation of Profits, Sale of Securities ... . . .. . . $1,270, 112 Total Endowment Principal .. ..... . . . .. $4,601,445 . 19 . $1,270, 112 $3,324,742 $7,926,187 �ST. JOHN'S COLLEGE Santa Fe, New Mexico PERMANENT ENDOWMENT FUNDS UNRESTRICTED ENDOWMENTS Fletcher Catron Memorial Fund .. . . .... . ... . . . . . ... ... . .. . ... . . . Mrs. Nina S. Garson Memorial Fund . .... ... . .... ...... .. ....... . Dr. Florence R. Kluckhohn Fund ... .. .... . .... . . . .... .. . ... .. . . . Frank Patania Memorial Fund . . .. .. .... .. . . . . .... . . ...... . .. .. . E. I. "Tommy" Thompson Memorial. . . . . . . . . . . . . . . . . . . ... .... .. . SCHOLARSHIP ENDOWMENTS General Fund . . . .. . ... . .. ... . . ... . . ..... . . . . .... . . .. . .. .. . . Nina Otero-Warren Memorial Fund . . .. .. . . .. . . . . ..... .. . . . LIBRARY- PERPETUAL MEMORIALS Ruth Laughlin Alexander Dorothy Calvert Hino Hubert E. Holdaway Judge Levin Claude Bailey George Bart Berger John Mead Howells Josephine Foster Blair Robert H. Isaac Louise M. Clevenger Clarence Lohman Dr. Elizabeth B. Demarest Isaac H. Mayer Jake Dorbin Thomas J. Needham Sarah Dorbin Duane L. Peterson Henry Dendahl Lowell S. Peterson Alice C. Fletcher Bernard Buckley Robinson Bessie Fogelson J. 0. Seth E. E . Fogelson Charles H . Strong Hirsch Fogelson Thomas C. Van Stone Dorothy Friedman James R. Thorpe, Sr. Nina S. Garson Clara B. Weigle Violette Collingwood Glasstone Horace White John Stewart Harvey LIBRARYFrank W. Armstrong Roland S. Bond Vic E. Breeden Mrs. Agnes M. Canning Donald J. Caven Margaret Pond Church Mrs. Gertrude Clarke Miss Flora W. Conrad Mrs. Cecily Cunha Mrs. Margaret W. Driscoll Miss Helen Park Edwards E. E. Fogelson Gayle D. Fogelson Dorothy Friedman Mr. and Mrs. Alexander Girard Samuel Glasstone Mrs. Henriette Harris General Kenner F. Hertford Mr. and Mrs. Henry H. Hoyt $ 1,200 950 1,000 3,341 1,865 $ 8,456 $ 314 ~ $ 1,889 $ 7,713 LIFE MEMBERSHIPS Bishop and Mrs. Everett H. Jones Franklin H. Kissner Mrs. Albert S. Lathrop Mervyn LeRoy Mr. and Mrs. John Gaw Meem Mary Metzger James Merrill John S. Newberry Mrs. Duane L. Peterson Mrs. Joseph H. Quire Harrison Sasscer Adolph W. Schmidt Mr. and Mrs. Winfield T. Scott Dr. and Mrs. Philip L. Shultz Mr. and Mrs. Roger Slakey Paul R. Stein Mrs. Susan A. Turnbull Mr. and Mrs. John K. S. Walter Mr. and Mrs. Paul A. Wilson Total Endowment Principal . . .. . . . . . . .. .. .... .. . .. . .... . • 20 $ 9,300 $27,358 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, and the gifts of its friends and alumni and from permanent endowment funds. The College's permanent endowment now exceeds $7,000,000, but increasing educational costs will require future additions to these funds. The College invites gifts and bequests to its current budget, to its=building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to St. John's College in Annapolis, Maryland or in Santa Fe, New Mexico the sum of. ............................... dollars." The College would prefer gifts and bequests to be applied in the discretion of the College, but gifts and bequests may be made for specially stated purposes. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 20 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College, September 1966 Description An account of the resource Volume XVIII, No. 3 of the Bulletin of St. John's College, "Report of the President." Published in September 1966. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1966-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXVIII_no3_1966_September President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/733c5be38629548eb774c8a1ce6db2ee.pdf dba2b383e1d7c1b775a2b6ddb473cc14 PDF Text Text -------- ----~-- ~- - ----- No. 3 VOLUME XX Bulletin of ST. JOHN'S COLLEGE REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO SEPTEMBER, 1968 Founded as King William's School, 1696. Chartered as St. John's College, 1784 �Volume XX SEPTEMBER, 1968 Number 3 Published four times a year in April, July, September and December. Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: Changing times produce new fads and fashions on the college campus just as in the market place. Only two decades ago the byword was "general education," a brave movement which foundered on survey courses and professional attachment to fields of specialization. More recently, colleges have become concerned with the "mix" of their student bodies. This apparently means assuring proper representation of rich and poor, male and female, white and black, scholarly and athletic, and so on. Another newly discovered desideratum in higher learning is "dialogue." I presume that this simply means that different people talk with each other, admittedly an essential feature of education, but one that is sometimes overlooked in the contemporary reliance upon the lecture amphitheater, closed circuit television, ano the ubiquitous computer. Now in 1968 the magic word seems to be "relevance." Numbers of students complain that the cours~s they are subjected to have no relevance to the world in which they live. They seem to want to live exclusively in the here and the now. They are threatened by the draft, frustrated by the machinations of politicians, concerned at the slow pace of the civil rights movement, sympathetic with the plight of the ghetto-dwellers, and disillusioned with the seeming hypocrisy of the adult world. Many students discover no relationship between their studies and the practical pressing problems of the world around them. In dissatisfaction they desert the classroom for VISTA and the Peace Corps or rally to the activist cause by demonstrating against Vietnam or by occupying the harassed president's office. I recall Mark Van Doren's hypothetical institution, in which the sole requirement of its students was to read two hundred books, all of them acknowledged masterpieces. Three groups of students who enrolled in that institution left almost immediately, for they had entered by mistake. The first group left because they lacked the freedom to read what they pleased and therefore could not "develop their personalities"; the second because their previous diet of outlines, introductions, excerpts, and histories of thought had atrophied their ability to read. Then there was a final group of pedantic youngsters who snorted at the reading list because it was not contemporary. They wanted as swift an introduction as possible to the civilization about them. To the reply that this was that, they were very scornful as they scurried off to become freshmen in some up-to-date college where field trips to factories alternated in the weekly schedule with lectures on large and immediate subjects. • 1 • �Is education-and especially liberal education-relevant today? More specifically, just how relevant is the St. John's brand of liberal education? If by relevance we mean pertinence to living a life in the late Twentieth Century, then it is my conviction that true liberal education, as it is imperfectly and yet honestly approached on the two St. John's campuses, is highly relevant. First I would tum to the books themselves, the books which we read and discuss over the four years. Their authors are sometimes called the Great Teachers, the most senior members of the St. John's Faculty. Parenthetically, I would note that they have no permanent tenure here; their terms depend upon the viability and the persisting freshness of their ideas-ideas formulated perhaps in the Fourth Century B.C. or in the Middle Ages but equally pertinent to us and to our situation today. Men are men, and they have always confronted the problems of family and government, law and justice, war and peace, education and change. Modes of living change as the wheel, steam power, electricity, radio waves, or atomic fission have their impact, but, surprisingly perhaps, the books still speak in relevant terms. This is an election year. Read Alexis de Tocqueville's pre-TV analysis, as he described the American political scene in 1835: I am inclined to attribute the singular paucity of distinguished political characters to the ever-increasing activity of the despotism of the majority in the United States. Or consider the same observer's view of the confrontation of the two great present-day nation protagonists: There are, at the present time, two great nations in the world which seem to tend toward the same end, although they started from different points: I allude to the Russians and the Americans . . . . Each of them seems to be marked out by the will of Heaven to sway the destinies of half the globe. As to urban problems, Plato over two millennia ago well characterized the plight of our cities today: A city is not one but two cities, the one of poor, the other of rich men; and they are living on the same spot and always conspiring against one another. Even the generation gap receives attention. Plato deplored "the present style of admonition, which only tells them the young ought always to be reverential." Instead he advised parents, The best way of training the young is to train yourself at the same time; not to admonish them, but to be always carrying out your own admonitions in practice. • 2 • �Samuel John much later wrote with some prescience of certain current college students: The mental disease of the present generation is impatience of study, contempt of the great masters of ancient wisdom, and a disposition to rely wholly upon unassisted genius and natural sagacity. The Great Books of course do not always provide apt quotations like these. The real value of the books resides in their effect upon us and upon our thinking. Somehow the difficulties and problems now confronting us appear somewhat different after we have read these books. From this reading and discussion we gain new insights that enable us to approach current problems more intelligently and more imaginatively. But the relevance of the St. John's Program goes beyond the content of the books themselves. In the seminar, and the tutorials as well, the concern of the College is with the processes of thinking. As all of us-tutor-s and students alike-seek to understand and develop an idea or a mathematical theorem, as we translate a passage of Greek or French into clear and precise English, as we move from particulars in the laboratory to hypotheses and scientific laws, our reasoning powers are enhanced and refined. Thirty-one years of experience with teaching the St. John's Program has enabled the Deans and the Faculty to evolve a curriculum well designed to inculcate in the learning mind the liberal or liberating skills which are the birthright of every man. No curriculum and no individual course can anticipate the information and the special skills which a world in rapid flux may well require of any individual a decade after he has left the comfortable confines of the college campus. Instead, the best guarantee for the future is a well-disciplined and highly versatile mind which can function freely and effectively. Such a mind is capable of tackling new and unfamiliar problems; it can analyze situations and define alternatives; it distinguishes fact from propaganda; it is likely to make right decisions; it can communicate with others clearly and persuasively; it has developed a degree of competency in both the languages which all men use, the language of words and the language of numbers. Such a mind is best prepared to undertake the demands of a specific vocation or profession, to serve the state as citizen or official, and to seek intelligent solutions to the vast and intricate problems which can never be resolved by demonstrations and picket lines. The acquisition of the intellectual skills would appear to be a highly relevant activity. Third and finally, the relevance of the St. John's curriculum arises from its concern for each individual student. A liberal education, and especially a St. John's education, is education for • 3 • �privacy, and therefore of maximum relevance to each person. Each of us is inescapably sentenced to live with himself for the balance of his natural life. This can be a happy prospect or an impending disaster. Far too many adults have never learned to live with themselves. They must constantly seek escape in gregarious activity, in fun and games, or in spectatorship at the ball park or before the television screen. They lack the inner resources to use their leisure, as man by nature should. If St. John's .College succeeds in its chosen task, it will have stimulated a love of learning for learning's sake, a voracious appetite for reading good books, an appreciation of good music, and a readiness to engage in genuine conversation about subjects that matter. The inculcation of such habits and tastes will make the next five or six decades of its students' lives not only bearable but satisfying and stimulating. Even more importantly, St. John's aids each student to discover who he is and what it is to be a man. During these four years he confronts many of the persisting and almost unanswerable human questions which have puzzled men in all ages. The books concern themselves with these questions. One may agree or disagree with the positions which the Great Teachers take. The point is that the questions about man's existence, his world and his God must be asked, and that answers must be sought. This is essentially a philosophical enterprise, entered upon not for the sake of argument, but rather in the serious quest for truth- so that each student will know how he wishes to live his life and what values matter to him. To avoid such an enterprise during these four college years would indeed make his educational experience one of profound irrelevance. Instructional Matters Certain proposals were advanced during the year to modify the curriculum in order to make it appear less formidable and more contemporary to prospective students. A second recommendation was the admission of transfer students from other institutions with advanced standing. Both of these matters were discussed at length in three joint meetings of the Instruction Committee and an ad hoc committee of the Board. At the same time a study of the St. John's admissions office and its procedures was made by John Hoy, Dean of Admissions at Wesleyan University, and Monroe Bush, a former staff member of Old Dominion Foundation. One of the first concrete results of these discussions and of this report was a complete revision of the College Catalogue. Every effort was made to stress the freshness and the relevance of the St. John's program on the contemporary scene without sacrifice of the unique character of the Catalogue. An effort was made to state in persuasive • 4 . �rhetoric the particular attractions of the St. John's program for the young high school graduate. The format of the Catalogue was revamped, and a new contemporary type face was used. A second product of these conversations was a decision by the Instruction Committee that students who had had at least one year of creditable work in appropriate subjects at another institution and wished to transfer to St. John's College might complete- their course of study in three years and one summer. It was agreed that the first and second years of the Program should remain as they are and that the third and fourth years might be condensed into a year and a summer for such transfer students. This new plan goes into effect this fall. Meanwhile, a February class of fifteen men and four women was admitted on the Annapolis campus and completed its second semester this past summer in Santa Fe. The group appeared to be of high caliber and seemed to justify the experimental plan approved by the Instruction Committee last year. The Teaching Faculty The Dean reports that learning and teaching on the Annapolis campus were better than usual. He attributes 'this to the small number of new tutorial appointees and to the increasing experience of the many able men and women who have joined the faculty in recent years. He admits the difficulty of finding evidence of the quality of teaching, but cites as one source conversations with tutors. Their talk about their work provides an indication of the level of competent understanding which they have achieved. A second obvious source of evidence is student criticism. Complaints about individual tutors were far fewer than in other years. For the coming academic year, the following new appointments have been made on the Annapolis campus: Harvey Flaumenhaft, a political scientist from the University of Chicago who has taught at Wheaton College; Harry Golding, who has an M.S. degree in Chemistry from Northwestern University and most recently headed the Natural Science Division of Shimer College; and Edwin Hopkins, who has just received the Ph.D. degree in Philosophy from Duke University. John Gump, who has served capably as Assistant Dean and Tutor for the past four years, is leaving the College to undertake work for his doctorate. Thomas K. Simpson and Edward Sparrow were on sabbatical leave during the past year, and Eva Brann was on partial sabbatical. For the coming academic year Alvin N. Main and Edward M. Wyatt have been granted sabbatical leaves, and Eva Brann will complete her sabbatical. Other leaves for 1968-69 have been granted to George M. Berry, Jr., to Robert D. Sacks, who will teach at St. Mary's College in California, and to Thomas K. Simpson, who will devote two-thirds of his time to development work at the Key School. • 5 • �For Santa Fe, an exceptionally large contingent of new tutors has been appointed for the fall of 1968. Their training will pose a serious problem for the coming year, though fortunately two of their number did undergraduate work at St. John's. Those appointed are Elizabeth F. Gilbert, who holds a doctorate in Botany from the University of Michigan; R. Thomas Harris, Jr., with a Ph.D. in Mathematics from the University of Illinois; Michael Mechau, a St. John's graduate with a master's degree from the University of Chicago in Political Science; John C. Rodgers, with an M.A. from Indiana in Philosophy; Barnett J. Sokol, who has both the B.S. and M.A. degrees from California; George N. Stanciu, a physicist from Los Alamos, whose doctorate was earned at the University of Michigan; Genevieve Townsend, who has completed her master's degree in English at the University of New Mexico; and Lenke Vietorisz, a St. John's alumna with a licentiate in Mediaeval Studies from the Pontifical Institute in Toronto, Canada. John T. Rule, a retired Dean at the Massachusetts Institute of Technology, has been appointed a parttime tutor for the coming year. Alan B. Cotler, with an A.B. from the University of California at Los Angeles, has been appointed a teaching intern. At the end of the academic year the Santa Fe campus lost the services of two tutors, who left to accept positions elsewhere, Donald J. Brady and Thomas H. Jameson. Thomas J. Slakey has been granted sabbatical leave for the coming academic year. Clarence J. Kramer will be on leave of absence, as well as Henry N. Larom, who accepted a short-term appointment with the Peace Corps in Africa. Four of the most senior and most experienced tutors on the Annapolis Faculty retired at the end of the academic year. Ford K. Brown first joined the St. John's Faculty as Associate Professor of English in 1925. He served a period of active duty with the U. S. Navy during World War II and was on the staff of General Lewis Hershey in Selective Service. William Kyle Smith came to St. John's College in 1942 from the University of Virginia. For all but seven of the past twenty-six years he has been Assistant Dean as well as tutor. Both Mr. Brown and Mr. Smith held Addison Mullikin Tutorships. Simon Kaplan studied and taught in European universities in Germany, the Soviet Union, Austria and Paris before seeking refuge in this country. He joined the St. John's Faculty as a visiting scholar in 1942 and became a tutor the following year. He is known to generations of St. John's students for his extracurricular Bible classes on the Old Testament. Iola R. Scofield joined her husband on the St. John's Faculty in 1954, three years after the admission of women to St. John's College. Previous to that date she had taught at the University of California, at New York University, and at University College in the University of Chicago. St. John's College records a • 6 • �deep debt of gratitude to all four of these tutors for the stimulus of their teaching and for the unselfishness of their devotion to their sudents and to the College. First Santa Fe Commencement For the first time in the long history of St. John's College there were two commencements. On June 2nd thirty-four members of the charter class of 1968 received their diplomas on the Santa Fe campus. One week later forty-seven seniors were awarded their Bachelor of Arts degrees on the Annapolis campus. With completion of the first four-year cycle on the campus in the Southwest, the members of the Board of Visitors and Governors can be justifiably proud of having achieved their objectives of seven years ago-to expand the usefulness of St. John's College through mitosis without sacrificing the essential benefits of smallness. The St. John's Student It is a curious anomaly that attrition on the Santa Fe campus was remarkably low, while that on the Annapolis campus was the highest in some years. Registration, in general, was slightly lower than in the preceding academic year, 486 students as compared with the previous year's 501. The distribution of the several classes was as follows: Annapolis Freshmen February Freshmen Sophomores Juniors Seniors Totals Santa Fe Freshmen Sophomores Juniors Seniors Totals Grand Total Men 56 15 49 31 34 Women 46 4 36 25 20 Total 102 19 85 56 54 185 131 316 28 20 28 19 27 20 12 16 55 40 40 35 95 75 170 280 206 486 .7 . �St. John's was fortunate in escaping the more dramatic forms of student unrest and rebellion that seem to characterize so many American campuses. For the most part, relations among students, tutors and the administration continue to be informal and cordial. It is interesting to note that, following long study and discussion, the Rules of Residence on both campuses were liberalized to permit visiting in men's and women's dormitories within certain specific hours. Every effort will be made by the administration and the faculty to encourage the students to use these new privileges in a responsible and beneficial way. Student health both at Annapolis and at Santa Fe seemed to be generally good. There were more than 1,000 visits to the dispensary on the Annapolis campus, but less than two dozen admissions to the infirmary. On the Santa Fe campus this was the first full year of use for the new infirmary building, and both Dr. Julius L. Wilson, the College Physician, and Mrs. Peggy Elrington, the College Nurse, report that it is both functional and pleasant. Psychological counselling was available again this year on both campuses, Stuart Boyd, one of the tutors, serving helpfully on the Santa Fe campus, while student problems in Annapolis were referred to Dr. Robert Ward of ' the Johns Hopkins Hospital and Baltimore City Hospitals. Upturn in Admissions The general improvement in the admissions situation on both campuses is graphically demonstrated by comparative figures for the past five years: Annapolis 1964 1965 1966 1967 1968 Applications Received 312 295 254 209 254 Santa Fe 1964 1965 1966 1967 1968 128 144 115 92 206 Applications Approved 224 200 222 180 184 88 112 98 77 159 Freshmen Enrolled 123 116 119 102 129 83 87 73 55 119 The sharp increase in both applications and freshman entrants at Santa Fe can be attributed largely to the effective work of Mr. Price, • 8 • �the new Director, and the excellent staff working with him, Gerald Zollars, Assistant Director, and Geraldine Foster and Julia Koontz, secretaries. The office is administratively sound and functions creatively and independently. The Bush-Hoy Report produced a number of helpful suggestions which were adopted by both Mr. Price and James Tolbert, Director of Admissions on the Annapolis campus. Perhaps the most helpful and promising development was involvement of over 300 alumni in active recruitment of new students. The College is grateful to each alumnus who interviewed prospective students in this program. Their work throughout the country was clear evidence of the continuing interest of alumni in St. John's and of their commitment to its philosophy of education. At Santa Fe the first year of the new Southwestern Scholars Program yielded over two hundred nominees, of whom 26 were finally awarded scholarships. This program, supported by individual Board members and by a generous grant from the Hattie M. Strong Foundation, accomplished its principal purpose of stimulating greater interest in the new St. John's in states of the Southwest. Analysis of origins of applications this year showed 61 from New Mexico, compared to seven in 1967; 15 from Colorado, compared with six last year; 11 from Arizona, as contrasted with two a year ago. Other states showing marked increases were Illinois (11), New York (10), and Massachusetts ( 8) . Progress of the Two Libraries A contract was awarded in May to W. H. Ward Contractors, Inc., for reconstruction of Woodward Hall on the Annapolis campus. Work began in June on sinking new foundations under the present structure so that the basement will now provide two full stack floors. These will extend outside the present walls of the building into a low annex along King George Street. The entire building is being gutted and a new roof is being installed. Both the west reading room on the first floor and the King William Room on the second floor will be restored in such a way as to retain their traditional atmosphere, but the entire building will be much more functional and attractive when the reconstruction is completed in the spring of 1969. The total project is estimated to cost over a half million dollars. It is completely funded, thanks to gifts from alumni and friends, as well as to helpful grants from the Hodson Trust and from the Maryland and Federal Governments. Unhappily, no matching funds were found on the Santa Fe campus to enable the College to claim a proffered federal grant of $311,000 toward the construction of the much needed library and fine arts building. These funds were released by the College in the • 9 • �spring of 1968. Hopefully, they may be claimed again when the College is successful in raising the matching monies. Meanwhile, the Santa Fe library collection has grown to 15,000 books, phono-discs, phono-tapes and musical scores, in spite of the problem of a divided operation. The main library is still located in the future college bookstore in the Student Center. The mathematics, science and music collections have been moved into temporary space on the first floor of Calliope House in the women's dormitory complex. The Santa Fe Deanship Clarence J. Kramer, first Dean of the Santa Fe campus, resigned his administrative duties at the end of the academic year for personal reasons. He deserves the gratitude of the College for his tireless efforts over the past four years in welding together a new faculty, in working with students, and in developing traditions for the new campus. Mr. Kramer goes on leave for the coming academic year and then expects to return to the Faculty. The new Dean, William A. Darkey, is a graduate of St. John's College in the Class of 1942. He received an M.A. in English and Comparative Literature at Columbia University and since 1949 has been a tutor at St. John's College. In 1961 Mr. Darkey was a member of the faculty site committee which recommended Santa Fe as the location for the new St. John's. Appropriately, he joined the western- faculty when the new campus opened in 1964 and has, since that time, served as Director of Adult Education in addition to his undergraduate teaching responsibilities. Mr. Darkey's appointment has been well received by tutors and students alike. Other Administrative Personnel Following the resignation of John Gump to pursue postgraduate work, Charles Finch was appointed Assistant Dean on the Annapolis campus for the coming academic year. Other administrative appointments at Annapolis included Miss Ann Wright, replacing Mrs. Candida Allanbrook as Assistant Librarian; Mrs. Christiana White, Secretary to the Dean, replacing Mrs. Louise McCarthy; Mrs. Susan Platt, Secretary in the Admissions Office; Everett Whitehead, Music Librarian, replacing Mrs. Deborah Massell; and Miss Phyllis Doyle, Laboratory Technician, replacing Mrs. Alice Kurs. Mrs. Annabelle Harris, Miss Carol German and Mrs. Mary Miller, all staff members of the Development Office, Miss Mary Warner, Secretary in the Assistant Dean's Office. and Mrs. Eileen Doolittle, Secretary in the Peace Corps Office, all left the service of the College in the course of the year. At Santa Fe the principal administrative appointment was that of Kirk Tuttle as Treasurer of the College. Mr. Tuttle had been head of • 10 • �an advertising firm in Cleveland, Ohio, and took early retirement to assume the western treasurership. He succeeded Wilbur J. Hannon, who resigned in September. Mr. Tuttle has already shown a high degree of administrative skill and has won the confidence and friendship of both tutors and students. Other appointments on the Santa Fe campus are: Mrs. Virginia F. Robertson, Assistant to the Director of Development; Mrs. Louise Tamotzu, Secretary to the Director of Development; Mrs. Holly Tani, Library Assistant; Mrs. Patricia Atkisson, Bookstore Manager, succeeding Mrs. June Greene; Mrs. Margaret Gonzales. Cashier; Mrs. Dorothy Farley, Bookkeeper in the Treasurer's Office; and Mrs. Arlette Keir, part-time secretary in the Dean's Office. Alumni Activities The year was characterized by a much greater involvement of alumni in the affairs of the College, thanks largely to the initiative of Jack Carr, of the Class of 1950, outgoing President of the St. John's Alumni Association. His appointment of an Alumni-CollegeStudent Relations Committee resulted in a number of helpful developments, such as alumni assistance in student recruitment, a panel discussion on graduate schools to inform juniors and seniors, and inauguration of the Alumni Lecture Series, the first of which was given by Christian Hovde, of the Class of 1945. It seems clear that better understanding has been brought about and a closer relationship developed between the College and its alumni. Julius Rosenberg, of the Class of 1938, was elected President of the Association at Homecoming in the fall. Philip I. Bowman, of the Class of 1931, and W. Bernard Fleischmann, of the Class of 1950, were elected to three-year terms on the Board of Visitors and Governors, replacing John D. Alexander, of the Class of 1953, and Joseph L. Bean, of the Class of 1932, who had completed two consecutive terms. Thomas L. Parran, Jr., of the Classes of 1942 and 1959, continues to work constructively as Director of Alumni Relations. Publication of a new Alumni Register was one of the major accomplishments of the Alumni Office during the year. Graduate Institute in Liberal Education The second summer of the Graduate Institute in Liberal Education was even more successful than the first. Elliott Zuckerman, Annapolis Tutor, succeeded Robert Goldwin as Director of the Institute and maintained a high enthusiasm among the participants. Enrollment practically tripled this summer, with 91 teachers and other adults registered for the M.A. program. This summer, for the first time, the second and third sequences of readings were offered, those in Literature and Poetry and in • 11 • �Philosophy and Theology. The sequence in Politics and Society was repeated. Only in 1969 will the fourth and final sequence be offered, that in Mathematics and Science. Eight tutors from Annapolis taught in the eight-week program, as well as five from Santa Fe. Jacob Klein and Eva Brann of the Annapolis Faculty were visiting tutors for a fortnight. Alfred Kazin, Distinguished Professor of English ·at the New York State University at Stony Brook, gave two general public lectures, which were well received. Again the Graduate Institute was materially aided by helpful fellowship programs which made it possible for a large number of teachers to attend from inner-core city schools. There were twelve Hoffberger Fellows from Baltimore, eight of them returning for a second summer. Twelve new fellows were appointed from Washington, D.C., six each on generous grants from the Cafritz Foundation and from the George Bunker Foundation. The Richardson Fund of New York City also made a helpful grant of ,$5,000, which was used for general financial assistance to participating teachers. These several foundation grants proved of great value, since the major sustaining commitment from the Carnegie Corporation of New York was reserved exclusively for the overall support of the Graduate Institute. Finances Lower student enrollment, unanticipated expenditures, and a relatively small flow of current gifts caused the Annapolis campus to close the fiscal year with a deficit of $25,433. Income for the year amounted to $1,457,384, as compared to the budget figure of $1,453,512. Actual expenditures totaled $1,482,816, considerably more than the budget of $1,453,512. The deficit would have been even larger had not the sum of $41,603, representing one-third of gains realized on the sale of securities, been included in current income. To return the Annapolis campus to a sound fiscal position four steps are being undertaken. First, every effort will be made to effect economies within the budget for the coming year. Second, active work has been undertaken to develop one or more summer programs to carry the College's normal overhead during this slack period of the year. Third, a better coordinated plan for annual gifts by alumni and friends will be undertaken. Finally, the Board has adopted a new investment policy whereby a larger yield will be achieved on the endowment portfolio without sacrifice of growth. The Santa Fe campus faced a seemingly impossible task, since its regular and capital budgeted expenditures were estimated at $1,224,993, while only $573,145 was anticipated in normal income. I am happy to report that unrestricted gifts were received in suffi• 12 I JJ • �cient number and amount so that the year ended with a modest excess of income over expenditures and appropriations. The total expended for the normal operations of the College amounted to $939,917. The summer programs required $60,892; debt service on both longand short-term notes came to $162,841; capital items amounted to $35,682. The total expended for current purposes and appropriations thus amounted to $1, 199 ,269, while current income totaled approximately the same amount. It may provide perspective on the overall financial situation of the Santa Fe campus to review the aggregate of the monies expended for all purposes and the sources of these funds since the inception of the new campus: Source of Funds, 1961-1968 Student Fees (Tuition, Room & Board) Income from Investments . Federal Grants Gifts and Grants .. .. . . .. .. . ... . . .. . Annuities .. .. .. .... . . . .. ... . . . . . . Miscellaneous ................ Borrowings Annapolis Loan . .. . . . ....... .. . . 1964 Dormitory Loan .. .... ..... . 1965 Dormitory Loan . . .. . . . .... . First National Bank, Santa Fe. $1,486,816 10,977 209,961 3,749,083 250,000 89,190 1,461,000 876,000 900,000 250,000 $9,283,027 Application of Funds, 1961-1968 Invested in Plant Land and Improvements . . . . . . . . . Buildings Equipment & Furnishings . Library Books .......... Other Land and Buildings . . . . . .. . . $ 260,580 4,775,739 346,216 59,600 85,676 5,527,811 Unexpended Capital Funds . .. . ... . . . Endowment Funds . . .. . ... . . . . ... . Current Operating Budgets 1961-64 (Preparatory years) 1964-65 . . ..... ... . . .. .... .. . . . 1965-66 . . . . ... . . . . . . . . . . . . .. . . 1966-67 . .. . .. . . .... . . . . 1967-68 ... . .. .. . . .. .. . . .. . . . 6,093 40,739 198,800 491,100 752,115 921,688 1,092,658 3,456,361 Other Projects Federal Programs .. . . . . . . . . .. . . Peace Corps Program . . .. . . . . . . . . Summer Institute . . . .. . . .. . . . . .. . 46,501 146,033 60,489 252,023 $9,283,027 • 13 • �Western Consolidation Campaign In January a decision was reached to move the headquarters for the Western Consolidation Campaign to Santa Fe and to place responsibility for this program upon Frank McGuire, who was promoted to be Director of Development. The fund-raising drive received new impetus under Mr. McGuire's leadership. Gifts and pledges from members of the Board reached a total of $2,430,000. The first major foundation commitment was received from the Arthur Vining Davis Foundation of Miami, Florida, $50,000 annually for four years in the Foundations' Living Endowment Program. Finally, mention should be made of the College's first annual giving effort in the Santa Fe area. A total of $26,000 has been raised toward a goal of $40,000 within the calendar year 1968. An important part of the Development Office's work has been in the area of public relations and information. Three' issues of the newsletter Progress were published and news releases and features sent to local and national media. Boards of Associates were activated in Santa Fe, Los Alamos, Albuquerque, and Denver. These citizens' groups performed important work in interpreting the College to the broader community, in helping with scholarship activities, in planning Commencement events, and in working with the Director of Development in raising funds. A decision has now been reached to extend the period of the Western Consolidation Campaign to June 30, 1971. The goal for the coming three years will be $3,896,000: the endowment of three tutorial chairs, $1,200, 000; lectureship and concert endowments, $275.000; library endowment, $125,000; scholarship endowment, $400,000; a physical education center, including gymnasium and swimming pool, $1,000,000; and funds to underwrite current operations through June 30, 1971, as well as to clear the current bank loan, $896,000. Gifts, Grants and Bequests For the year just ended the aggregate of gifts, grants, and bequests to the Annapolis campus was $406,630. Nearly three-quarters of this represented additions to the permanent endowment funds of the College. One hundred and fourteen alumni contributed an average of nearly $150 each toward the endowment, while four bequests were received as follows: Walter I. Dawkins. of the Class of 1880, $57,649; Sprignel P. Wiley, of the Class of 1897, $7,542; the Reverend William L. Mayo, of the Class of 1899, $334; and Charles E. Athey, of the Class of 1931, $5,000. Old Dominion Foundation again generously matched contributions for endowment purposes, thus contributing a further $144,502 to the St. John's permanent funds. · A total of $62.137 was received for current purposes: $13,875 from alumni, $17,132 from Maryland and other • 14 • �business companies through the Association of Independent Colleges in Maryland, $20,000 from the Hodson Trust, $6,625 from friends, and $4,405 from corporations. A total of $40,017 was received toward the renovation and addition to Woodward Hall, and $15,472 toward the cost of a future men's dormitory to be known as Harrison House. All those who have contributed so generously to both St. John's campuses this past year- alumni, friends, foundations, and corporations- have had a significant part in this ongoing educational venture. Those of us within the College are deeply mindful of the important role which all of our supporters play in the College. It is a debt of gratitude that we can repay only by our own devotion and commitment to these two small communities of learning. * * * * * Fortunately the year has enabled me to complete certain outside commitments, thus freeing me for greater activity on behalf of the College. In January I presided over the annual meetings of the Association of American Colleges in Minneapolis and then yielded the gavel to my successor. I continue as a member of the Board of Directors of the Association for this final year. In March I completed my term of service as Vice Chairman of the Independent College Funds of America. My main task over the past year was to chair the Search Committee which discovered and recommended the new President of that organization. My duties as Chairman of the Maryland Commission on the Capital City continue. This coordinating body has a great opportunity to effect the orderly development of Annapolis as State Capital, as County seat, as a city in its own right, and as home of both the United States Naval Academy and St. John's College. During the year ahead the Santa Fe campus will undergo evaluation by the North Central Association of Colleges and Secondary Schools. A team will arrive on campus in the spring, and a decision on accreditation will be rendered in July. At that time accreditation of the western campus by the Middle States Association will cease. There is real challenge to all of us in the forthcoming North Central visit. We must bend every effort to consolidate our enrollment gains, to move forward the Western Consolidation Campaign, to preserve the viability of the parent campus in Annapolis, and above all, to foster the searching, the questioning and the reasoning which so distinguish a St. John's education. RICHARD September 3, 1968 President • 15 • D. WEIGLE �ST. JOHN'S Annapolis, BALANCE SHEET, ASSETS CURRENT FUNDS Unrestricted Cash . .... .. ....... . ................................. . Accounts Receivable ............. .... .... . ..... . .. . ... . Sundry Receivables .. ... ..... .. . .. ... . .. . . ... ....... . . . Inventory-Bookstore .... . .. . . . ....................... . Total... ..... . . ... . ....... . . .. . . . . . ... ... . .. . ..... $ 75,279 2,193 38,779 24, 154 $ 140, 405 Restricted Cash ... ...... . . . .. .... . . . ..... . ..................... . Loans Receivable . .... .. ......... .. .... . ....... . ...... . Investments . ........ . . ... ....... .. . .. . . ........ .. .... . 82,966 90, 153 9,869 Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 182, 988 Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 323, 393 $ 43,074 1,548,428 42,293 7,033,809 7,041 ENDOWMENT FUNDS Cash ... ....... .. .. ..... . ..... .. ... . ......... . ....... . Accounts and Notes Receivable . . . . .. .. . .... . . ..... .. .. . . Matching Funds and Pledges Receivable . . . . ....... . ..... . Investments at Cost . .............. ... ... .. . ... . ... ... . . Accrued Income . ......... .... .. . . .. . . ........... . ... . . Total Endowment Funds .. ... . .. . .. . . ... ........ .. . $ 8 ,674,645 PLANT FUNDS Cash .. . ......... . .... . ....... ... ...... . . . ........ . . . . Land and Campus Development .. ..... . ....... . . .... . .. . Building and Improvements . . .... . ......... . .... . ...... . Equipment .. ............ .. . . . . .. . .. . . . .. . ...... . ... . . . $ 328,398 363,505 4,537 , 666 389,367 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 618, 936 Total Funds... . .. . .. .. . ... ......... . ... . ... ... .... $14,616,974 16 • �COLLEGE Maryland June 30, 1968 LIABILITIES AND CAPITAL CURRENT FUNDS Unrestricted Notes Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accounts Payable .. ............. . . .. ....... . .... . . . .. . . Due to other Funds ..... . .. . ....... .. . .. .. . ....... . ... . Student Advance Deposits ...... . . .. . . . .. .. . ........... . $ 60,000 29, 120 8,508 28, 124 125,752 14,653 Reserve for Current Operations . . . . . . .. . ............ ... . . Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 140, 405 Restricted Advanced from U. S. Government . . . . . . . . . . . . . . . . . . . . . . . $ 79, 685 79,685 103 , 303 Fund Balance . .. . . .... . ...... .. ... . .. . . . .. . ...... . . . . . Total. . .. . . . ..... . ............... . .. . ..... . ... . . . . $ 182,988 Total Current Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 323, 393 ENDOWMENT FUNDS Principal-Income Expendable Unrestricted Endowments . . ............ . ... . ....... . ... . Restricted Endowments ........ . .... . .. . .... . . . ........ . Reservation of Profits-Sale of Securities . .. . .... ...... . . . Unexpended Income ... .. ........... . ... ... . . . .. ...... . . $ 6,283,354 886,876 1,496,333 8,082 Total Endowment Funds . .. ..... . .. .. . .. .......... . $ 8,674,645 PLANT FUNDS Funds Available for Plant Expansion. .. ........... ... .. .... Investment in Plant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 328,398 5, 290 , 538 Total Plant Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 618, 936 Total Funds... . ...... . .. . .. . ......... .. ........... $14,616,974 17 �ST. JOHN'S Santa Fe, BALANCE SHEET, ASSETS CURRENT FUNDS General Current Cash ... ... ............................. · ... · .······ Investments . . .. . .... ... ...... . ....... . ............. . Due from Other Funds ............................ .. . Notes and Accounts Receivable, less Reserve ........... . Deferred Expenditures ...... .. ..... . . ... ............. . Other Assets . . . . . . . .... . . . ... . ...... .. . .. . . ... . ... . . $ 81, 309. 81 50,000.00 7 ,341.08 2,946.39 30,373 .32 14,391 .10 $ 186,361 .70 $ 50,920.27 3,207.38 97' 261. 92 1,000.00 537.50 31,448.86 Total ............ .. ........... . .... . ... . ...... . . $ 184,375.93 Total Current Funds . . ....... ... ... ... . . ....... . . $ 370,737 .63 Total ..... . ................... . ... .. .......... . . Restricted Current Cash-Restricted ... . ......... .. .......... .. .... . .. . . Cash-Loan Fund .. . ......... .. ... . ............. . .. . Notes Receivable-Students ....... . .................. . United Student Aid Fund Deposit . .... .. . . .... . . . ... . . Investments .. . . . .. . .. . ............................. . Due from Current General Fund ..................... . ENDOWMENT FUNDS Cash . ..... . ....... . . . .. . .......... .. ........... . .. . Investments ... . .................................... . Note Receivable ..................... . . . .... . ....... . $ 33,729.03 2,218.75 4,790.87 Total Endowment Funds . .... . .. . . . .... .. ... .. .. . $ 40,738.65 ANNUITY FUNDS Due from Plant Funds............. . ................. . Total Annuity Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 250,000.00 $ 250, 000. 00 PLANT FUNDS Cash .. ..................................... . ..... . . Retirement of Indebtedness Funds ... . .... . . ... .. . . ... . Land and Land Improvements .. . .... . .............. .. . Buildings . . ....... ... . ........... ... .. .. .. . . . . . . . .. . Equipment and Furnishings ....... .. .. . . . .... . .. . . . . . . Library Books ... .... ...................... ... ...... . Other-Land and Buildings . ... .. .................... . $ 6,292.50 37 ,600 . 12 260,580.32 4,766,130.42 354,998 .23 59' 600.14 85,450.46 Total Plant Funds .... . .. . ....... . . . . . . . ......... $5,570,652 . 19 Total Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $6, 232, 128. 47 18 • �COLLEGE New Mexico June 30, 1968 LIABILITIES AND CAPITAL CURRENT FUNDS General Current Notes Payable ... .. ..... . .......................... . Accounts Payable and Accrued Expenditures . ... . ..... . Deferred Income . . ... .. . . . . .... . . . ..... .. . .. .. . .... . Total . ... . .. . .. .. ... . .. .. .......... ....... . . .. . Cumulative Fund Deficit for Years 1963-68 . . ......... . Total ... . . .. ..... . . . ....... . ........... . ...... . Restricted Current Fund Balances-Restricted .. .... . ........... .. .... . . . Loan Fund-Principal of Funds ... .. . ... . . . .. . .... . . . Total ........... . ......... . ......... . .. .. ... .. . $ 250,786.65 84,991.58 49,392.74 $ 385,170.97 (198,809 .27) $ 186,361. 70 $ 82,906.63 101,469 .30 $ 184,375 .93 ~ Total Current Funds .. .. .......... ... .......... . $ 370, 737.63 ENDOWMENT FUNDS Total Endowment Funds . . . . . . . . . . . . . . . . . . . . . . . . $ 40, 738 . 65 ANNUITY FUNDS Total Annuity Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 250, 000. 00 PLANT FUNDS Unexpended ...... . ............... . ... .. ..... . ....... . Retirement of Indebtedness Funds . .. ....... . . .. .. . ... . . Invested in Plant Dormitory Bonds of 1964 . ....... . ..... ... .. .. .... . . . Dormitory Bonds of 1966 . ........ . ................. . Notes Payable ..... . .. .. ........... .. ...... .. ..... . . Due to Other Funds ... . ... . ........ . ..... .. .... . .. . . From Contributions and Current Funds .... . .... . .. .. . $ 6,292.50 37 ,600.12 876,000 . 00 900,000.00 1,461,000 . 00 257,000.00 2,032,759.57 Total Plant Funds .. ... . ... ... ..... .. .......... . $5,570,652 . 19 Total Funds .... . ... . .................. .. ..... . . $6,232,128.47 19 • �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF REVENUE AND EXPENDITURES Fiscal Year Ended June 30, 1968 REVENUE Education and General Tuition Fees .. . . .. . ... .. ....... . ......... . .... . .. . .... . Adult Education .... . .. . ...... ... . . .. . ............ . . . . . . Endowment . ........... . . . ............. .. ...... .. ..... . State Appropriations ........................ . .......... . Miscellaneous ......... . .... .. ........ . ... . ............ . Transfer of Reserves .................... .. ... . ... . ..... . Total .. . ........ . .......... . .... . . ..... . ....... .. .. . Auxiliary Enterprises Dining Hall ........... . .. . ...... . ..... . ............. .. . Dormitories ............. . ...... . .. .. .......... . . .. .... . Bookstore .. . .. .... . .. ................. ..... ........ . . . . Coffee Shop ...... . .. . ..... . .......... .. . . .. . ......... . . $ 562,107 330 320, 144 92,511 19,421 40,000 $1,034,513 $ 137,140 128,462 28,809 1,028 Total .............. . ................... . ........ .. . $ 295,439 Other Non-Educational Revenue...................... . .... . $ 64,839 Gifts and Grants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 62, 592 Total Revenue . .. ..... . .... . .. . ........ . ... .. ..... . . $1,457,383 EXPENDITURES Education and General Administration ~ ... . . . .. . ...... . . . .. . ...... . ........ . .. . General .. ...... . .. . ........................... . .. . .... . Instruction ........ . .. . .. . .... . ............. . ....... . .. . Student Activities . .......... . .. .. .. . ................ . . . . Adult Education: ... . ........... . . . ............ . ....... . Plant Operation and Maintenance .... . ........... .. . . .... . Total.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 174,552 124, 112 567,930 11,969 1,203 269,297 $1, 149, 063 Auxiliary Enterprises Bookstore. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dining Hall . ..... . . . ............ . . . .. .. ........ . ...... . $ 33,087 115,431 Total.... . . . .. . .. . .... . . . .... . . ..... ............... $ 148,518 Other Non-Educational Expenditures Scholarships and Grants in Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . $ Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174, 008 11, 227 Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ Total Expenditures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $1, 482, 816 Expenditures in Excess of Revenue. . . . . . . . . . . . . . . . . . . . . . . . • 20 • $ 185, 235 25, 433 �ST. JOHN'S COLLEGE Santa Fe, New Mexico CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1968 INCOME Educational and General Tuition ... . ..... . . ... ... . ... ...... ...... .. ... . .... . Adult Education ...... . ..... . . . .. . .. . ... . .......... . Endowment . ..... . .... . .. .. .. . ... . . . ·. .. . .. ... . ... .. . Miscellaneous .. .... . ... .. .......... . .............. . $ 327,828.30 2,183 . 60 345.85 7,085.06 Total .. . . .. ...................... . .... . ..... . . . Auxiliary Enterprises Dining Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dormitories .... . ........... . ........... . .... ... .. . . Bookstore .. .... .. . ... . . . . . ...... .. . . .. . ... .... .... . $ 337,442.81 Total. ............ . .......... . ................ . Other Non-Educational Income .... : ................... . Gifts and Grants . ..................... .. . . . . . . ....... . Organized Activity Relating to Instructional Departments. $ 178, 735. 71 $ 36,938.50 $ 631,810 .80 18,224.65 Total Income . .................... . .. . ...... . .. . $1, 203, 152 .47 $ 83,948 . 27 76,973.50 17,813 .94 EXPENDITURES Educational and General Administrative and General .... . . . . . ....... . ...... . . . Instruction .. ........ . .......... .. ..... . ........... . Student Activities .................... .. . . ... . .... . . . Operation and Maintenance ... .. .... ... ... . ... . ..... . $ 217,851.27 430,627.30 10,684 . 79 122,752.17 Total ........ . . . ....... .. ........ . .. . ......... . Auxiliary Enterprises $ 781,915.53 g~~~ft~i~~: ::::::::::::::::::::::::::::::::::::::: $ 67,885.86 89,904 . 96 19,860.34 Total ....... . ..... . . .. .. .. ....... . .......... .. . Other Non-Educational Student Aid ... .. ..... . . . . . ... . . .. ..... . ... . .. .. ... . Interest . .... . .. ... ........ . . . . . .. . .. . ....... .. .... . Annuity Payments .. .. .... . . . ..... .. . . . . ... . .. . . . . . . Summer Program . ...... . . ... .... .. ........ . ..... . . . Organized Related Activities .... . . . ........ . .. . ..... . Miscellaneous . . . . . ...... ... ... .. ........ . . . .... . .. . $ 177 ,651.16 $ 88,813 . 79 72,936.52 7,500 . 00 2,243.63 20,249.61 1,943.73 Bookstore .... .. ............. . ........ . .... ... ..... . Total . . ....... . ...... . ........ .. . . .. ..... ..... . Total Expenditures ... ..... . ... . ... . . . . . ....... . $ 193,687.28 $1,153,253 .97 Appropriations For National Defense Student Loans . . . . . . . . . . . . . . . . . . For Capital Outlay ... . . . ........... .... . . .. . . . .. . .. . $ 2,685 . 00 43,330.28 Total Appropriations. . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 46, 015. 28 Total Expenditures and Appropriations . . . . . . . . . . . . $1, 199, 269. 25 Excess of Income over Expenditures and Appropriations. . . 21 $ 3,883.22 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS June 30, 1968 Old Dominion Gift Foundation of Donor Matching Gift TUTORSHIP ENDOWMENTS Addison E. Mullikin, 1895 ..... .. ........... . .. $1,989,953 $ 500,000 Arthur deTalma Valk, 1906 ...... . ... . ......... 150,215 150,000 $2,140,168 SCHOLARSHIP ENDOWMENTS Annapolis Self-Help . . .. .... . . ... . . . . . ........ . George M. Austin Memorial, 1908 . .... ..... . . . . . Chicago Regional ..... . .. . ......... . . . ...... . . Class of 1897 ................ ... ........ .. .... Class of 1898 ...... . .. .... .... . ............ .. . Corporal George E. Cuniff, III, 1930 . . . . . ... . . . . Faculty .... . . .. ........ . .... . ... . . . . . ... .. · · · John T. Harrison, 1907 . . .. . ... ... . . . . ..... .. . . Hillhouse High School, 1927 .. ...... .. ... . . . .... Richard H. Hodgson, 1906 .. ..... . .. . ........ . . Alfred Houston, 1906-Student Aid .. . . . . . ... . .. Houston Regional ........................ . .. .. Jesse H . Jones and Mary Gibbs Jones . . ......... Robert Edward and Margaret Larch Jones . .. .. . . Arthur E . Landers and Hilda Combs Landers ..... Massachusetts Regional ... . . . . . ..... .. . . .... . .. Philip A. Meyer, II, 1938 .. ... ...... . ..... . ... . Oklahoma Regional .. . .......... . ......... . ... Thomas Parran, 1911 ............... .. ......... Pittsburgh Regional . ...................... .. .. Reader's Digest Foundation ....... .. .. .. ... . ... Clifton H. Roehle ....... ..... . . .... . .... .. .. .. Clarence J. Stryker ... .......... ........... . . . . Friedrich J. von Schwerdtner ...... . .. ... ... ... . $ 650,000 $2,489,953 300,215 $2,790,168 15,000 25,000 3,070 8,672 87,933 135 18,886 25,025 8,667 150,250 13 , 500 500 36,000 21,821 1,000 22,685 19,362 26,000 6, 165 560 10,000 7,055 3,643 1 , 552 $ $ 512,481 $ 323,864 $ 24,849 4,211 $ 20,000 1,470 $ 44,849 5,681 $ 29,060 $ 21,470 $ 50,530 ALUMNI MEMORIAL ENDOWMENTS Granville Q. Adams, 1929 . . . .. . .. ...... . .... ... $ Charles Edwards Athey, 1931 . . .. . . . . ... . . . . .. .. Drew H. Beatty, 1903 . . . . . . ... . .. .. .. .. ....... Dr. William Brewer, 1823 .............. . ... .. .. Frederick W. Brune, 1874 ......... .. . . . .. ...... Henry Duvall Chambers, 1905 .. . .. . . . .... . ..... Henry M. Cooper, Jr., 1934 .. . ......... . . . ..... Walter I. Dawkins, 1880 . . ........ . . . . . . . . . . . . . 1,100 5,825 200 125 854 2,638 1,000 58,683 $ $ 1, 100 5,825 400 250 1,361 2,638 2,000 58,683 STUDENT LOAN FUND ENDOWMENTS George Friedland . . . . ............. . . . ... . ..... John David Pyle, 1962-Memorial .... .. ...... . . . 22 $ . 15,000 25,000 3,070 Total Fund $ 135 2,359 20,025 7,367 150,250 2,500 500 36,000 22,685 9,000 26,000 560 3,413 200 125 507 1,000 30,000 50,000 6,140 8,672 87,933 270 21,245 45,050 16,034 300, 500 16,000 1,000 72,000 21,821 1,000 45,370 28,362 52,000 6,165 1,120 10 , 000 7,055 7 , 056 1,552 $ 836,345 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT E N DOWMENT FUNDS June 30, 1968 Old Dominion Gift Foundation of Donor Matching Gift ALUMNI MEMORIAL ENDOWMENTS-Continued Robert F . Duer, Jr., 1921 . . .. . ......... . ..... . . $ 3,065 $ 335 In Honor of: Dr. Philip Edwards, 1898 .......... 1,135 985 Allen Lester Fowler, 1915 ..... . . . .. . ........ . .. 500 500 Charles W. Hass, 1927 . .. ....... . ......... . .... 40 658 Dr. Amos F. Hutchins, 1906 . .............. . . . .. 633 100 Clarence T . Johnson, 1909 ..................... Clifford L. Johnson, 1911 .......... . . . . ..... . . . 50 18,357 7,563 Helen Barnes Jones and Robert 0 . Jones, 1916 .. . 5,140 Dr. W. Oscar LaMotte, 1902 .. . ... . ............ 1,020 1,020 William Lentz, 1912 ............. . ............. Col. Harrison McAlpine, 1909 .......... . ... . .. . 325 325 286 James McClintock, 1965 ...... . .. . .... . . ... .... 400 Robert F. Maddox, 1876 ...... . . . . . ........ . .. . 12,219 William L. Mayo, 1899 ............ .. ....... . .. Ridgley P. Melvin, 1899 ..................... . . 100 100 5,000 5,000 William S. Morsell, 1922 (Athletic Fund) ... . . . .. John Mullan, 1847 ... : . . . ......... . ........ . .. 10,000 10,000 4,433 Walter C. Mylander, Jr., 1932 ... .. ........... . . 1,000 1,000 H. Keith Neville, 1905 ... . . .. .. . ......... .. .... Dr. John 0. Neustadt, 1939 ...... .. ... .. ....... 1,108 850 Blanchard Randall, 1874 . . . .. . . ..... . ....... . .. 330 Susan Irene Roberts, 1966 . . ................... . 197 100 Leroy T. Rohrer, 1903 ...... . ....... . .......... 100 C. H. Schoff, 1889 . . .. . .... . .. . ........ . ....... 500 500 3,000 3,000 Rev. Enoch H. Thompson, 1895 . .. .. . ......... . 2,500 John T . Tucker, 1914 . ...... ... .. . ........ . .... 125 125 Dr. Robert S. G. Welch, 1913 ...... . ..... . .. . . . 625 625 Dr. Willis H. White, 1922 ... .. . .. . ..... ... . . . .. 2,000 1,000 Amos W. W. Woodcock Fund, 1903 ............. $ OTHER ENDOWMENTS Hertha S. and Jesse L. Adams Concert Fund ..... $ Alumni Memorial Book Fund ...... . ... . .. . ..... Philo Sherman Bennett Prize Fund .. . ........... Benwood Foundation Library Fund .. ..... . . .... George A. Bingley Memorial Fund ........... . .. Scott Buchanan Memorial Fund .... . .... . ... ... Helen Cropsey Davidson and George Davidson, Jr. Mary Safford Hoogewerff Memorial Library Fund. Fund for Tomorrow Lectureship ..... . ......... . Floyd Hayden Prize Fund .... . . ... .. ... . . . ... .. Library Fund . . . ...................... . ....... Monterey Mackey Memorial Fund .. . . . . ..... .. . Ellen C. Murphy Memorial Library Fund ........ Henry H. and Cora Dodson Sasscer Newspaper Fund .. . . . .. . .... . .... . ... .. ..... Adolph W. Schmidt Fund ... . ..... . . . .. . . . .. . .. . 23 . Total Fund $ 3,400 2,120 1,000 40 1,291 100 50 25,920 5,140 2,040 650 286 400 12,219 200 10,000 20,000 4,433 2,000 1,108 1,180 197 200 1,000 6,000 2,500 250 1,250 3,000 145,258 $ 34,973 $ 180,231 60,000 350 308 25,000 13,897 5, 145 10,025 31,683 3,000 77 560 100 1,500 $ 60,000 $ 120,000 350 308 1,500 10, 181 25,000 50,000 13,897 5,145 10,025 31,683 3,000 25 400 1,500 6,000 102 960 100 3,000 1,500 10,181 �ST. JOHN'S COLLEGE Annapolis Maryland PERMANENT ENDOWMENT FUNDS June 30, 1968 Old Dominion Gift Foundation of Donor Matching Gift ALUMNI MEMORIAL ENDOWMENTS-Continued Mrs. Blair T. Scott Memorial Prize Fund. . . . . . . . $ 518 $ 1,250 Kathryn Mylroie Stevens Memorial Prize Fund ... Elma R. and Charles D. Todd 19,500 19,500 Memorial Library Fund ....... . ............. . 1,196 Clara B. Weigle Memorial Fund ........ . .. . ... . 19,311 Victor Zuckerkandl Memorial Fund . ..... .... . . . 201,444 186,309 Alumni Endowment ................ . ......... . 406,005 General Endowment ... . ...................... . $ 812,550 PERMANENT ENDOWMENT FUNDS Old Dominion Foundation Grants Not Applied to Named Funds . . . . . . . . . . . . . . . . Reservation of Profits, Sale of Securities. . . . . . . . . $1, 496, 333 Total Endowment Principal . . . . . . . . . . . . $5, 135, 850 • 24 • Total Fund $ 518 1,250 39,000 1,196 19,311 387,753 406,005 $ 295,734 $1,108,284 $2, 204, 669 $2,204,669 $1,496,333 $3,530, 710 $8,666,560 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, and the gifts of its friends and alumni and from permanent endowment funds. The College's permanent endowment now exceeds $8,500,000, but increasing educational costs will require future additions to these funds. The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to St. John's College in Annapolis, Maryland or in Santa Fe, New Mexico the sum of ............................. .. . dollars." The College would prefer gifts and bequests to be applied in the di~cretion of the College, but gifts and bequests may be made for specially stated purposes. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 24 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College, September 1968 Description An account of the resource Volume XX, No. 3 of the Bulletin of St. John's College, "Report of the President." Published in September 1968. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1968-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXX_no3_1968_September President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e03a6b5e7709715c17bb8387b46d5c6d.pdf f384a1d3c92a18203171704decd203ca PDF Text Text BULLETIN o/ The Friends of St. :John's College ANNAPOLIS, MARYLAND April, 19so �THE FRIENDS OF ST. JOHN'S COLLEGE Sponsors WALTER S. BAIRD REV. DR. C. EDWARD BERGER RICHARD F. CLEVELAND MRS. CHARLES S. DEWEY ARCHIBALD EDWARDS JOHN ERSKINE CLIFTON FADIMAN Gov. WILLIAM P. LANE, JR. MEYER KESTNBA UM FRANCIS PICKENS MILLER WILLIAM LENTZ MORRIS DR. THOMAS PARRAN MRS. MRS. H. M. ROBERT, JR. MARK VAN DOREN L. H. RADOFF R. SLACK, JR. REV. DR. H. P. VAN DEUS EN EDWARD F. LATHROP Executive Secretary THE MATHEMATICS TUTORIAL This is the third issue of the Bulletin devoted to presenting the curric~lar activities of the College. In the December issue the seminar was described and in March the Language Tutorial. The current number is devoted to the Mathematics Tutorial. Succeeding articles will deal with the laboratories, the formal lectures, and the choral exercises. These activities, taken together, represent a single, unified course of study in the liberal arts, organized around the literary and scientific tradition of Western Civilization as contained in a representative list of great or important books. These Bulletins will seek to present not only the ideal toward which the College aspirEs in this program, but also certain problems and difficulties which arise in the actual operation of the program. Volume II APRIL, 1950 Published Quarterly Number 3 In the preceding issue of the Bulletin we discussed the Language Tutorial as one of the devices designed to supplement the free discussion of the seminar by confronting the student with the problems and methods of a careful study of languages and all that this implies. But there is another kind of language used by man, no less intricate in its structure and perhaps more necessary for the understanding and mastery of nature. That is mathematics. Insofar as things can be counted and measured, they are objects of mathematical science; their number and size and shape, the frequency of their occurrence, the rate of their motion, the figure of their orbit or trajectory, theii: weight and density, and the work they do can be stated in mathematical symbols. This language of numbers and magnitudes, of ratios and proportions, is studied in the mathematics tutorials in its historical development and in both its pure and applied forms. The external setup of the Mathematics Tutorial is identical with that of the Language Tutorial. Each student has a mathematics tutorial daily throughout his four years at St. John's. The class numbers from eight to fifteen students and meets around a large table under the guidance and instruction of one of the tutors. ITS' CONTENT The students begin with plane and solid geometry, the elements of Euclid and the conic sections of Apollonius. They are thus con- �fronted with rigorous, logical systems; they apprehend the idea of a deductive science and acquaint themselves with the intricacies of mathematical development. In the second year they study Ptolemy and pass immediately to Copernicus: they face in these studies two grandiose examples of a ma the~ matical description of the universe; they learn the role and power of a scientific hypothesis and the meaning of applied mathematics. These astronomical investigations also introduce them to the elements of trigonometry. For the rest of the Sophomore year the students apply themselves to algebra and analytical geometry, with due regard to the original Cartesian foundations. Not only do the students learn how to manipulate algebraic expressions, perform all the necessary operations, including logarithmical ones, solve equations and correlate these analytical solutions with the exploration of geometrical patterns, but they are also made to grasp the very idea of a Universal Mathematics as conceived by the great thinkers of the seventeenth century. In the beginning of the third year the students expand their skills in analytical geometry and tackle the elements of mechanics as laid down by Galileo. Concurrently, the students acquaint themselves with the principles of Keplerian astronomy. Most of the third year, however, is devoted to Newtonian physics: large parts of Newton's Principia are studied and discussed very carefully. The first elements of calculus are approached. In the fourth year, differential and integral calculus (including elementary differential equations) is studied almost exclusively, in its rigorous modern form. The students are finally introduced into nonEuclidean geometry (Lobachevski), the theory of numbers (Dedekind), and the theory of transfinite numbers (Cantor). Throughout the four years the students are in continuous contact not only with the pure science of mathematics but also with the very foundations of mathematical physics, the great weapon of man in his struggle with Nature. Throughout the four years the Mathematics Tutorial supports therefore the seminar discussions bearing on the relation of man to nature, the criteria of intelligibility, the nature of knowledge, and the all-powerful role of symbols. LOGICAL RIGOR AND IMAGINATION The work done in the mathematics tutorials imposes upon the students the duty of rigorous demonstration; the blackboard becomes the arena of intensive logical struggles. The students are made to see how the discovery of logical inconsistencies leads to a revision of the assumptions upon which mathematics builds. But it is not only logical rigor that is expected from the students; their imagination is constantly brought into play. Any device that might help their imaginative effort -geometrical models, mechanical linkages, astrolabes, etc.-are used and often the students themselves are asked to construct them. Whenever the occasion requires it, the students have to apply their skills to the solution of problems. All this detailed preoccupation with mathematical objects and methods, however, is subservient to the more general consideration of the relation that mathematics has to problems raised in the seminar. On the other hand, the mathematics tutorials refer most of the time directly to the work done in the laboratory. THE CHIEF AIM The chief aim of the Mathematics Tutorial is to give the student insight into the nature and practice of abstract thinking, of reasoning that proceeds systematically from definitions and principles to necessary conclusions. He sees and becomes familiar with the power of a method or methods that can gather into a single formula or law the most diverse phenomena and can thereby predict and even control their occurrence. His intellectual imagination is freed and developed to the point where he can investigate the structure of worlds that are possible-that is, consistent-beyond the power of sense. It is in the various mathematical sciences that abstract imagination and reason are seen at their most impressive and effective work. Here all is distinct, orderly, and necessary. To see reason thus at work-building its structures as in pure mathematics, or making the world intelligible as in the mathematical sciences: of nature-is perhaps the most exciting and absorbing of all intellectual activities. �COLLEGE NEWS A St. John's College Open House, held April 17, afforded a large group of educators a firsthand acquaintance with the College and its new president. County superintendents, high school supervisors, and headmasters spent the entire day visiting tutorials, laboraclasses and seminars. also toured the campus, lunched and dined with the undergraduates, and heard an address by Dr. Luther H. Evans, Librarian of Congress and a member from the United States on the UNESCO Executive Board in Paris, on "UNESCO and World Educational Goals." A new four-year tuition scholarship at St. John's College has been set. up in the name of George Washington Parke Custis, step-grandson of George Washington and a St. John's graduate in 1799. It will be awarded to a high school graduate from the State of Virginia or the District of Columbia on t~,2 basis of his competence to pursue the St. John's Program and his performance in writing a 2,000-word essay on "The Meaning of Education." Authors of the four best essays will be invited to the college for personal interview. Members of the Examining Committe to select the winning essays are Dr. Dowell J. Howard, Acting Superintendent of Public Instruction, Richmond, Va.; Walter S. Rbbertson of Richmond, Va.; Francis Pickens Miller of Charlottesville, Va., Vice-Chairman of the Board of Visitors and Governors of St. John's; Charles Nelson, Director of Basic Education Program, University College, University of Chicago; and Richard Scofield, St. John's tutor and a member of the Board. Contemporary problems in the United States and the world are brought into sharper focus for the St. John's College community through the current events talks of its Sunday Evening Meeting series. This month's schedule of informal addresses began with one on "American Foreign Policy in the World Today," by Dr. Samuel Flagg Bemis, Farnam Professor in Diplomatic History at Yale. Speaker for April 16 was Edwin M. Wright, adviser on UN affairs in the Bureau of Near Eastern, African and South Asian Affairs of the State Department, on "Trouble Spots in the Middle East." Others are: April 23-Leonard J. Cromie, Officer-in-Charge of Greek Affairs in the State Department, on "The Role of Greece in American Foreign Policy"; and April 30-Ernest von Hartz, St. John's 192 6, National News Editor of the New Yark Times, on "The Fourth Estate." Programs in the St. John's Radio Democracy" are as follows: ~eminar series, "Background of Machiavelli: The Prince. Guest: Thurman Arnold, former prosecutor with the U. S. Department of Justice. April 16 Calvin: Institutes, Book IV, chapter 20 "Of Civil Government." Guest: Rev. A. T. Mollegen of the Episcopal Theological Seminary at Alexandria, Va. April 2 3 Locke: Second Essay on Civil Government. Guest: Frank Pace, Jr., Secretary of the Army. April 30 Rousseau: Social Contract I. Guest: Gov. William Preston Lane, Jr., of Maryland (tentative) . May 7 Rousseau: Social Contract II. Guest: Rep. Edward T. Miller, Republican Congressman from Maryland. May 14 April 9 John Stuart Mill: On Liberty. Guest: Sen. Paul H. Douglas of Illinois. Broadcasts are heard each Sunday at 6: 3 0 p.m. over the following Continental FM Network stations: WMAR-FM in Baltimore, 97.9 me.; WASH-FM in Washington, D. C., 97.1 me.; WMFM-FM in North Adams, Mass., 97.5 me.; WQAN-FM in Scranton, Pa., 92.3 me.; W ACE-FM in Chicopee, Mass., 100.3 me.; WBIB-FM in New Haven, Conn., 100.7 me.; KE2XCC-FM in Alpine, N. Y., 93.l me.; and WBCA-FM in Schenectady, N. Y., 101.1 me. Friends of St. John's College are entitled to a ten percent reduction on the list price of books ordered from the college book store. Book lists are available upon request. �� 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 <em>Bulletin of the Friends of St. John's College</em> Description An account of the resource The <em>Bulletin of the Friends of St. John's College</em>. Published from 1949 to 1950. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, Md. Rights Information about rights held in and over the resource St. John's College holds the rights to this publication. Identifier An unambiguous reference to the resource within a given context BulletinFriends 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. Page numeration Number of pages in the original item. 8 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin Vol II #3 April 1950 Curricular Activities - Mathematics Tutorial Title A name given to the resource Bulletin of The Friends of St. John's College, April 1950 Description An account of the resource Volume II, Number 3 of the Bulletin of the Friends of St. John's College, the Mathematics Tutorial. Published in April 1950. Date A point or period of time associated with an event in the lifecycle of the resource 1950-04 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/68e90b7dd4aa631b36238ee488323243.pdf 359e8624880f3958d84d7fa40aced313 PDF Text Text BULLETIN o/ The Friends of St. John's College ANNAPOLIS, MARYLAND �THE FRIENDS OF ST. JOHN'S COLLEGE Sponsors WALTER S. BAIRD REV. DR. C. EDWARD BERGER RICHARD F. CLEVELAND MRS. CHARLES S. DEWEY ARCHIBALD EDWARDS JOHN ERSKINE CLIFTON F ADIMAN Gov. WILLIAM P. LANE, JR. MEYER KESTNBAUM FRANCIS PICKENS MILLER WILLIAM LENTZ MORRIS DR. THOMAS PARRAN MRS. MRS. H. M. ROBERT, JR. REV. DR. H.P. VANDEUSEN MARK VAN DOREN EDWARD F. LATHROP H. L. RADOFF R. SLACK, JR. Executive Secretary This is the fourth issue of the Bulletin devoted to presenting the curricular activities of the College. In the December issue the seminar was described, in March the Language Tutorial, and in April the Mathematics Tutorial. The current number is devoted to the Laboratory and the Formal Lecture. Succeeding articles will deal with music and extra-curricular activities. The activities described in this series represent a single, unified course of study in the liberal arts, organized around the literary and scientific tradition of Western Civilization as contained in a representative list of great or important books. These Bulletins will seek to present not only the ideal toward which the College aspires in this program, but also certain problems and difficulties which arise in the actual operation of the program. Volume II AUGUST, 1950 Published Quarterly Number 4 THE LABORATORY From the very beginning the St. John's Program faced a difficulty of the first magnitude. Intent as it was to convey to the students the idea of the fundamental unity of all knowledge, it ran into the almost insoluble problem of reconciling the two main traditions which determine our contemporary life: the tradition of Greek thought extended into, and modified by, Christianity and the tradition of relentless inquiry into natural phenomena guided primarily by the rigor of mathematical thinking. This latter tradition, which arrogated to itself the name of Science, is profoundly dependent, to be sure, on the intellectual effort of the ancients but it is also opposed to it in a radical way. That is to say that the understanding of scientific laboratory methods is not helped by connecting them loosely with the classical tradition as explored in our seminars and our language tutorials. These methods are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. In the laboratory the inquiring mind must discover the fundamental assumptions made in the actual experimentation, must follow carefully the transposition of those assumptions as well as of the findings into suitable mathematical symbols, and must finally transcribe natural phenomena into a symbolic network of equations. Not to be carried away by this procedure, not to take it as a matter of course, - is the prequisite for a liberal understanding of scientific methods. Neither the factual data uncovered by science nor the general hypotheses and theories that constitute its body are of primary concern to liberal learning. It is rather concerned with the artifices of the human mind and the human hand that help us to transcend the factual by reducing it to universal principles. The student has to face the problems of the laboratory as they are faced in any genuine laboratory work. He has, at the same time, to learn not to succumb to the temptation of the merely factual. St. John's has not yet succeeded in overcoming this temptation. On a minute scale, the College is struggling with a problem that today confronts the entire world. The Organization Of The Laboratory Work The laboratory exercises take place twice a week, in the afternoons. Each session lasts three hours for the upperclassmen, while the freshmen have weekly one three-hour session and one one-hour meeting devoted to a preliminary exploration of the particular topic to be studied. The constituency of each group attending the laboratory exercises is, in �general, the same as that of the seminar. It numbers from fifteen to twenty-five students. The same group of students, then, learn how to display their dialectical skill in the cooperative effort of the seminar and how to attack a laboratory problem both individually and as a working unit. The students work under the guidance of a tutor. Student assistants take care of the equipment and necessary arrangements. Other tutors often attend the laboratory exercises as students. Before coming to the laboratory, each student has acquainted himself with the content of a laboratory sheet which describes the forthcoming exercise and its theoretical assumptions. In the case of upperclassmen the first half hour-or full hour, if the circumstances require it-is devoted to additional explanations on the part of the tutor and to the answering of questions that the students may have. The students then proceed to work on the actual exercise, which may require from them the setting up and working out of an experiment or a sequence of experiments, or the making of a series of observations, or the performing of prescribed dissections. In the case of the freshmen the preliminary discussion of the exercises fills the one- hour meeting. A report containing the answers to questions put to the students and summarizing the work done by them, is handed to the tutor at the beginning of the next exercise. The compilation of such a report takes, on the average, one hour. The tutor returns these reports to the students with remarks bearing on their accuracy and theoretical validity. Its Content The immediate concern of the laboratory exercises is with elementary and fundamental problems of physics, biology, and-to a lesser extent-chemistry. These exercises have been, and still are, subject to continuous revision. What follows is the work schedule for the year 1950-51. 1st Term I 2nd Term I 3rd Term 1st Year Biology Physics 2nd Year Chemistry Physics 3rd Year Biology Physics -- 4th Year Physics Physical Chemistry Thesis writing period Physical Chemistry Physics In the first year the students learn how to make the simplest measurements, and become aware of the theoretical assumptions underlying these measurements. They learn how to assess the role of errors, how to average their findings, and how to distinguish between significant and negligible figures. They verify the fundamental laws of statics and hydrostatics, and acquaint themselves with the elementary principles of thermodynamics. They learn to develop their drawing skills in applying themselves to problems of orthographic and perspective projection, which tie in with their work on conic sections in the mathematics tutorial. They also experiment with sonometers and construct musical scales related to their seminar reading and to the music tutorials. In the second year the students deal mainly with optics; they study the structure and the use of microscopes and telescopes and the wave theory of light. Newton's and Huygen' s classical texts are given to them as background for these studies. They also construct star charts, which tie in with the work on astronomy in the mathematics tutorial. The third year laboratory exercises form throughout a direct extension of the mathematics tutorial, since they deal mainly with Newtonian mechanics. They also lead the students to the law of the conservation of energy. In the fourth year the main emphasis is on electromagnetism. The students study electrostatics, the laws of direct current and alternating current circuits. The phenomena of electrolysis are dealt with. The methods of calculus up to differential equations, learned in the mathematics tutorial, come into direct play in the laboratory work of the seniors. Biology In the first year the students study the anatomy and physiology of vertebrates. Their work is partly based on Harvey's Disquisition on the Motion of the Heart and Blood in Animals. A variety of animal types are presented them for observation. They have the opportunity to compare the external and internal structures and are introduced to the problems of classification. In all this the Aristotelian and Galenic interpretation of living phenomena is taken into consideration, although modern methods of investigation are used in the actual laboratory work. Special emphasis is given to the technique of dissection. In the third year the problems of classification are taken up again. The students are then introduced to the fields of histology, embryology, and genetics. The theory of evolution is taken into consideration throughout. The reading of Darwin and Bernard in the fourth-year seminar draws heavily on the work done in the laboratory. �Chemistry The study of chemistry is confined to the sophomore year. The students are first confronted with the gas laws and are then made to see and to understand the phenomena and the arguments that lead to the development of the atomic theory. Lavoisier's conception of the role of oxygen in chemical reactions, the laws of Proust and Dalton on the weight-combining proportions of elements and compounds, and GayLussac' s law of the volume-combining proportions of gases, are referred to in the original texts; and the laboratory work duplicates many of the original experiments used to verify these laws. Here the student is introduced to the technique of gravimetric and volumetric analysis; he learns how a theory may stand or fall with precision or lack of precision in the performance of weighing and titration. The principle of Avogadro is then introduced, and its role in the determination of a consistent set of atomic weights is carefully analyzed. Finally, the periodic chart of the elements is presented as the culmination of the process of atomic weight determination. The senior course in physical chemistry centers around the kineticmolecular theory of gases. Various concepts and consequences of this theory, such as the laws of specific heat and the velocity of sound in gases, are studied experimentally; here again the students make use of differential equations in the description of natural processes. Emphasis is placed on the concept of energy, in the variety of its aspects in the domains of electromagnetism, thermodynamics, and mechanics, and on its underlying identity. THE FORMAL LECTURE Most of the teaching going on at St. John's takes the form of a discussion: the dialectical methods of the seminar are carried over into the tutorials, although the tutorial work itself consists basically of exercises in recitation of paradigms, translation and interpretation of texts, demonstration of theorems, and solution of problems. As much as possible, the actual instruction in all classes and laboratories is made dependent on the activity and initiative of the students. The tutor functions, except for occasional lectures required in a given situation, as a guide, more intent to listen to the students than to impose upon them his own train of thought. On Friday nights, however, the pattern of instruction is a different one. The Formal Lecture is the occasion upon which the students are required to listen steadily and attentively. These lectures are given either by a member of the faculty or by a guest speaker; the latter might be a a scholar or a poet or a man of public affairs whose work, although not directly connected with the activities at St. John's, ties in with them. The Formal Lecture may last an hour and a half. It is followed by an extensive discussion period that very often takes the form of a seminar. Here the content of the lecture is subject to a prolonged and intensive scrutiny on the part of the students. The faculty has a share in the discussion. Thus, the Formal Lecture serves two purposes: it inculates in the students the habit of listening and following the condensed exposition of a subject possibly unfamiliar to them and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from that of their class work. It is here that they can themselves test the degree of their understanding and the applicability of their training. The lectures, given over a period of four years, range through a large variety of subjects. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that a student's work takes within the frame of the program. The student is confronted with opposing views on a given subject, since many Lectures, of necessity, bear on the same theme. About four times a year the Friday night lectures are replaced by concerts, and twice a year the Formal Lectures bear on a musical subject. These concerts and lectures are part of the musical program at St. John's which will be described in the next bulletin. COLLEGE CALENDAR, Annual Examinations Registration Convocation First Term begins 9 A.M. Thanksgiving Recess First Term ends 5 P.M. Second Term begins 9 A.M. Second Term ends 5 P.M. Third Term begins 9 A.M. Third Term ends 5 P.M. Baccalaureate Sermon Commencement 1950~51 September 18- 2 3 September 21- 2 3 . September 24 September 25 November 23-26 December 15 January 2 March 16 . . April 2 June 8 June 10 June 11 �� 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 <em>Bulletin of the Friends of St. John's College</em> Description An account of the resource The <em>Bulletin of the Friends of St. John's College</em>. Published from 1949 to 1950. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, Md. Rights Information about rights held in and over the resource St. John's College holds the rights to this publication. Identifier An unambiguous reference to the resource within a given context BulletinFriends 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. Page numeration Number of pages in the original item. 8 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin-August 1950-The Curricular Activities at the College-The laboratory and Formal Lectures-Vol. II No. 4 Title A name given to the resource Bulletin of The Friends of St. John's College, August 1950 Description An account of the resource Volume II, Number 4 of the Bulletin of The Friends of St. John's College, the Laboratory. Published in August 1950. Date A point or period of time associated with an event in the lifecycle of the resource 1950-08 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/1770e3c0d96f7e9a83edf481cf89faaf.pdf c2f72d21137a640bb28dd1a1592ef580 PDF Text Text BULLETIN OF The Friends of St. John's College ANNAPOLIS, MARYLAND December} 1949 �THE FRIENDS OF ST. JOHN'S COLLEGE THE SEMINAR Sponsors HERVEY ALLEN, Chairman WALTER s. BAIRD c. EDWARD BERGER CHARLES s. DEWEY REV. DR. RICHARD F. CLEVELAND MRS. ARCHIBALD EDWARDS JOHN ERSKINE CLIFTON F ADIMAN Gov. WILLIAM P. LANE WILLIAM LENTZ FRANCIS PICKENS MILLER DR. THOMAS p ARRAN MORRIS L. RADOFF MRS. H. M. ROBERT, JR. l\lfRs. H. R. SLACK, JR. MARK VAN DOREN REV. DR. H. p. v AN DEUSEN Executive Secretary EDWARD F. LATHROP, St. John's College, Annapolis, Md. In this and the following issues of the Bulletin we shall endeavor to present the picture of the curricular activities of the College that take place in our seminars, language tutorials, mathematics tutorials, laboratories, and formal lectures. These activities, taken together, represent a single, unified course of study in the liberal arts, organized around the literary and scientific tradition of Western Civilization as contained in a representative list of great or important books. The Bulletin will aim to present not only the ideal toward which the College aspires in this program, but also certain problems and difficulties which arise in the actual operation of the program. Volume II DECEMBER, 1949 Published Quarterly Number 1 The seminar on the Great Books is the heart of the St. John's program, and we shall discuss it from the standpoint of its organization, its functioning, and its purpose. ITS ORGANIZATION A seminar consists of from fifteen to twenty-five students, with two or three faculty members as leaders, all sitting around a large table. It meets twice a week, on Monday and Thursday evenings, from eight to ten. The session can continue well beyond ten, if the topic under discussion has aroused a sustained and lively argument. The books are read in a sequence which is roughly chronological: the Greek books in the first year; the Roman, ·Mediaeval and Renaissance books in the second year; the seventeenth and eighteenth century books in the third year; and the nineteenth and twentieth century books in the fourth year. However, the fourth year also includes a small number of first-year books; the repetition having the effect of completing a circle, and confronting the student with his starting point. The preparation for each seminar meeting amounts, on the average, to one hundred pages of reading. The reading assignment may be very short if the text is a very difficult one. It may be lengthy if the text lends itself to an easy perusal. HOW IT FUNCTIONS The functioning of the seminar differs essentially from either polite conversation or the method of formal lecture or recitation. A number of persons, for the most part young, of varied backgrounds, and faced with a text which may present ideas largely foreign to their experience, attempt to talk rationally with one another. Such communication presupposes a certain community of feeling, despite differences in vocabulary; more immediately, the seminar presupposes the willingness on the part of its members to submit their opinions to a critical scrutiny. The demands of the individual and those of the group are in continual interplay; and, within the limits thus set, the discussion moves with the utmost possible freedom. The only rules are: (1) politeness towards each other so that everybody's opinion can be heard and explored, however sharp the clash of opinions may be; (2) the supporting of every opinion by argument-an unsupported opinion doesn't count. WHAT IT DISCUSSES The discussion begins with a question asked by one of the leaders. Once underway, it may take any one of many forms. It may concern itself primarily with what the author says, with trying to establish the course or structure of his argument; or it may concern itself with the �interpretation of a difficult passage in the text, the definition of a term; or with prior or more general questions that insist on being considered first; or with a comparison with similar or opposed views discussed in earlier sessions of the seminar. It may range from the most particular to the most general. It may stay entirely with the book or leave it altogether. In a freshman seminar the students tend to express their opinions with little regard for their relevance or relation to the opinion of others. Only gradually, under pressure of the group, does the student learn to proceed analytically, sticking to the topic and trying to uncover the meanings of the terms which he uses. Such progress in method may be crowned by sudden, if rare, insights and illuminations on the part of individuals, or-an even rarer occurrence-by teamwork in which the seminar, as a whole, explores the interconnection of ideas. "FOLLOWING THE ARGUMENT" The course of the discussion can not be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the solution of a problem. More often than not, the problem remains unsettled with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion sometimes tends to branch off and to entangle itself with irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk or into dull and shallow meandering, without being able for a long time to extricate itself from such a course. Or it may climb to heights accessible only to a few of its members. ROLE OF THE LEADER Under these circumstances the role of the leaders is not to give information, not to correct errors, not to produce the right opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections, to help the students in every way possible to understand the author, themselves, and each other. The most useful instrument for this purpose is the asking of questions; perhaps the most useful device of all is the one question: "Why?" But a leader may also take a definite and positive stand and enter directly into an argument. If he does so, however, he can expect no special consideration. Reason is the only recognized authority; all opinions must be rationally defended and any single opinion can prevail only by general consent. The aim is always to develop the student's powers of reason and understanding and to help him to arrive at intelligent opinions of his own. BACKGROUND: THE CONTEMPORARY SCENE It is apparent that a free discussion of this kind can not be carried on in a so-called academic or scholarly vein. The students approach the problems raised by the books with assumptions taken from their own experience and determined by the contemporary scene familiar to them. Wars, national politics, movie stars, and big league baseball may all crop up in a seminar. In continuing the discussion of a particular problem through the four years, the students gradually acquire a sense of historical perspective which allows them both to recognize the sameness of a problem and the historical variety of its aspects. The so-called historical background of a book-the knowledge of which is ultimately founded on the reading and interpretation of the testimony contained in the Great Books themselves-is never given to the students as a basis for the discussi~n. It is, of course, inevitable that some information on difficult points related to some specific historical situation is obtained by the students through collateral reading or from the seminar leaders who might have some special knowledge of the subject. In the main, the problems are not discussed with a view to ascertaining how things were, but how things are; of ascertaining the position which the student might decide to take on rational grounds in the conduct of his own lif~. That does entail, occasionally, a complete disregard of historically pertinent facts. THE AIMS The free discussion which we have outlined, continuing over a period of four years and dealing with persistently recurring questions, problems, and ideas, in the varied and changing context of the Great Books, is the core of the St. John's program. The aims, which it sets itself, have perhaps become clear in our description of the way in which it functions, but an attempt will be made to summarize them here. The members of the seminar learn to examine their opinions rationally, to put them to the test of argument, and to defend them in free discus.sion. They likewise acquire a familiarity with the great problems and ideas of Western thought. They gain a better understanding of the terms in which these problems and ideas are expressed, of their ambiguity, and of their deeper meaning. And this in itself is one of the great goals of a liberal education. It is the ultimate aim of the seminar that the process of thought and discussi~n, thus commenced by the student at St. John's, should continue with him throughout life. �COLLEGE NEWS On September 17, 1949, the Board of Visitors and Governors elected Richard D. Weigle as the eighteenth president of St. John's College. Mr. Weigle has been a teacher and executive secretary of Yale-in-China, an instructor at Carleton College, and an army officer in India and China. He comes to St. John's from four years in the Department of State. LECTURES AND CONCERTS OCTOBER 14 NOVEMBER 2 NOVEMBER 18 DECEMBER 9 JANUARY JANUARY 9 27 FEBRUARY 3 FEBRUARY 17 MARCH 3 11 20 NOVEMBER JANUARY MARCH 10 Mark Van Doren: Goethe Edgar Wind, Professor of Philosophy and the History of Art at Smith College: Raphael's School of Athens Leo Strauss, Professor of Political Philosophy at the University of Chicago: Natural Right and History Edward Stevens, Professor of Classics at Muhlenberg College, Pennsylvania: On Pity Robert Lowell: Reading of Poems Howard P. Vincent, Chairman of Language, Literature and Philosophy Department at the Illinois Institute of Technology, Chicago; On Moby Dick ]. Alister Cameron, Professor of Classics at the University of Cincinnati: On Oedipus Richard Courant, Professor of Mathematics at New York University: Principles of Maxima and Minima zn Mathematics and Physics Dino Bigongiari, Professor of Romance Languages at Columbia University: Dante and Natural Law The Juilliard String Quartet Doda Conrad, Bass Simon Goldberg, Violin Recital One of the entering freshmen this fall is a DP student of Lithuanian descent, sponsored by the student body on its own initiative, and brought to the United States through the office of the World Student Service Fund. The Board of Visitors and Governors voted him a tuition scholarship, while the students 'are providing for all other expenses. Only $1,000.00 is still to be raised for the four years. Anyone desiring to share in this project may address The Student DP Committee, St. John's College. The following two graduates of St. John's have received Fulbright scholarships: Irwin Robert Tucker, '44 (for France) John N. L. Opie, '47 (for Italy) William Warfield Ross, '47, has been awarded a scholarship sponsored jointly by the Yale Law School Association and the Yale Law School itself. �---~ � 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 <em>Bulletin of the Friends of St. John's College</em> Description An account of the resource The <em>Bulletin of the Friends of St. John's College</em>. Published from 1949 to 1950. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, Md. Rights Information about rights held in and over the resource St. John's College holds the rights to this publication. Identifier An unambiguous reference to the resource within a given context BulletinFriends 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. Page numeration Number of pages in the original item. 8 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context December 1949 Curricular Activities Seminar Vol. 11 No. 1 Title A name given to the resource Bulletin of The Friends of St. John's College, December 1949 Description An account of the resource Volume II, Number 1 of the Bulletin of The Friends of St. John's College, The Seminar. Published in December 1949. Date A point or period of time associated with an event in the lifecycle of the resource 1949-12 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9112ae44fff1ac9e846477328d4bbb98.pdf 683869d21214c59cae11cfc798273921 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 <em>Bulletin of the Friends of St. John's College</em> Description An account of the resource The <em>Bulletin of the Friends of St. John's College</em>. Published from 1949 to 1950. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, Md. Rights Information about rights held in and over the resource St. John's College holds the rights to this publication. Identifier An unambiguous reference to the resource within a given context BulletinFriends 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 paper Page numeration Number of pages in the original item. 8 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin, Vol. 1, No. 3, July 1949 Title A name given to the resource Bulletin of the Friends of St. John's College, July 1949 Description An account of the resource Volume I, No. 3 of the Bulletin of the Friends of St. John's College. Published in July 1949. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1949-07 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/50c139aa9aeeaa82defa2ce083451092.pdf c37ab784d478329db1fcc68f4f8394bd PDF Text Text \\. BULLETIN OF The Friends of St. John's College ANNAPOLIS, MARYLAND March, 1949 �FoR the past twelve years St. John's College has held the leader- ship in the field of Liberal Arts education. To continue and expand this program, to secnre a broader support than that of its students, alumni, and local friends, and to enlist the active support of its many friends throughout the country, a society to be known -as "The Friends of St. John's College" has been organized. The Friends can be of material assistance in many ways. They can acquaint others with the College and its significance for American education and invite them to become Friends of St. John's. Where it is feasible, they can organize seminars in their communities for the study of the great books and help create a deeper understanding and appreciation of Liberal Arts education. They can help correct misunderstandings about the College and its program and acquaint potential students with what St. John's has to offer. Those who can afford to do so can give financial ass.stance to the College. Members will receive quarterly publications that will make them more closely informed about the program of the ColleJe. Th:;se publications will include such printed matter as the catalogue, the Pres'clent's annual report, financial statements, and reprints of important lectures and articles about the program and Liberal Arts education. Should any friend or group of friends want to organize seminars for the study of. the great books, the College will be glad to offer advice and furnish pertinent material. Anyone interested in American education m the Liberal Ar~s and in the preservation of the free instituticns cf this country is eligible to become a Friend of St. John's College. The new Liberal Arts program, begun at St. J elm's in 1937, aroused much interest and controversy by repudiating the elective system for a single unified curriculum required of all students. It replaced textbooks with the great classical books of literature, history, mathematics, science, philosophy, and religion - the so-called Hundred Great Books. It turned away from narrow specialization and the informational lecture system and set up small tutorials and seminars in wh'.ch students and faculty, by reading and discussion, learned together from the great teachers, the autho1.-s of the classic books. Its subject matter was the basic ideas of Western thought and their interrelation, through the study of which a student might earn his intellectual her:tage from Homer to the present and learn to be a free and responsible person. With this study of the Great Books the program stressed the fundamental importance of thorough training in the twin symbolisms of language and mathematics as the basis of all truly human activity. The twelve years since the inauguration. of the new program have been difficult years of reorganization and financing, difficult years during the war, difficult years of post-war adjustment; and still the new program continues at St. John's without compromise and without serious modification. No longer can it be called "experimental." Despite the difficult years that the College has experienced, it has shown steady progress; its faculty and student body have grown; its studen'.s have made good records in graduate schools throughout the country; and it has won friends in the United States and Europe. Perhaps even more :mpressive evidence of the soundness of the program is the fact that in more recent years other American colleges and universities have changed their curricula in the direction pointed ant by St. John's. Many of these facts about the St. John's program have become widely known. It is not equally well known that the program places as much emphasis upon mathemat:cs and science as it does upon language, litera'.ure, history, philosophy, and religion. Besides requiring the systematic study of the Greek, French, and German languages (two years of Greek and one each of French and German) and hold'ng twice weekly for all four years the well-known seminars devoted to the great books, the Colle.se also requires four years of mathematics and four years of scientific laboratory work. The language tutorial and the mathematics tutorial each meet five days a week; the science laboratory requires two three-hour periods each �week. The College requires more work in mathematics and science than any other liberal arts <;ollege in the country. Neither is it widely known that it is the policy of the College to select its students so as to have a representative group of young men, ranging from those with average to those with superior academic records and coming from all parts of the country. This policy comes from the conviction that a Liberal Arts education is the best type of education for anyone who is to assume responsibility in a democratic society. The economic background of the students is similarly varied; three-fourths of the present student body are dependent for their education on their own earnings, G. I. funds, or scholarships. While the administration and faculty take pride in what the College has already accomplished, they are acutely aware of the need for extending the influence of the College. It is not enough, important as that task is, to transmit the liberal trad:tion to students on the campus and to adults in seminars in small communities and cities in the East. The College would like to encourage such adult seminars in other parts of the country. It also wishes to continue to be, and on a larger scale, a laboratory for liberal education where the faculty may engage in both teaching and research and have the opportunity to make creative contributions to education, literature, science, and philosophy in the spirit of the l"beral tradifrJn rather than in the spirit of modern specialized research. Through such an expansion of its work the college will continue to be one of ihe determining forces in American education during th· s ti111e of world cns1s. This 1s why it has been decided to establish "The Friends of St. John's." By such a society of interested perscns scattered throughout the country, this larger purpose of the College will be realized. � 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 <em>Bulletin of the Friends of St. John's College</em> Description An account of the resource The <em>Bulletin of the Friends of St. John's College</em>. Published from 1949 to 1950. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, Md. Rights Information about rights held in and over the resource St. John's College holds the rights to this publication. Identifier An unambiguous reference to the resource within a given context BulletinFriends 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. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin, March 1949 Title A name given to the resource Bulletin of The Friends of St. John's College, March 1949 Description An account of the resource [Volume I, Number 2] of the Bulletin of The Friends of St. John's College. Published in March 1949. Date A point or period of time associated with an event in the lifecycle of the resource 1949-03 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English