28 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e79af766cdd82a6d7709ff3c0d246c93.mp3 e9239197af015effeb00f17de29f7310 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts. For more information, and a schedule of upcoming lectures, please visit the <a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a>. Click on <a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a> to view and sort all items in the collection. A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:51:59 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource What Might We Learn from Alfarabi about Plato and Aristotle? Description An account of the resource Audio recording of a lecture delivered on September 24, 1999, by Charles E. Butterworth as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Butterworth, Charles E. 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 1999-09-24 Rights Information about rights held in and over the resource A signed permission form has been received giving St. John's College permission to make this lecture available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Fārābī Plato Aristotle Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Butterworth_Charles_1999-09-24_ac Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e7532549b3faff34d1457804793cc7f7.mp3 f7a5fca50b94bdee1c68c5941800f069 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:26:10 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 Money or love? An introduction to Xenophon and his dialogue the Oeconomicus Description An account of the resource Audio recording of a lecture given on November 18, 2016 by Eric Buzzetti as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Buzzetti, Eric Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2016-11-18 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Xenophon. Oeconomicus Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 20014353 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/75f538c96f7817e2782e77bc86ca3fdc.mp3 66e312425baa3a5908d7304fddc2b3a1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts. For more information, and a schedule of upcoming lectures, please visit the <a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a>. Click on <a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a> to view and sort all items in the collection. A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:51:41 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 Insane Emotions? Description An account of the resource Audio recording of a lecture delivered by Agness Callard on January 11, 2019 as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Callard, Agnes Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2019-01-11 Rights Information about rights held in and over the resource A signed permission form has been received stating, "I hereby grant St. John's College permission make an audio recording of my lecture, and retain copies for circulation and archival preservation at the St. John's College Greenfield Library. Make an audio recording of my lecture available online. Make typescript copies of my lecture available for circulation and archival preservation at the St. John's College Greenfield Library. Make a copy of my typescript available online." Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Callard_Agnes_2019-01-11 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/03f428eebecc169360555cb3b8f02cae.jpg 454e64ed4262b3674b75c194a5c21887 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 22 x 16 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0310 Title A name given to the resource McKee G. Lee and Joel J. Barlow Having Coffee with President Richard D. Weigle in Richard D. Weigle's Office, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w. Left to right: President Richard D. Weigle, McKee G. Lee, and Joel J. Barlow. Date A point or period of time associated with an event in the lifecycle of the resource 1972 Creator An entity primarily responsible for making the resource Camenga, Barbara Subject The topic of the resource St. John's College (Annapolis, Md.). -- Presidents. St. John's College (Santa Fe, N. M.). -- Presidents. St. John's College (Annapolis, Md.). -- Students. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource pdf Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f7ccca40802369934567c221e0d1ce09.pdf 8ffc4543a1fd1eccdb282ea7a123ab13 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 Gadfly Description An account of the resource Founded in 1980, The Gadfly is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus. Click on <a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the The Gadfly Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 12 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Campbell, Rick (Editor) Title A name given to the resource The Gadfly, Vol. II, Issue 6 Date A point or period of time associated with an event in the lifecycle of the resource 1980-10-20 Description An account of the resource Volume II, Issue 6 of The Gadfly. Published October 20, 1980. Identifier An unambiguous reference to the resource within a given context Vol. 02 #6 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b02914abe10802e1a36d330cb272fe7b.pdf bc8b06ed8c170c94c1cad4a6f785b20f 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 Gadfly Description An account of the resource Founded in 1980, The Gadfly is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus. Click on <a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the The Gadfly Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 12 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Campbell, Rick (Editor) Title A name given to the resource The Gadfly, Vol. II, Issue 7 Date A point or period of time associated with an event in the lifecycle of the resource 1980-10-27 Description An account of the resource Volume II, Issue 7 of The Gadfly. Published October 27, 1980. Identifier An unambiguous reference to the resource within a given context Vol. 02 #7 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/980d6c19672380cdec112c58afe862e1.pdf 7b327cbf333d31e2e3e740347b37f13f 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 Gadfly Description An account of the resource Founded in 1980, The Gadfly is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus. Click on <a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the The Gadfly Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 12 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Campbell, Rick (Editor) Title A name given to the resource The Gadfly, Vol. II, Issue 8 Date A point or period of time associated with an event in the lifecycle of the resource 1980-11-03 Description An account of the resource Volume II, Issue 8 of The Gadfly. Published November 03, 1980. Identifier An unambiguous reference to the resource within a given context Vol. 02 #8 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9eafbeb613655b5dc5ff76d85f71b42d.pdf 8ec7bcc4ab9f29193092048018c511b7 PDF Text Text THE VOL. II, ISSUE f~ THE ST. JOHN'S COLLEGE INVEPENVENT STUDENT WEEKLY NOV. 10, · 198 0 W_ho Ate the ,Cat? Eight cars were mistakenly towed on Wednesday, October 8th, during a Maryland state scholarship convention for top high school students in. the area that was held on the st. John's campus. According to Richard Dalrymple, chief of security, guards noticed that the school parking lots were filled 45 minutes before classes were to begin. He then phoned Eastport Shell, a garage with which the school has an arranqement to tow illegally parked cars, and asked them to send two tow trucks. All eight cars were removed. A short time later, it was discovered that the cars belonged to participants and organizers of the meeting, who mistakenly thought that they were allowed to park on campus lots. According to Mr. Tom Parran, director of college relations, who was involved in organizing the meeting, the state scholarship board had been told that there would be "absolutely no parking on campus. " Apparently, however, the board informed the participants in the program that parking would be "difficult to fihd," said Mr. Parran. Some of the participants obviously took this to mean that they could find a space. According to Mr. Dalrymple , the cars were not only parked in regular spots, but in places where they obviously shouldn't have been, like fire lanes , which is what prompted such a fast reaction . 'The standard procedure for illegally Park~G cars -on.school lots is for the guard to notify the treasurer, Mr. Elzey, or in the event of Elzey's absence, his office . In case of students' cars, he Works with the assistant deans' office. The guards of ten check around the campus fairly thoroughly for the car's owner in this type of situation, although they are not required to. However, the guard may take initiative on his own if he wishes. Mr. Elzey was away from his office that day, and the security force, after checking with his scretary, had the cars towed. Owners of the towed cars had to go to Eastport and pay up to $30 to get them back. When word of this reached Mr. Parran's office, he decided that even though the school was not at fault, it would reimburse the cars' owners upon reque_ t. s Mr. Parran said that he and the school felt that the cost (which could reach $240) was less than that of the adverse publicity the incident would have created, especially with the state government, which makes a large contribution to the College's budget and paid for a large part of FSK-Mellon Hall. To date, Mr. Elzey reports that only a few of the car owners have applied for restitution, despite a letter ~r. Parran sent to the participants in the scholarship program. To avoid recurrence of this, the school is now considering a better system, whereby guests will register their cars with the switchboard and the guards will check there as well. by Peter Green '84 ��- 4 and by educating younger members of the society. The points which might be raised a~ainst St. John's are fundamental: 1) is the faculty adequately careful in its own education, so that it may claim to conserve the meaning underlying the intellectual life of Western Civilization?; 2) is there a sense, and consequent exercise, of pedagogical responsibility among the faculty (i.e. do they solicituously teach anything?); 3) is St. John's sufficiently unified in purpose and amity to constitute a community of colleagues, comrades, friends, teachers, students?; 4) does the "college" have in view its relation to the wider society for which sake it functions? I raise these as questions which cannot simply be answered; consequently, they are problems. Since the artificial conununity is delimited by the arts through which i t serves the natural conununity, the questions can be reduced to a couple: is the faculty composed of scholars? and, is it composed of pedagogues? If not, it is not a college. If it is in danger of losing its character as a college, then it will die. If there are signs that it is dying (for example, an extraordinary number of drop-outs lately), then it had better do something: enough said. Michael David Blume '78 Polity Elections .Endorsements David Auerbach, a.k.a. Johnny Moron, was one of the first people I met last January. What is the more-than-worthyfor-the-Polity candidate like, you ask? He's· a character of spunk, but one that's . accessible to the average Joe. He's a man that looks the thorny issues straight in the face -- nary a name dropped, nor excuses made, and no talk of concentric/ eccentric rings of influence emanating from his or any other old Joe's libido-pure, unadulterated honesty pervades his very persona. Johnny's concerns are the world's concerns. But in these times of socio-political disillusionment there is only one answer which cannot be revealed in this dust-ra~ of an endorsement. Now, I don't ask that we spray paint the pendulum royal maroon; neither will Johnny. Corne on, tuck in yo egos and talk with the Moron. Tell him I'm not as dumb and sophomoric as he clai I'll appreciate that almost as much as if you vote J. Moron for President. S. Reynolds '83 Sophomore-impersonator Bruce Dempster is running for Student Polity President, and I think he deserves your vote. Mr. Dempster is well qualified for the post through his work in campus and national politics. As chairman, last year, of the Student Activities Corrunittee Mr. Dempster showed himself to be an able efficient, and imaginative organizer and manager. Using the scantiest of funds, he brought on a series of trips to Washingto and Baltimore to see museums, concerts, plays and an opera. Besides, he has organized an Astronomy Club so that all students might get use of the College's fine telescope. Currently, he is a regular member of the Delegate Council, representing West Pinkney. In his work on Capitol Hill, Mr. Dempster has devoted much time and effort as a member of Congresswoman Gladys Spellman's staff, showing himself off as an adroit student of politics with a good sense of how to get things done. With all this in mind I ask that you seriously consider Mr. Dempster when you go to the ballot box this coming Thursday. Thank you. Daniel Van Doren '81 When Miss Litwin first approached me and asked me to write an endorsement for her for the office of Treasurer, I hesitated. Endorse a "punk rocker" for the Delegate Council? But then I caught myself . I live on the same hall with her, and I know her not as a "punk rocker," but as a friendly, intelligent person, who now wants to be on the D.C. and do what she can. I think she has something to offer, so as a past Treasurer and dorm delegate, I endorse Tracy Litwin. Liz Stuck '81 ��-6 In addition to making me, she also made my sister Beth and my brother Steve. My sister Beth taught me the alphabet. Now she goes to Stanford Business School. Every Monday when I was in high school I used to ride the 78 bus down to the University of Cincinnati to take a tuba lesson. Sometimes my hands tremble for no reason at all. I like to have the TV on all night and wake up when the cartoons come on. I wish · " Bullwinkle" was still on Channel 5, because that's my favorite . I think "Goat's Head Soup" is a fine album and I don't understand why people don't still listen to it, although they still like "Sticky Fingers". Once I got lost in a K-Mart and they had to call my mother over the P.A. Another time I went to the circus and I was so bad my mother made me stay in the car. I brush my teeth with Crest, which, by the way, is made in my hometown. I like to read in the bath, and I wish there were bathtubs in Pinkney. My parents have two cars, a yellow '71 station wagon and a blue '79 Zephyr. Personally, I hate to drive. When I was eight I played the trombone for three days and I hated it so much I didn't play it again for ten years. I think Annapolis looks best when it rains. I went to a public high school and my best friend was named Paul. I write with my right hand,. but I eat with my left hand. I hate mayonnaise on anything. I think it ruins a good sandwich. I've never cried at a movie, not even when Bambi's mother died. In 6th grade I got first prize in the hobby show for a story I wrote. The only time I was ever in Cleveland was for my grandmother's funeral. I forget what it looks like. I got my jumpsuit at a G.I.J. Surplus on Vine St. in Cincinnati. I can play the first part of Mozart's Sonata in C major by heart. I've never ever won a game of Old Maid, and I think that might be a bad o~ men. I get allergy shots once every three weeks. I played Mr. Wonka in our 6th grade version of Charlie ~The Chocolate Factory. I love spaghetti and I could eat it every day. I am not nor have I ever been. --Submitted by Mr. David Auerbach '81 NOTICE! · TO YE WHO WOULD DOUBT NOT HAVING SE FINANCIAL REPORT - HALLOWEEN PART COST INCOME $ 5.25 Cups 5.00 17.26 9.00 71.25 129.00 236.76 Trans. Food Decoration Apples/Cider Rum 186.02 Cash 18.00 Credit 43.00 Return on 1 ca rum 15.00 SOB funds 262.02 -236.76 + 25.26 Then, since we did come out ahead, the SOE gets his money back. So ... 25.26 -15.00 Total profit: +10.26 (assuming people pay their credit) Now, we were shooting to break even, as a4 vertised. So . figuring overrun to cost, ou error was 4.35%, in the proper direction. People who were outraged or miffed at the door charge - UNIMAGINATIVE. THE REAL PEOPLE Letters "FOR THE DESTRUCTION OF MELLON" Dear Editor, I was greatly impressed by Mr Schuler's article in last week's edition of THE GADFI "For the Destruction of Mellon." The artic possessed a sharp wit and courageous line c ten found wanting in student writings; in E sence, the story was pointed without being offensive. Let me be the first to nominate Mr Schuler for a Pulitzer Prize. Best Regards , Daniel Van Doren ' BJ I ....'.. I I - -- - ~ - .- - - - - - -. ______ ...__ -- - - .- - --- -- - - -- - . ...: ..... . .. ~ ��LL\ bM.LL 8 �� 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 Gadfly Description An account of the resource Founded in 1980, The Gadfly is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus. Click on <a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the The Gadfly Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 12 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Campbell, Rick (Editor) Title A name given to the resource The Gadfly, Vol II Issue 9 Date A point or period of time associated with an event in the lifecycle of the resource 1980-11-10 Description An account of the resource Volume II, Issue 9 of The Gadfly. Published November 10, 1980. (Handwritten correction of Issue number, originally printed as Issue 8.) Identifier An unambiguous reference to the resource within a given context Vol. 02 #9 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/080446f4b6a1da05b68f9cad02cb15b3.pdf e24a4be009eb8a9b60f0e4b3b88001b4 PDF Text Text -2 tered. I am worried a little bit about this year's show, though. How can we not disappoint him? The faculty mustcal is going to be a hard act to follow. I don't suppose the students could come up with something? I don't know. It's a lot of work. After the show Reality is looking forward to letting his hair down and d~ncing all r:...:.ght J.ong. He doesn' t get to do much dancing during the rest of the year. He says he has to get drunk before he can really get down. Sunday is always a relaxing day. This year it will be more cohesive, just so Reality can sit back and enjoy the sun with all of the students as a group. That night he'll see at least two neat films, and maybe more, if we have enough money to ge t them. Reality understands ~ hnnt-. ....,on2-1. Most people won't notice :eave. It ' ll be early Monday after a nain weekend -most people will probably be asleep. (I have to drive him to the train station, thougn.r .t5u~ when everybody wakes up, they'll remember him, sure enough. They'll say "Hey, that was fun. Old Reality is okay." Then the people who left for the weekend just so they wouldn't have to deal with Reality will hear how much fun we all had, and they'll be secretly jealous, even though they'll say it's not their bag. Well, okay for them, I guess. That's ie for now. Mr.' Campbell just suggested that I should write a letter to let the new people know about Reality so they'll know what's going on when they see Reality benefit movies and the like. I'll let you know more as the year goes on. Just like most of the students here, he's an interesting fellow, if you give him a chance. Yours truly, W. Ney P.S. This week's ~ovie, Now Voyager, just happen.c; -to be a Reality benefit. Bette Davis. Lecture Review FOLGER CONSORT Friday night:.s concert proved to be a welcome and well-attended event. The ger Consort performed a varied progr of 14th, 15th and 16th century vocal instrumental music. The performance, the whole, was delightful. Occasional overly cautious playing was outweighe by the ensemble's genuine enthusiasm the music. Composers of late medieval and renaissance music were not concerned wit writing for specific instruments. Thu performers of early music must arrang the music themselves. It is no easy task to choose the instruments which both bring out the essence of a piece and allow the individual voices to be heard. According to Scott Reiss, a me ber of the Consort, "arrangements are 75 per cent of the work." The instruments played Friday night eluded a contra-bass recorder (over 6 B tall) , various double-reed instrument lutes, viols, a g oth ic harp, and wood flute. It was obvious that the ensemb took as much pleasure in playing thes instruments as the audience did in li tening to them. Each voice of the poly phony (i.e. the simultaneous sounding differing melodic parts) was· ·easily he because the sound of the instruments w not only different from each other, bu new to the 20th century ear. The first part of the program was de voted to 14th and 15th century music. Music of this period, though quite bea iful, lacks the varied expr~ssion faun in later music. As a result, late medi composers setting music to a text such as Au travail suis may not adequately reflect the meaning of the text. Particularly good were John Dunstable's Quam pulcra es and Fumin Caron's C'est temps perdu and Corps contra corps. Tht arrangement of Corps contra corps was outstanding. This was due, in part, to the pure, warm tone of the wood flute. The second part of the program consisted of the music of well known 16th century composers such as Obrect, des Pus, and Senf!. The music of this period is more sophisticated than that of the late medieval period. The performers were more at ease, and as a result 1 the music had more life. The consort received a standing ovat ' In return the audience received an enc Jonathan Edelman '83 ��-8 A . NOTICE TO ALL WHO ATTEND FILMS There has been this year an overabundance of heckling while fil.Jms are being shown. It is most prevalent on Friday nights but takes place on Saturdays as well. Not only is-.this practice offensive to everyone who has come to the film to watch it, it is offensive to those who show the films, too. We think our films (with the possible exception of THE HORROR OF PARTY BEACH) I deserve some attention; that's why we picked them to show in the . first place. Can there be anyone more self-centered or boring than one who shouts out lewd comments during a film? He is self-centered because he doesn't want any attention paid to the film, only to his stupid self, and boring because he obviously is not taking the time to even attempt to understand the film he is watching. If you feel the necessity to h~ckl e a film, stay home. We don't need you- _-. ')aey (you probably only come to free films anyway) , and we are not amused. The Management P.S. This will be stopped one way or the other. If it keeps up intensively on Friday nights, those films will be terminated at the end of this semester. If it keeps up dl.iring other films, than those films will be shut down while on screen until the heckling subsides. i. - ** *** ** * ** **** ***** *** *** **** *** :E GADFLY WRITING CONTEST The closing :date is December 12, in time for publication in the December 15 issue of THE GADFLY. Sports MEN'S by Bryce Jacobsen VOLLEYBALL ••• Nov. 12 Druids-4, Hustlers-a. It seems that Hustlers, also, "need a lot more practi in the fundamentals of the game". The was some hope, however. Their game sco ;;re O, 3, 3, and 7 ••• which indicates, the very least, a positive direction. Druids, once again, exhibited a good de of competency ••• all down the line. BASKETBALL ••• Nov. 13 Hustlers-71, Spartans-32. Our season opener started out a little sluggishly. shots were falling, as expected, but no in. After 15 minutes of play, it was 1 16, Hustlers ••• and a tight game seemed be in the offing. But the Hustler B's changed all that, pouring through 24 points, while allowi1 but 6. This apparently had a snow-ball effect in the final period. The Hustle accumulated 29 more points, while the Spartans could manage only 10. What wa once a contest, ended as a rout. Highlight of the game ••• when the buzz on our new scoreboard went off, to sign2 the start of the game! How about that? Another highlight ••• Mr. Hartzell's 18 points. SOCCER ••• Nov. 15 The word limit is 1000. There are three categories~ Articles Commentary Humor First prize in each category is $15 and second prize is $10. These prizes will only be given if there are .Narks that merit it. See Kurt Schuler for style sheets, if applicalble. ********************************** Hustlers-5, Greenwaves-0. Twenty secc into this game, the Hustlers scored!(Mr. dams) ••• and after that dismal start for Waves, things didn't improve very ~uch. Mr. Vincent scored soon thereafter. 1 the Hustlers had a PK, and exuding confi dence, they let Mr • . Hartzell kick it! A he scored! This was definitely the high light of the game. . Another goal by Mr. Coss(Frere), and Y another by Mr. Newlin, completed the Hus ler scoring. ·This win put the burden of proof on the Druids, who now had to win stay tied with the Hustlers. But, what happened was the following: �� 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 Gadfly Description An account of the resource Founded in 1980, The Gadfly is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus. Click on <a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the The Gadfly Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 12 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Campbell, Rick (Editor) Title A name given to the resource The Gadfly, Vol. II, Issue 10 Date A point or period of time associated with an event in the lifecycle of the resource 1980-11-17 Description An account of the resource Volume II, Issue 10 of The Gadfly. Published November 17, 1980. Identifier An unambiguous reference to the resource within a given context Vol. 02 #10 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7db77ae51e16036f43c7269612f287b3.pdf 6384b8f88017efedb35f87f2b1563fde PDF Text Text THE VOL. II, ISSUE 11 THE ST. JOHN'S COLLEGE TNV EPENVE STUVENT WEEKLY NT NOV. 24, 79 80 Let's Take Another Look YET MORE TO BE SAID There are t hree different sorts of habits associated with a ny a rt. The first may be called aptitude, the se cond skill, and the last, technique. Intelligence is a habit of aptitude, for example, indicating a felicitous employment of one's innate capacity to reason. Interpretation is a habit of skill, indicating an ability to construe or explicate texts , e vents, or whatever else may be said to be fraug ht with meaning. Syllogism is a technique through which one may ascertain or display logical connect i o ns. However, syllogism may only be employed profitabl y if one should have interpre t ive skill, and one may only acquire such skill i f o ne should have int elligence, that is, the apt i t ude. Now, a n aptitude cannot be methodical ly acquired; it is the result of a lengthy formati on of character. A skill can only be acquired through imitation and exerc is e ; imitation, that is, of someone in whom the skill is evident, and exercise under the guidance a nd correction of such a person - or barring that, through trial and error. I term the transmission of a skill, by a tutor to a pupil, education. A technique can be methodically acquired by followi ng the steps of a procedure until a pattern of behaviour is instilled. If someone should facilitate the process, I call it teaching. Properly, teaching occurs as a part of the process of education, in order that a pupil may skillfully employ var ious techniques, though education may proceed without teaching explicitly taking place. A liberal education, then, must at least transmit the skills which are appropriate ~free ~n; and c hi e fest among these skills I would place int7rpretation. Thus, a tutor claiming to provide a libera l education must have the skill of interpretat~o n to an exemplary degree, and must continually aid his pupils in the exercise of the skill, else they will only acquire it through luck and perseveranc e , not through the good offices of the tu~or. Of c ourse, a tutor who does not possess the ~kill of interpretation, or who cannot evidence it in the regu lar performance of his duties or who c~nnot guide and correct pupils in the e~ercise 0 the skill is, strictly speaking, no tutor. ~hus, I can clarify the intimate connection between 5 d~n~l~rship .a nd pedagoguery. Everytime a reading is arguabn sem inar, a tutor ought to have a coherent, which le, ~nd exoteric interpretation of the work semi provides the basis for his guidance of the exam~~r ahs t~e pupils grapple with the text. If, for e, e is so unversed in academic philosophy c.o~. p.2, eol.2 An Open Letter to THE GADFLY on Behalf of Arthur Kungle Tutors know very little about the lives of outside class; even less are they involved in those lives. It is immaterial for present purposes whether this is a desirable situation - it is simply fact. It is also fact that students want, need, seek people at St John's who are not students and who will become involved and even offer guidance to them. For a very long time Arthur Kungle has been the person who most often fills that role. Those who seek to change Arthur's relationship to the college seriously misunderstand the college's real purpose: pursuit of the moral life. stud~nts We have to practice what we read, here. Tutors, who have families and live in town, may not appreciate how difficult a place St John's can be to live in. Some students need a lot of sup.port; all students need some sometime. That is what Arthur does. Arthur has an uncanny instinct for people and situations. Eve n those whom he has rubbed the wrong way -- and the y are not few -- will admit to remembering times when Arthur has stepped in with a few words that perfectly defuse an angry scene or revive a flagging spirit of community or convince somebody to stay in school. Through the Hustlers, the Garden Club, the COLLEGIAN, Arthur is a continual r e minder that the search for real and active virtue and caring is an enterprise not simply of scholarship but of life. We would find it far too easy, otherwise, to avoid the inconvenitmce and discomfort of practicing virtue in the cramped quarters of the college community . c.ont. ·p. 2, col.. 1 �-2 I could catalogue instances, or compile anecdotes, but that isn't really the point. ~aybe I can explain with one illustration. One evening Arthur called a Garden Club meeting in the quad, to discuss vegetable gardens or volunteers for rosebush planting or something. It was early in the year, I think, and though I don't remember particulars it had been seeming a bit like February lately. Well somehow the meeting wasn't about roses or vegetables -- instead Arthur talked, and we talked, .about virtue. How what we were reading related to what we were living. How we understood ouselves as a community and what we needed to do to live well together. I venture to guess that almost all of the people who were at that meeting remember it, or at least remember how· important it was to all of us right then and for some time thereafter. There are two kinds'of gadflies that St. John's cannot do wi t:1out. The first is the people who constantly question the Pro~ram as it is practiced, keeping the revolutionary spirit of Barr and Buchanan around. They are often COLLEGIAN (or GADFLY) editors, fond of the history of the College and of pointing out that we take ourselves too seriously much of the time. The second kind of gadfly also reminds us that we aren't doing what wetre supposed to be doinq. What we are supposed to be doing is caring. This gadfly role is Arthur's, and we simply cannot do without it. The very fact that Arthur is being considered a ~nuisance, a disruption, is measure of the intolerance he has helped protect us from. Yes, it is easier, perhaps safer, to do without Arthur. But it is ungrateful, and ultimately destructive. I want no part of a College where Arthur doesn't belong --.such a College would be complacent and cowardly and a much colder place to live. I suspect that many of those who do not Share my feelings now would agree later, if Arthur were no longer around. Naney Polk. King '75 The (..IJ/L,(.te.Jt i-6 the old eJt -6 ,u., te.Jt o6 TeNty Pplk. '82 and a 6oJUne.Jt edilo!t 06 THE COLLEGIAN. · -.~VI; _ hu.6 band, Ch!ti-6 King '7 5, WM a.L6 o a 6oJUne!t 'edl:to!t 06 THE COLLEGIAN. MM. King i-6 cU!Ul:enil.y employed wilh the gove.Jtnmen.t cLt HHS'. ( 6oJUne.Jtly HEW) • . . . as to find Kant opaque, he should not l ead a · seminar; he has no right. If he c a nnot avo i d f~ assigrunent, he had better study whatever is n to acquaint himself with the meaning of terrn sec structure of argument. Failure to comport himsa this manner, if it should occur time and aga i ne vitiate the process of education, since pupils ~ ~e~er se7 interpr7tive skil~ exercised in o r der l.Initate it, nor will he be in any position t o a them in their attempts at interpretation. I trust that that is sufficiently clear. Michael David Blume '78 The. a.uthofl gfla.du.a.:te.d .<.n. the. cl.a.t..6 o 6 ' 78 a.n.d Jtu.<.du .<.n. An.n.apow. Reagan and the Arts The Nov. 4 shake up probably has alot of Johnnies worried. With Reagan as President, some might say, there go the arts and humanities, dropped by the wayside, as the new Administration gears up for other mawers. They shouldn't worry. There is every indicatio that th.e arts will survive-perhaps even thrive-unde Reagan. · It's true. The news and predictions that have surface in the press so far have sounded hopeful; more hopeful than even this Democrat expected.A major source of th President-elect's stand on the arts issue was printed in American Arts. Specifically, Reagan said: "Support of the arts in the private sector is very uneven. I would take a. personal interest in encouraging individuals an corporations to provide support. A program like the college and university grants, where a company match a. contribution of one of their employees might be replicated to provide a steady flow of funds to the arts. " Keep in mind, Reagan is the favorite son of big-busines as well as of the influential residents of tinseltown, sue as Charlton Heston, Jimmy Stewart and Frank Sinatra. He m+ght be able to keep this promise. Reagan proposes to select members of the National Council of the Arts-the inner circle a.t the NEA-on t h basis of their artistic skills, rather than political connections. I think this is a. good point, especially in light of some of the kooky grants ma.de by the NEA in the pa.st. What he said on this point was: "With the advent of the Carter-Monda.le Administration, a.rgumnets of populism versus elitism were imposed and as a result, funds were spread about on the basis of geography rather than artistic merit.I would shift the awarding of individual grants to the various arts institutions to assure that merit alone is the criterion for making the grant." He also wants to designate a White House staff member to act ~s liason with the NEA, as a catalyst in stimulating support of the arts. If you are still reading this, let me offer a sample of what D.C.'s own Cultural Alliance newspaer has said. (The CA is an umbrella. group for small arts institutions in the D.C. metro area..) In response to the personal involvement of the president, CA said: "Now that's a good idea-already begun by the CA in Boston. There, corporations such as Polaroid and Digital Equipment a.re matching the price of memberships purchased by their employees. If that could spread nationwide, it would be �3rvelous. I doubt it's possible, but' if the new President ma. encourage matching memberships for the · can ,, 9 arts ... who knows. The CA does have a few other reservations as well. As f a.s t he appointment of Council members on artistic a.rrit they say: "The question is whether Reagan ~:ffe~s will be able to spot 'artistic skills.' As for the ~hite House liaison, it will be difficult to match Joan Mondale 's role in the Carter White House. And, perhaps by crea t ing a paid liaison with the NEA, Reagan will be encouraging the 'politicization' that he is studiously trying to avoid." I think a better example of a cultural liaison than Joan Mondale was President Kennedy . His involvement in the cultural affairs of Washington did alot to set the cocktail circuit humming. (Don't forget, this is where the big bucks are for grants.) He was out and about, meeting with the D.C. "elite" more often than Jimmy Ca.rte:r-: Also, think about this: Isn't the involvement of the Chief of State in the artistic community more influential than that of the VP's wife? As a final point, Reagan was an actor and the head of the screen Actors Guild. He has an intimate understanding of the film and broadcast industries, from the Fairness Doctrine to Hollywood's own unemployment lines. These were issues which he kept talking about in his syndicated radio editorials. He knows what can Lecture Review AS ENTERTAINING AS TELEVISION AND JUST AS LOUD We usual ly s pend our Friday nights watching televi si on until a party starts. Last Friday, however, we were treated to a speaker who was just as entertaining, just as apealling and just as loud as television. When we saw the bulletins the Dean had posted , e expected a well-educated self-righteous defe nd er of Good Grammar, the sort of man one see s on talk shows, sharing amusing examples o f grarranatical mistakes. Wheff we took our s eat in FSK, we were not disappointed . Mr. Mitc hell, balding, bespectack~d a nd we aring a gray suit, looked terribly professorial. He spoke quickly and easi 1 y, with a mild New York accent. · · ~e was amu s ing from the very outset, telling us tha t he appeared "as an ape from outer space ." We have long wondered whether Denny's on West Stre e t or our own high school could . more Properly b e considered representative · ·f ~t ~uter space; according to Mr. Mitchell, is the latter. Mr. Mitchell teaches at a state· c oll ege, .not a public high school, but both improve or hinder the growth of the entertainment indust:l'y. With his pro-competitive stance supplemented by that of a Republican-held Senate, legislation affecting this industry will find its way into Congress; and probably on into passage. The arts community has definite ties to entertainment. Think of the potentials for independe~t film and video artists. Also, think of what Reagan's taxcut might do. With more money in the till, there will be more money available for tax-deductible contributions from large corporations-aside from government, the largest suppliers of funds. Since it the President who sets the tone for the country, the prospect for a thriving arts community seems good, especially if that community takes advantage of the sort of procompetition environment which is on the way. Tony SandVt.6 '79 The aldhofl gMdua..ted in the c.lcLM o 6 '7 9 and L6 c_U!l.Jl_e_nti_y woflfUng a:t Capilol H,LU. GMphie/.>, wruc.h pfloduc.u HUMAN EVENTS. "unsane;' who think and write differently than we do. Unlike the St. John's students, the denizens of outer space don't consider the purpose of e ducation to be liberation through understand~ng (facio ex liber1Js, y'know) but rather "appreciation," "fostering moral values," "citizenship," and.hygiene." Educators are more concerned with their students• feelings and behavior than with imparting knowledge. At this point, Mr. Mitchell began to become excited. In fact, he began shouting and pounding his fist, with missionary force and zeal. "This is the way it is:" he told us. "They outnumber you! By a lot! And they will make the future of America!" In fact, he told us these things several times, apparently following his own dictum that most of what we call thinking is "really just repeating." Although it seemed to us he was preaching pretty hard for an audience of converts, this is not to say he was not entertaining throughout. Indeed, the woman next to us never seemed to stop making a whinnying noise which we supposed was laughter. Two stories in particular caught · · our f ancy. Th e f irst was o f an a d vertisement for a course in existentialism, which said, "You are invited to be no one but ' . · yourself,' under wh. ich was printed a smi 1 y ~~==~~~~,~h~e~c~l~a~i:m:s=,=a=r~e~b=e~i=n~g=r=u=n=b~y=t~h=e===~f~a~c~e~-~T~h~e~;s:e~c~o~nd was of a high school sen- �-4 ior's defense of the deaths at the Who concert in Cincinnati: "People die every three second (sic). What would you do if you paid $15?" It was not until the end of his lecture, however (rather after the customary hour and fifteen minute limit, we noted with disapproval), that Mr. Mitchell really hit his stride. After reminding us again that "they" outnumber "us" he told us that according to Thomas Jefferson, no one can be truly free unless he can read, really read. And Americans will never be able to read as long as "those people" are in charge of education. Therefore, he told us, we noo~ ~ second revolution in this country. Forum Review Donald Born, member of the Economic Policy staff at the Bureau of African Affairs, presented a short, sweet lecture on the function of his off ice. The Bureau of African Affairs (a subdivision of ~he State Department) procures and distributes funds to fortysix nations: all of those on the African continent except Egypt, Lybia, Tunisia, Algeria, and Morocco, and a few scattered countries in the Indian Ocean. The Bureau of African Affairs has dealings with the government and corporations and businesses in the private sector. One of its functions is to provide advice and security for trade with and investments in Africa. Mr. Born began his talk by reading us a statement of Official U.S. Policy toward Africa. What does the U.S. want for Africa? Well, the U~S. officially desires vague effects such as "mutually beneficial change, stability, economic efficiency, and free flow of · capital". The U.S. encourages investment in an area when its government is "good". I wondered whether this term, "good government", was merely another one of Mr. Born's numerous cliches. He explained, though, that a "bad government" is characterized by mismanagement of funds and resources for the private gain of the occupant of the highest office. It was left to the audience to decide whether good government is the opposite of bad · This met with much applause, and my, didn't we feel proud, nay, smug, that we study philosophy at St. john's. Though we do not deny the truth of anything Mr. Mitchell said, we were made a little dizzy by his rhetoric. And from here it was only upwards, to "the responsibility to freedom," and "an oath to truth and the work of the mind," and "a new elite in America." We found all of this very uplifting, not to mention flattering. And so we went on our way to the bonfire, a new and better man. David Auerbach '81 .)._ Cbris<mca .$hotJc'Cst: f i.nE jEWllrJ ,imporltb ~~st5) sSk r"t) )Sll}Ckj) b8Cik3, bloll!£ I l bra15, a11~ rrz~j ilmpo1r€b Jlf-l LirlfTlj. fA SJ{)/ ~u£ ... l imporr bo~ue: ~ / 8 / ){81/Yl gr-rar-,.J.11napo~ government, or something different. Facts and numbers were cast into the air, along with three or four trivia quizzes (eg. What is cobalt good for?* and who supplies the major portion of the world's cocoa beans?**). The gist of these number games was that Africa seems to be a losing proposition. The per capita economic growth -- what exactly economic growth entails I cannot say -- for the entire continent is projected at less than 1% for the 1980's. The deserts grow larger every year (the Sahara in the north and the Kalahari in the south). Africa's population increases at 3% every year. As the quantity of food imported grows and the prices Africa �spays to ac quire it increase, the same mount of goods is produced ·in Africa a . d and expor t e ·at sta~le or slowly ri s ing prices. Why then do we expend ener gy on Africa a t ll? We give millions of dollars in food aid and ot her aid to African nations every ~ear. Mr . Born offered two principal reasons for t h e U.S.' giving so much to Africa. The first was humanitarian. Americans, in their afflu ence, feel guilty about the world's starving population. Individuals, perhaps; but I cannot accept the argument that the government itself grieves at African hunger. The cultura l affinity American blacks have for West Africa constutes the second half of Mr. Bo rn's argument that humanitarian concerns form a basis for American expenditures in Af rica. It is clear that strong lobbies, t he roots of whose. members lie in West Africa , do exist. How much influence they exerc ise over U.S. policy is difficult to determ ine. The sec ond reason is one of economic dependence on Africa. The United States obtain many raw materials from African nations (cobalt from Zaire and Zambia, cocoa from Ghana , petroleum from Nigeria, chrome from Zi mbabwe). We also depend on the Africa n ma rket to buy excess food and certain American products. This economic dependence il lucidates our wish to see Africa's nations with stable governments: trade is unr e liable when contracts risk being unf u l filled because of political strife. Although Mr. Born did not initially offer U. S . political concern for African stability as a reason for our providing aid, he did admit during the Question and Anwer Period that the U.S. takes politics into conside ration when it establishes its policy towa rd Africa. U.N. decisions, for example, decided in part by African and o t her Third World nations can be influenced by the United Stat~s. They can , but they are not, at least not very of ten. It s e ems to me ridiculous that U.S. pol itical influence in the countries it ai d s is so subtle or so weak that we . become , in e ffect, advocates of our adversaries. We are often accused of imperialism, and yet we stand undaunted, nay, we turn t h e other cheek when governments to which we have granted hundreds of thou~ands of dollars in aid slap our naive aces. If we main t ain an interest in . . . . 11 ood overnment~' while watching it turn on us, ·perhaps a cautious investigation or our policy should be initiated. The question remains, "Why do we spend money on Africa?"-, if our food is devoured by soldiers armed with Soviet guns, and our dollars are spent on techniques and strategies aimed at ultimate subversion of our own good will. U.S. policy toward Africa encourages slow changes that do not disrupt the flow of trade. But Africa wants faster changes, and greater economic and political equality with the world's powerful nations. Mr. Born mentioned that the U.S. wishes to see African nations resolve disputes with one another, peacefully and without the intervention of world powers. One of our goals is to avoid an EastWest conflict on African soil. As always, America's ideal is world peace. Despite its cliches, Mr. Born's lecture was both enjoyable and informative. He demonstrated enthusiasm for Africa's cause, and .stood up to a barrage of quasi-antagonist ic questions in an official, governmental way. The State Department should be proud to have him on its staff. Emi S. Geiger '81 ANSWERS TO TRIVIA QUIZ: * Cobalt is a lustrous, steelgray metallic chemical element used in the preparation of certain highly resistant alloys. Small quantities of cobalt are also used in the treatment of cancer. **Ghana is the world's largest supplier of cocoa. lHE 0 "Everything For The Smoker'' Francis Keller Phone: 263-2066 Bait: 269-6642 56 Maryland Avenue Annapolis, Maryland 21401 ~ • • : '• • r - • • • ' • '~ - :.. ~ �-6 .. MEANWHILE, BACK IN THE SIXTIES: ANN ARBOR, MI (CPS)--Abbie Hoffman is a very funny man. Nothing -- six years of being underground, terrible psychological strain, or even the sparse crowd that greeted him at the University of Michigan stop on his national college lecture tour -- seems to have cha nged that. For example, he recalls the exhausting obses~ions of being a fugitive: "You're always aware that people are after you. You never forget ... except during orgasm." · Hoffman on opportunity: "Anyone can grow up and become president unless you're Jewish, Spanish, poor, black, a woman, or from New Jersey." On the New Right: "They're just like the Ku Klux Klan only they're too cheap to buy the sheets." And on "Reaganomics": The new president's economic policies will make it advantageous for General Motors to move to Mexico to make cheaper cars for the u~em ployed here to drive. Pollution will drive the Mexicans north, which will make for cheaper labor in Detroit. Short Stories THE STORY OF LITTLE RED RIDING PHILOSOPHER Little Red Riding Philos opher learne d one day that one of her seminar tutors was n ot feeling well, having been through one senio r oral and three freshman ora ls the previous afternoon. So, s he thought up some Tr uth, and went off to help him. However , on he r way through the co ff ee shop, s he met a s ophist . ABBIE TOURS COLLEGES FOR For all his clowning with the audience, though Hoffman is genuinely miffed by the press' somewh jocular coverage of him since his re-emergenc e. ~ greatest fear," he says, "is being misunderstood. " t ~offman has neve: had to~ mu~h trouble get ting media to pay attention to him since becoming a P lie figure during the civil rights movement in th early sixties and then as an anti-war leader l ate~ in the decade. To this day he still takes credi t f putting humor into the anti-war movement. Perhaps only half in jest, he spent his time a vocating 100 percent unemployment and free sex an drugs. He led guerilla theater groups to the stoc exchanges on Wall Street (where he and pal Jerry Rubin burned $5 bills for the camera) and the 197 2 Republican convention in Miami. His celebrity pea ed, of course, while a defendent in the Chicago s ven trial of anti-war organizers at the 1968 Demo cratic convention in Chicago. In 1974 he was accused of selling cocaine t o an undercover agent. Shortly after being releas ed on bail, Hoffman disappeared. "Ah, what do you have in your mind?" he asked slyly. "Some Truth", sh e replied truthfully. "What are you going to do with it?" he asked. "I'm taking it to my s e minar tutor, wh o is.not f eeling we ll. He had four o rals yesterd ay." "I see. May I hear some of that Truth?" he a sked. "No , it's a l l f or m tutor." She h a d y he a r d wh a t sophist s could do, give n just a lit tle bit o f t ru t h. "Well , we 'l l see ab out tha t" , h e s ai d, an d hurr i ed off . He knew a short cut t o t h e t utor's h ouse , and took i t. He knocked at t h e door. "Who is it? " the tutor asked f<!_intly . "Socrates", the sophist replied . "How can I be sure? " the tutor asked, with a remnant of logos. "I went down to the Pirae us yesterday with Glaucon, the son of Ariston , to pay my devotions to the goddess, and a l so because .. . " " Okay, okay " , the tutor cried. " Come in. " The sophist came in . The tutor was lying on his bed reading a comic book and mumbling in Greek, "Logos. Eidos . Arete. Dikaisyne. Sophrosyne. Logos . . . " He looked up. "you ' re not Socrates", he said suspiciously. "No , I'm not. I ' m a sophist and I 'm going to conv ince you t o hide in the closet." �7- r entures un d ergrou nd , Hoffman makes a . . Of his v.ticizing Tom Hayden, one of his copoint of er~ the Chicago Seven trial. "He has no aefendantsa ~nthe only one who wouldn't help." Wh~n heart· He w . f Anita approached Hayden for a JOb, 's ex-wi e d . Hoffman dl told her, "Your husban is a comHayden .a~leye .. ~nd refused to hire her. on crimina , . . m ent the last few months of his ex~le H~ffman ~io an Army corps of Engineers proJect working to La~ence River. Hi~ work, un~er the aon the st. Freed earned him the praise of New ' · · 11a s of Barry h Carey and Sen. Danie 1 Moyni h an. H York Gov. ug · ce helped him decide to come out of The experienth drug charges One reason was that hiding to ~~ce- onebe discovered.anyway. But he also he felt he so·ssed the fun of being a celebrity. seems to have mi . ,, Now, " he says, "I'm working on two things: sav,, ing the river and sav_ .ng my ass. p tly because "the cost of going to prison has ark t d 11 Hoffman Ls trying to make enough to skyroc e e ' t d pay lawyers fees by touring colleges, at a repor e $4000 a lecture . In his talks, he notes he still wants "to see a social revolution." For the moment, though, he's trying to build support . for a national health care insurance program and for nationalizing the large oil companies. He says the media, which have so frequently been manipulated by Hoffman, are the only political forces opposed to the programs. "About 42 or 4~ percei:t of the American people want the oil companies nationalized." On the other side are "13,000 media voices: unanimity against nationalization." The way to win, he adds, is not to rush too far ahead of the populace. "You listen, you just shut up. You listen to them. You help them articulate the wrongs (they see in American society)." Nevertheless, when he approaches the subject of the Reagan presidency, he's not above lapsing into a little show biz. He holds up two tablets and says, "The doctors gave them to me to make the next four years go away." He says he's not as concerned about Reagan ~s "the liberal press." His major worry, he explains, is that "Reagan takes long naps" and th'7t . his ad-:visors will be making bad political decisions while the president is asleep. Joshua Peck "No, you mustn't do that. Have pity. I went through four orals yesterday. Have mercy." The sophist didn't, ·of course, and quickly convinced the tutor that he should be tied up and hide in the closet. With that taken care of, he leaped in the bed, in the tutor's place, and waited for Little Red Riding Philosopher. She was there shortly, having had a short discussion of justice on the way over. She knocked at the door. "May I come in, tutor?" she asked . · "Y es, you may, my dear", the imposter replied. She 'came in. "I have some Truth for you", she said. 11 I thought it might help -" "Oh, it certa inly will;,, he said. "Tell me." She began talking, and he began replying. Soon, she began to get suspicious. "My, what strange syllogisms you have, tutor", she commented. "The better to show you the Truth, my dear." "My, what great analogies you have, tutor", she continued. "The better to. bring you out into the light, my dear." "My, what atrocious logic you have, tutor", she said. "The better to ruin your mind, my dear" he shouted, and started in on one of his great sophistries. - But fortunately, Socrates overheard the discussion and rushed to the rescue. He slipped into a nearby temple, threw on his cloak, and was on his way. He ~rrived just in time. The sophist had corne"£ed Little Red Riding Philosopher with a faulty syllogism, and had nearly convinced her that she should eat in the dining hall that eveni~g. However, Socrates, in a fit of divine inspiration, destroyed all of the sophist's arguments utterly, hurriedly gave him his diploma, and threw him out. The tutor was rescued from the closet, and they all lived dialectically ever after, except for the sophist, who ~s now finding the difficulties of getting a job with only a liberal arts education. written by Kevin Parker ,-79 submitted by Stephanie Moore L81 �-s Found in the In summer ,, A in the distance . at twilight, 11 ~ the little boys howl like wolves . E. Bowser A gold-tinged leaf .r f.J.r ,rr NOVEMBER POEMS <>-. 0... <A. !@ 0... a.. ~ ; box. edito~·~ 0.. I J" i ['l; 'f'f'f'f '/ t-LL'--' -it> t. ~ % ,, .f;.r.r l . r t i ' t f ,, downs. A ", c. r. ~ r, o, (J <..~\"" 0 r . . ·, J ~I () kl ~ ~ , n ' ' • ' • The last southern zephyr If whirls A gold leaf Around. Rick Campbell cc.. r--- r··'.., Folk Arts of · Asia, Africa Lattn America TODO MUNDO 198 M•in Street, Annapolis ., ..J ..... .- ST. JOHN Unusual collection of textile art and decorative accessories Contemporary and tribal jewelry Domestic and imported hammocks Distinctive Imported clothing Wool and alpaca sweaters, hats & scarves , Unique Christmas ornaments and much, much, more 267·7225 OPEN 7 DAYS ., �I Movie of the Week THE FRIDAY NIGHT FILM S:l5 P.M. FREE The Pawnbroker 1964. Directed by Sidney Lumet. Stars Rod Steiger. A striking depiction of a Jewish pawnbroker (Steiger) who has been drained of humanity by his experiences in a Nazi concentration camp. This film has moments that will stay with you for quite awhile, and it raises some serious questions about modern morality. Rod Steiger (On the Waterfront, In the Heat of the Night) won the British Film Award for his performance, considered by many critics his best. Directed by Sidney Lumet (Twelve Angry Men, Network) from a script by David Friedkin and Morton Fine. THE WEEKEND FILM SATURDAY AND SUNDAY, 8:15 P.M. FREE The Gold Rush 1924. Directed by and starring Charlie Chaplin. The film that most audiences today associate with Chaplin, The Gold Rush best exemplifies Chaplin's splendid ability for mixing comedy with pathos. The film contains many famous sequences, including the one in which starving prospector Chaplin makes a dinner of his shoe. 1 hour. Modern Times 1936. Directed and written by and starring Charlie Chaplin. With Paulette Goddard. Although this film's "message," man's battle with encroaching technology, may today be dated, the film itself remains Chaplin's funniest, and is an hilarious series of creative gags from start to finish. This is also the film in which Chaplin's voice was heard for the first time. Approximately 1 hour and 40 minutes. There will be a fifteen minute break between the Chaplin films. The seventh episode of the Flash Gordon series will be shown with The Pawnbroker and before The Gold Rush. - -- • "'O ~ ' ."" • ' • • .,_ ; '• ~ - • • I • -4 9 - Letters CONGRATULATIONS TO RICHARD MILLER, THE NEW POLITY SECRETARY Note To The Editor: It is irresponsible to print unsubstantiated rumor in the GADFLY. It is all the more irresponsible when to do so might adversely affect efforts to settle fairly and equitably the question of who is to be the new Polity Secretary. I am also mightily displeased that Mr. Campbell decided not to publish the full report submitted by the Elections Committee, but arbitrarily abridged it. He signed his own name to this partial report of the official vote count even though he was in no way personally responsible for the report. This is conduct unbecoming an editor. Sincerely, Linda L. Mahler '81 Delegate Council DELEGATE COUNCIL MEETING FOR TUESDAY, NOVEMBER 18, 1980 Present: Auerbach, Miller, Talley, Melli, Schiavo, Connors, Warner, Dempster, Casasco, Brower Visiting: Gilbert, Tannacone, Buchanan, Moayyad 1. Mr Auerbach, a~med with the new tools of office, i.e. bugle, gavel, and spacesuit, opened the meeting by introducing hi1°.self to the council. This was followed by a brief period of pushing off i~ial papers around and signing little pieces of paper. These obligations being completed (yawn) , the meeting began. 2. Mr Scott Buchanan was nominated for the office of Polity Attorney. Among other things, he mentioned that he was friends with the fourth floor; an important qualification given the duties of the office. Needless to say, he was accepted unanimously. 3. Mr Auerbach then nominated G. Iannacone and E. Moayyad for the vacant positions on the bench of the Polity Justice. The council was united on their nominations as well. With Justice securely restored, the council turned to more important matters, namely: 4. Peter Gilbert was nominated t0 "the.position of Polity Fool. 'I'his proved to be somewhat of a problem, �as no such recognized office e~ists. After some debate, it was decided to define the office and duties in this way: Polity Fool is an honorary post on th~ DC lasting for the duration of the administration. The Fool is to engender laughter amongst the DC and the polity at large. The office is a nonvoting one. That such an office should officially be recognized was passed 9-0-1 (we missed the extra point) , and that Mr Gilbert should fill said position as said Fool was passed 8-1-1 (SQrry Rod). DELEGATE COUNCIL MEETING WITH THE DEANS AND THE TREASURER NOVEMBER 20, 1980 Present: Milner, Leonard, Schmidt, Auerbach, R. Mil Talley, Dempster, Warner, Brower le 1. The subject of the proposed calendar was fir st brought up, but Mr Sparrow was not present to d iscuss the matter and the Secretary was incapable f find~ng a copy of the_proposed changes, so the d~s cussion started to drift. We were assured, however 5. Apparently, Mr Hartzell was supposed to follow that the changes have not been engraved in steel ' all of this nominating stuff with a request for money yet, so there is plenty of time for protest. to complete the Polity Stereo, but he was not pre2. Mr Auerbach asked about the state of the trasent and was thus noticeably quiet. ditional Thanksgiving Party, as the usual host is 6. The "Polity Party Laws" were then brought forth apparently away on business. The Assistant Deans and discussed at length. After some minor rewordings, stated that the ball is rolling, logs have been the work was put to the test. The result was inconordered, etc., and the party will most certainly clusive, for a majority of the present quorum was take place with, perhaps, none other than our not reached (5-1-4), thus the work will be put to a honored President (of tre DC, that is) serving final vote at the next DC meeting, Dec 2. This bill as little Susie hostess. follows in its entirety--read it and come to the 3. Mr Milner remarked that all the common rooms meeting and voice your opinion: are now in condition to hang out in, but there i s I. The host of a party has the following responsia certain problem; apparently, some students are bilities: under the impression that common rooms serve as 1. He must consult with the Son of Bacchus to common plunder to be referred to whenever the old obtain the appropriate forms for holding a dorm room needs cheering up. In particular, Humphr ies party. was ~rought up in relation to some missing cushion s. 2. He must ask the appropriate official, whether Mr Milner hopes that Dorm Delegates will try and Dormitory Delegate or Assistant Dean, for make sure that the furniture is returned. permission to hold that party. The request 4. In addition to walking furniture, there has been must be made at least 24 hours in advance an outburst of walking money. We all know that wi th of the starting time of the party, or less the approach of the holidays the crime rate goes up. at the discretion of the Dorm Delegate. Already there have been sizable loses and there i s 3. He is responsible for the conduct of his no evidence that outside parties are at work, so guests, especially for the noise that they lock your room and hide your money. Ms Leonard mencreate and for the damage that they do. tioned in addition for those contributing to the 4. He is responsible for returning the Student Polity Stereo in the same condition in which growing crime rate that theft of over fifty bucks is grand larceny. it was received. 5. Mr Auerbach, hoping to begin implementing hi s 5 .. He is responsible for shutting down the plan to "abolish lines," mentioned to Mr Schmidt party at the proper time. that the dinner lines are long and slow and woul dn't 6. He is responsLble for the clean-up of the it be nice if they weren't. Mr Schmidt responded· · area within which the party was held: by scribbling something on his pad and pr omised the a. for weekday parties, the. area must be cleaned within two hours after"the DC to look into it. Richard E. Miller '83 official end of the party; Polity Secretary· b. for weeker.d parties, the area must be cleaned within 12 hours after the official end of the party. II. The Delegate of a Dormitory in which a party is held has the following responsibilities: 1. He must hold a dormitory meeting within the first month of each semester at which dormitory noise and parties are discussed. 2. He must hold additional dormitory meetings, if -requested by residents of the dormitory. 3. Upon an appropriate request for a party, he must ask the dormitory residents if they are willing to have the party held. 4. During the party, he must either a. be in the dormitory, b. post on his door notice of where he c an be reached, as well as informing the College switchboard of same, c. or h e must see that his Alternate followsall the procedures laid down in this law. 5. He must see that the party shuts down at t he proper time. 6. It is his responsibility to see that violators of this law are prosecuted.in Student Polity Court. 7. Mr Brower managed to look up from his seminar reading long enouqh to say that the meeting had run over its one hour time limit. And with this, gentle reader, the meeting closed. ' �11-· victory. Mr. Leizman, which is not too surp~izing, did all of the scoring. Sports MEN'S by Bryce Jacobsen VOLLE YBALL ••• Nov. 19 'Twas an exc1 •t p tch which finally tilted in favor of ing ma ' the Spartans. It was the Spartan A-team of Blyler, Guaspari, Hill, Holland, Ney and s ector that took three of the last four p . . . mes thus insuring t h eir v1c t ory. ga The ' Hustlers showe d d e f 1n1 t e improvemen t · · · over last week ••• but not quite enough! s artans-4, Hustlers- 3 • BASKETBALL ••• Nov. 20 Druids-79, Greenwaves-34. This game was st ill close after one period, but then the roof fell in on the Waves. Their B's were ou tscored 34-8! The Druids then romped in th e last period. All this is reminiscent of the Hustler win over the Spartans, a week ago. SOCCER ••• Nov. 22 Druids-6. Spartans-1. Mr. Edo z ien ended his St. John's soccer career in h igh style, scoring four goals in this lop-sided game. The other goals were contributed by Messrs. Pr eston, Hoff and Guaspari ••• the Spartans barely escaping a shut-out by two seconds! Guardians-2, Greenwaves-0. The Guardians assu red themselves of second place by this So our soccer season ended with three teams grouped very closely at the top. The~e teams always beat the Spartans and Greenwaves. But in head-to-head competition among themselves, the Hustlers had a slight advantage, winning two of these four games, and tieing one. The Guardians split their four games, while the Druids won one, tied one, and lost two. The Hustlers led all teams in total goals scored ••• 23. The Guardians put up the strongest defense, allowing only six goals in eight games. The Waves were first in the other two categories ••• least goals scored(2), and most goals allowed(28). LEAGUE STANDINGS(Final in soccer): wT Soccer Hustlers 6 1 Guardians 6 0 .5 1 Druids Spartans 2 0 Greenwa's 0 0 November 18 by Lisa Cobb Fu!.·ies-39 Maenads-13 Although Misses Farrell and Coffee were the Furies' sharp shooters, with 13 and 11 points respectively, everyone on the team was shooting. Miss Alers took over Miss Dutton's former job of pass interception and Miss Minverva put in some beautiful outside shots. The Furies moved more quickly , attempted more shots, and they scored 10 points for every 2 scored by the Maenads . ~he Maenads are not without talent; but the team needs experience, i.e. practice, practice, practice!Maenads Benedict, Cote, ana Swinford show a lot of promise. TP 21 20 19 6 12 8 8 Vo llex:ball Druids Guardians Spartans Greenwaves Hustlers w L TP 2 0 1 0 1 1 0 1 0 2 6 3 4 1 2 THIS WEEK'S SCHEDULE: (no games) THE WEEK AFTER THANKSGIVING: Volleyball ••• Wed. 4:00 Guardians-Druids Thurs. 4:00 Greenwaves-Hustlers Basketball ••• Sat. 1:30 Guardians-Druids 3:00 Greenwaves-Hustlers FITNESS TEST ALERT ••• AFTER Thanksgiving there are only ten more days to pass the first four tests. November 20 WOMEN'S L 1 2 2 Maenads-24 Nymphs-14 The Nymphs started out well: Joey Goodwin and Becky Krafft kept the Maenads on their toes with a strong defense. However, they didn't score at all in the third quarter. It seemed they had lost hope because Miss Krafft had left and they were behind. Silly girls! In the fourth quarter the Nymphs scored as many points as they did in the other three combined~ Miss Goodwin put in 2 shots, making her the high scorer with 7 points. Miss Abrams put in a lay-up and Miss Rhum a foul shot. Even so, this wasn't enough to thwart the Maenads, who racked up their score steadily. They spread the shots around: seven of their nine players contributed to that 21 points. and Anne O'Malley were surprithis day. _+t was a ~~prise --~============~~m~ �because I thought they had never.played before. But Miss Brown was all over the rebounds and back up for lay-ups. Miss O'Malley was shooting well and making some excelle·nt passes. This group is starting to look like a team. Announcements PREVENTION OF THEFT November 21 Unfortunate ly students' money and property have been stolen from rooms on campus during the past two weeks. Students are urged to keep their rooms locked when not in them and to keep their money in a secure not easily accessible place. Furies-SO Amazons-38 If the Amazons had played in the fir st half the way they did in the second they would have had a chance. It took two quarters of sloppy passes, wild shots and slow defense for the Amazons to get their act together. And when they did they looked great. Tracy Litw~n and Patti Nogales rolled the points in (28 of 'em, 16 in the last two quarters) • They played like a team. But the Furies had been playing that way the whole game. Ellen Alers and Anne Dutton kept stealing the ball while Kathy Farrell and Sue Coffee kept making the shots. Miss Coffee broke her old scoring record with 23 points this game. She has an incredible lay-up shot: she turns in mid air to put the ball in. Graceful. Liz Stuck of the Furies also did very well in the first quarter. She doesn't give up -- i f the ball doesn't make i t in she will rebound and try again. With this kind of talent the Furies have no one to fear. Assistant Deans DON RAGS AND DEAD WEEK Don Rags will be held on the following four days: Tuesday, Dec. 2, Wednesday, Dec. 3, Thursday, Dec. 4, and Tuesday, Dec. 9. The Don Rag Schedule will be posted in McDowell Hall. May I remind you that Tutorials and Laboratories will be cancelled on Don Rag days but that Seminars and Preceptorials will contine to meet. If you have any questions please come see Mrs. Mills or me. Nancy Winter Registrar THE GADFLY is an independent student journal published every Monday while school is in session, excepting holidays. It is fr ee for students and faculty of the Annapoli s campus. For others, the subscription rate is $15 per year. Advertising information furnished on request. Make checks payable to THE GADFLY. Write to· THE GADFLY, Box 52, St. John's College, Annapolis, MD 21404 CAMPBELL HALL RECEPTION ROOM Students are reminded that the Reception Room in Campbell Hall is not one of the connnon rooms and is not to be used as one. The Assistant Deans' Office DEADLINE: 6 pm Friday Letter limit: 500 words THE GADFLY St. John's College Annapolis, MD 21404 THE GADFLY STAFF Non-Profit Or1. BULK RATE U. S. POSTAGE PAID PERMIT No. 120 ANNAPOLIS, MO. , Charlotte Barham Rick Campbell - Editor Jonathan Edelman Peter Green Hazen Hammel Duke Hughes Peggy Kemp Terry Polk Kurt Schuler Donna Wilson Aoi Yamamura Harry Zolkowe THE GADFLY is printed in the St. John ' College print shop by: Chris Colby & Chris Mark � 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 Gadfly Description An account of the resource Founded in 1980, The Gadfly is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus. Click on <a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the The Gadfly Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 12 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Campbell, Rick (Editor) Title A name given to the resource The Gadfly, Vol. II, Issue 11 Date A point or period of time associated with an event in the lifecycle of the resource 1980-11-24 Description An account of the resource Volume II, Issue 11 of The Gadfly. Published November 24, 1980. Identifier An unambiguous reference to the resource within a given context Vol. 02 #11 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f6527a687c2f6ea0b3bde9f3a3140da6.pdf 2f329875c65db11ce4634a66d3334340 PDF Text Text THE Vo L. THE ST. JOHN'S COLLEGE INVEPENVENT STUVENT WEEKLY II , ISSUE 12 , .. ~~·~' 'I ,.. • • ~ ••:.. VEC . B, 1crso • The Claus Hagiology There are , as is not g e nerally well known, two Claus brothers, Santa and J'inuny. Santa is big a n d fat. He wears a red suit with white ~r im and has a big white beard. Jim Claus i s s ma ll and weas ely. He wear s a gray pinstripe suit with pointy black shoes , a nd he always needs a shave. When they were boys, Mr. and Mrs. Claus were always nice r to Santa, the older of the two . When the boys played Twister, Jimmy invariably ended up on the bottom. Jim stoppe d eating his vegetables. He never made hls bed. When they grew up, Santa inherited the family toy business. He supervised the manufacture and distribution of Christmas toys. Jinuny became a ngry and bitter. He tried to use his magical powers to keep children from getting toys for Christmas. He became a rat. Children everywhere love Santa because he give s them things. We, however, who are truly innocent, must put aside such material considerations, and look at the matter more carefully. Santa, as befits a pagan deity, is both the Spirit of Christmas and the personification of that Spirit. While all cultures worship the same gods, each gives them different names, and understands thei r personifications differently. Just so do we love Santa, not Father Christmas , Kris Kringle or St. Nicholas. For Sa nta is an American. Inasmuch as he is the Spirit of Christmas, he has many attribu tes in conunon with other embodiments of.that Spirit, his jolliness, his generosity , his love of children. For he is the Spirit of Peace on Earth, Goodwill Towar ds Men. But our Santa has special magical powers . He runs the famous Claus Toy Fact ory at the· North Pole. There, with the help of thousands of tiny little elves, he makes enough toys (not perceptibly different from those made by Kenner or Mattel) for all the good little boys and girls. The children write to him and tell him what they want. On Christmas Eve, he packs his bag of toys into his sled, harnasses up the reindeer, and delivers his toys all around the world, stopping only perhaps for some milk and cookies. He can get into any house, no matter how narrow the chimney, or even if there is no chimney at all. What, then, is the nature of Santa's magic? It is an industrialist's magic, the magic of manufacture and distribution, of moving units. Less is known of Jimmy Claus, because our parents do not want to undermine our belief in the Magic of Industry. He is the very Spirit of Misanthropy, the man we love because he hates us. We know that every year he will try to prevent Christmas, but we do not hate him, for we know that every year Santa will win. He has no power but the power to take away, but this is a power every child covets. Even Santa does not have this power; his magic only enables him to give. Thus Santa needs his brother. For, although no child ever really got coal in his stocking, many get socks, or gloves. No one ever really gets everything he wants, and this is as i t should be, for how many ponies could one neighborhood take? But how can this be? Has the child been so bad? Surely not. Could Santa have made some mistake? Impossible. Could Santa deliberately deny a child some present? No. It is only the existence of that rat, Jim Claus, that allows us to believe in c..o nt. . next. pa.g e. �-2 ,,,,- .. ~ ~ '\, the absolute goodness of Santa, and hope continue undiminished in the ch. ~ ish heart. \ ,_ Submitted by David Au~rbc I I /• / / / I. ttrH~'~ ~o'('l, "JN"· /~C\tw~ f;.;A~rs {_ i:J-vvt 1tvlof-;" tur cw;'>t~IAS ~) �3 To Tutor or Not Tutor 'IO THE ST JOHN'S COLLffiE M™BERSHIP Let it be admitted once and for all: undergra<luate students are not colleagues to the fac ulty. They are not supposed to be equal in knowle·1qe, refle. tive depth, ec mo.tional riaturi ty, aesthetic sensibility, prudence , or logical coherence. To the extent that they are, as a group, this indicates a f law in the fa c ulty. Even if they shou l d be decidedly inferior, but the fact is not acknowledged as appropriate, then they will have unreasonable expectations placed on them, and the faculty will have abdicated re s ponsibility. Thus, a strange situation arises: a faculty which does not haz a rd the burdens of p e dagogical love will peremptorily bully the student body. I be li e ve that this situation has been developing for quite some time. Too often, a tutor has no right to be in a position of official superiority in the classroom , either because of ignorance, reflective s hallowness, immaturity, aesthetic insensibility, imprudence, or logical turpit ude, or becaus e he does not care for his s tudents adequately, b oth internally a nd active ly. To the exten t that the n e cessary results of such folly a r e blame d o n s tud~nts (which is becoming more common among the facul t y), the bullying of which I s p o k e ari s es. No one should lead a junior seminar, for example, wh o doe s not h a v e a scholc;rly familiarity with the readings; who has not reflected deeply, and at length, upon them; who is not adult in his d e alings with people; who cannot appreciate rhetorical nic e ti es ; who is immo r a l or undeliberative in action; and who is not fiercely loyal to standards of rationa l discourse; nor should he be a teacher if , possessing the foregoing qualities , he yet does not love students and act so licitously towards them. This means that, for one reason or another · mo s t membe r s of the faculty should not be ' charged with 1 ead' . . . ing a Junior seminar, and that , if they should have to do so, they s ho uld "play" their strengths as much as po ss i'bl e, and be very tolerant of student s ' anxious for students' welfare rather · than jealous of their own position, and humbled due to scholarly and/or pedagogical inadequacy, rather than being pompous or "snittering" towards students. I am still hopeful of the faculty, or I would not bother writing this sort of letter; I write this primarily out of concern for students, however, because they do not realize how much the ir d e spair is the faculty's fault, rather than their own. We are talking about norma l, bright, and motivated students, by and large; of course educational problems are th;;-faculty • s - responsibility; I was sick of the faculty's irre~ponsibility five years ago, and it has gotten worse since, not because they are all a bunch of "bozos", but because they will not, as a group, face, unde r s tand, and address the central issues. I trus t that I am not giving them too much cre dit in supposing that they can be brought around. Some of them, certainly, will be hopeless; some will shrug this off, o r be aggrieved with me. The y have an articulate spokesperson who reassures everyone that the sort of things I am writing are unimportant , who had the lack of shame to admit to the fresh men that tutors will sometimes lack (and I quote) "minimal competence", but to assert that it would not affect their e ducation. I address the stude nts: y es , ~it will, i t does, rebe l. De mand transfer, or simply leav~, but don't be deceived. Thank you. Michael David Blume '78 Circle West Books two floors of OLD USEDandRARE l BOOKS All Subjects 1 38 West St. 267-8761 �-4 _Forum On Tuesday, December 9, at 7:30, ·the King William Room, Dr. Stephen Bryen will deliver a short lecture entitled "America's Posture in the Middle East". There is little excuse for ·b eing indifferent about the subject. The Middle East is simply the most important area in the world in terms of international politics. The stance that we take there will determine the future of America. What will our stance be on such issues as the Soviets~ involvement in Afghanistan, our hostages in Iran, the war in Iraq and Iran, dependence on foreign oil, the rise of international terrorism, the problem of the Palestinians, our alliance with Israel, etc? Any speaker who addresses himself to such problems at this time deserves our attention. Dr. Bryen has had much experience in government and politics. From 1975-1977 he was a Professional Staff Member of the U.S. Senate Foreign Relations Conunittee. He is currently the Executive Director for the Coalition for a Democratic Majority as well as the Executive Director of the Jewish Institute for National Security Affairs. Dr. Bry~n has taught college and been a free-lance columnist. The lecture begins at 7:30, leaving ample time for making it to the Christmas party. After an hour of attention paid to the political problems of the Middle East, the good cheer of a St. John's Christmas party will seem all the more inviting. } · .=S . > ,. .. .. Qc .- ~ ·~ -Cairn $1.80 and under WINE SPECIALS SELF-SERVICE SANDWICHES Roast Beef ,Ham,Turkey Corned Beef ,cheese The Se a REVIEW OF EDWARD BOND'S THE SEA The King William Player's first major production of the year, Edward Bond's The Sea, was a well-performed, if somewhat confusing play. It was confusing because it was never clear how the playwright meant his drama to be perceived, and while ambiguity can often be a de. ciding factor in favor of a work of art, in this case it only clouded the vision and did not enlighten. Although there are undoubtedly specific reasons for this failure, they ultimately conclude in the playwright's inability to offer us any insights into why his characters behave the way they do, and his failure to move us to really care about them as human beings. The play was nonetheless lively and enjoyable, thanks to the KWP member's fin e and funny performances. Andy White, as Mr. Hatch, was exceptionally good as the mad draper, and Comfort Dorn was equally effective as the bullying and melodramatic Mrs. Rafi. Fine performances were turned out by Nathan Rosen, Noah Blyler, Patty Sowa, Eleanor Harvey and Khy Daniel. Congratulations are extended to Miss Jan Feldman, whose direction, especially her blocking,· was very good. It is very difficult to effectively pattern small groups of actors on stage, and Miss Feldman's handling of the large group scenes as well indicates an advanced sense for the stage and for the proper use of its depths and breadth. Mr. Finner's and Mr. Preston's set design was simple yet more than adequate, and the tin shack on the beach was good. There were some problems though, and so special thanks to the folks in the back for holding up the set. Finally, there is notice that the KWP will hold auditions for Chekov's The ~' on Tuesday and Wednesday of this week. All members of the polity are encouraged to try out. Paul Hartel '82 �5- Delegate Council COUNCIL MEETING FOR WEDNESDAY, DECEMBER DELEGATE 3, 1980 ent· Auerbach, Talley, Miller, Schiavo, Conpres W~r ner, Dempster, Casasco, Brower, Berry, n~rs, Franklin, Schoener, Nau. ricco, . • t"ng· Gold, Mark, Hartzell, Kungle VlSl l • girl-Rachel something-some plastic bags, or-Yes? Already given. OK. 3. Common room furniture has been abused-damaged also stolen. Co~ch in Chase Stone for instance . Or Humphreys--used to be beautiful, like a den, rugs and sofas. Did we know anything about? Lamps in Pinkney, says Claire, used to be four, only one now. Mr. Elzey and Mr. Wallace think leave 'em as barns, 'cause animals are using 'em, says Mr. Milner. And: Hate to deal with i t on that level. Well, really. If we won't, who will. Our own house, after all, and would you in your own living room? 4. About that-is i t true that Mr. Delattre is considering giving us a pool table? Yes: make East Pinkney Common room into pool room-~a real pool room with stools and all. But no drinking, no smoking. Would we really abide by that? But spilled beer ruins a pool table, have to refinish it, points out Mr. Schmidt. Mr. Delattre very serious pool player; semi-pro (not a hustler), and does Bryce Jacobson let us smoke or drink in gym. Right. Don't think the boys will mind, I think. Should let people know though. OK. 5. Humphreys fire drill succesful, Randall and Pinkney disaster, no not a disaster, but not at all succesful. Wouldn't go down the fire escapes, didn't close windows, forgot towels. I suggest a trip to the Annapolis firehouse. Raise morale. Mr. Milner laughs, likes. 6. Is that it? Almost. Mr. Schmidt says long lines at dinner because so much more to choose from. Tried telling people to move along, they didn't like. I wouldn't either. Maybe when the new part is finished. Maybe. Is that it? That's it. OK? OK. Meeting adjourned. The President would like i t known that 1 · k of his newly shorn hair will be availlocl sto all members free of charge (until the ab e . . ) litY Auction, I imagine . Rea The Justice Bench was finally filled, with 2 · Jonath an Gold receiving unanimous approval. ~· Mr. Mark and Mr. Hartzell presented a bill f. the completion of the Polity Stereo--somet~~ng to do with a horn--for $~7.05. Th~s.bill cover ed by the MOPE fund with an additional 5 ~~.95 offered to Mr. Mark for his prodigous efforts in carrying the stereo from place to place. 4 . The machine then voted on the "Polity La~"· With a reso unding flush, the Law became nothing (9-4 faili ng to receive 3/4 of the total council) which saved me the trouble of having to type it up, at least . 5. Mr. Auerbach then suggested that the not-law be presented to the Counci~ of Judges to serve as a guidel ine for future action. Mr. Schoener suggested attaching.the not-law to Mr. ~artzell, ~ho responded in a displeased way, wherein Mr. Schiavo suggested taping the not-law to Mr. Hartzell's forehead. After much woofing, it was decided (12-1) that the not-law be passed on to the Council as a guideline. 6. Ms. Connors said that she had spent this day of the not-dead-week defrosting the refrigerators, which have produced an excellent harvest of vile growing things. Thus, dorm delegates are to be reminded that i t is their responsibility to look after the fridges or find somebody else silly enough to do it for you. 7. Mr. Kungle then presented the Garden Club charter for its ten-year review (as per "Mr. Jefferson's recommendations") accompanied by enough catchy thoughts for the day to put you through all of elementary school. Seriously, though, it is hoped that the student body recognizes the importance of the plants on this campus and partakes in the various projects for keeping our little community green. The Club is looking for members and all interested partiPs should approach Mr. Kungle for deployment instructions. 8. Note that meetings will continue to take place o~ Tuesday evenings: Captain Beefheart is responsible for upsetting this week's regular get tog~ther and is not expected to drop by again anytime soon . Richard E. Miller '83 Polity Secretary DELEGATE COUNCIL MEETING WITH THE ADMINISTRATION DECEMBER 4, 1980 -' 1. Richard couldn't be here so I took the minutes. Also no one else could be here. Maybe we st~ould meet in a phone booth, says Mr. Milner (blue ie · Mr t o d ar instea~ of bow tie). Joke. Also present (T. Schmidt (Business Office} and Miss Talley reasurer). And Mr. Self. ~· Thanks said to Assistant Deans (Dean; Miss a~~n~rd couldn't be here) for Thanksgiving Party th ~ Mr. Sparrow (couldn't be here either} for e wine served at Thanksgiving dinner. You're welcomes sai d • Also would Mr. Schmidt give some · -submitted by David Auerbach Folk Arts of Asia, Africa Lat1n America TODO MUNDO 198 Main StrHt, AnnapoHs Unusual collection of textile art and decorative accessories Contemporary and tribal jewelry Domestic and imported hammocks Distinctive Imported clothing Wool and alpaca sweaters, hots & scarves . Unique Christmas ornaments and much. much. more 267·7225 OPEN 7 DAYS �-6 ANAMNESIS It is the Fourth of July and the city is enshrouded in sweat and fumes. There is a hot and humid tickling in the throat and a tickling question limping around in the brain from waystation to waystation. It is one of those quizzicalities concerning liberty and existence. A question from somewhere deep inside, whose object is also deep inside, too close to the center to be pushed away from viewing , a thing uncomf ortably formless and in the way. This question and the heat demand movement, a taking of the ground from heel to toe, peripatetically searching out an answer. And yet in walking one finds that the concrete can sap you. It can take the spring out of one's stride to be hurried by the rush of pedestrians and pressured onto the curb by passing cabs and cars. Not only does one feel physically sapped and jointweary, but there is also the futility of walking aLound wihtout a clue to the question or its answer. None the less they say, "The good is difficult, and perserverance is necessary." Thus it is that on this most sulphurous Fourth of July, in an inchoate roar of cars fuming by, in a tight-walled, zippered-up, crowd of it all, the question is demanding, bothering, and persistant, but not even the whisper of an answer is heard. While there .is nothing in this question to grapple with, wrestle down, or beyond all hope, understand in fine terms, there is still the possibility of finding an answer. This answer is sought in a visual image, some juxtaposition of objects and colors which will set off a hallowing chime deep within the soul to clear away the confusion and quicken the spirit. ~ Cbris<rn~ $ho~ccst: f i.nE jEW£lrj ,impor--ttb ~W-5) s. l::i.ous£ skcr-r-s ,sl~ck_s, bari.k), bra~, a11~ rne:n1 iflnpora b The search leads into the park where drugs are sold and lies thicken tongues, unnatural , vibrating, craven. There thoughts shrink deep into the mind; not to a loving depth which look on the beloved from below the surface, from the deep sapped core, enjoying the thrill. No, no t this, but a perverted form of love, a defensive seed of thought banked to one inner coal, redhot, lusting after flesh; a desire deep inside and separated from the outside, wanting to use the body, to wail into the sweaty succulent night in a braying of tenor sex. But even here in a place permeated with locker room lusts, ' there is a view which goes beyond the broken beer bottles, bad guitar licks, strained loves and drunkards. From the center of the park, where concrete sidewalks converge upon a pool for water babes, there is a view eastward at dusk towards the part of the park where only old people go. It is a view which involves one in reflection. Looking somewhat uphill, where the slanting sun plays upon the thickness of floating motes, one is given a vaguely Mexican feeling. Perhaps i t is the similarity between dust and pollution whi engenders this feeling. One might be looking fr a plaza in some Mexican town except that there i a U.S. Postal Service box in sight, and beyond that bookstores jammed full of books with Eng lis written across countless pages. Even with th ese facts in mind the park leaves one wondering a bou the locale. Surprisingly there is no Americ an personality to it. Instead the park has the impersonality of a no-man's land; raw, wild, an torn apart. While big business is sleeping u ptown under the moon's rippling white intensi t y, down in th e park vagabonds are knifed and women prostitute themselves. Ready to help WW I, WW II, Korea, Vietnam vets. Red Cross: Ready for a new century. Jtf-L Lir'lf1tj. {AsHJll~llt ... imporr'boumlu.t ~ /8 / ){a"1t- Sr1ter)mtapo~ 1'81 A Public Servi~ of This Newspaper & The Advertising Council ~ �7I me ntion the view because if. one ~s searc.hing n i mage to resolve a question, it is through for aa view that the answer is sought. The searchsuc~ thiS search hopes for a vision which will er . in;~· ,..rithin him a singularly profound insight t~~gln doing ~o bo~h complete ~n~ answer the a t i on driving him. Among visions of consequence que: ets are noteworthy. There is something mysti~~~ about the light at sunset, a light which captures many contra7t7 and reveals much to the rens ive soul. Visions such as sunsets lead one ~~o reflection and from the~e in~o recol~ections. I am reminded of my youth in Philadelphia. After c ho ir practice on Wednesday nights, the sununer sun goi ng down, we all used to walk home together. The c hurch was on the edge of a little neighborhood set in a hollow. ~e would com7 out onto the flinty sidewalk, strolling and bopping along, past the corner.stores.and ~ow houses where people sat smoking their evening cigarettes. We would stride along in the safety of our group with words and m s ic in the air and head up to a hilltop u area whe re some of us lived. The music and the warm twilight air conspired to transform the world into one of peace. Here on the hill there were a lot of laundromats where kerchiefed ladies congregated, drinking sodas and softly gossiping. Here a ll was very hushed and rural. Then as the sun withdrew we would head into darker and · l ess effulgent colors, down the hill past the He De Ho Bar, below the tracks where there was a lways an abandoned car in various stages of dest ruction and across Belmont Avenue. Continuing up Pe nn Street past the car sl.IDonizing shop we e nte red my old neighborhood, which contains more memories than can be told. These are thoug h t s which can be gained at choice depending upon which path one wishes to follow. Head down a side street, say Clifton Heights, where my best frierxi fell of the cliff's thirty feet on his face and got a fat lip. It was here that Leo, a local gang leader's little brother, went after someone with a bow and arrows with hunting tips. It was h~re also that some newly arrived southerners lived. The boys smoked cigarettes, palming them so that t h e y could grab covert puffs as they swaggered by. Theirs was a wild and uncivilized family . . I remember passing by one moonlit evening and seeing them all out in the street, riotous and d~unk, an older uncle strapping one of the taunting boys to a telephone pole. Crossing over M gnolia there is Parnell Place with its Italian a gang ~nd bullet hole7 in the drugstore windows. n ~his s ame block lived my friend David who had a siste r Ree-Ree with one.brown and one blue eye and a brother named Jo-Jo. I once saw David's ' father , a local strongman, pick up an entire tree which had been knocked over in a storm. These recollections are all in the form of i~ages , images which had previously arrested the viewer 's attention and are held in his memory somehow import an t · th . I venture to suggest that as ese images contain important teachings and ~~n be c ompared to throwing a stone into a in~~i~ _ pool of_water. _In recollecting, one casts This i~= mernori~s and is answered with animage. ston ge and its truth are the moment of the e striking . th e poo 1 . The truth is con. veyed at knowled e tha~ instant and afterwards peripheral in to s~ s ' ~ike th~ ripples in the pool, come tain the image and its teaching. Walking around on this Fourth of July is a search ~or such an image except that it isn't being sought as a recollection. It is a search for an image which can be experienced immediately with its teaching. Perhaps this is looking for too auch, like asking for a direct statement from God. Be that as it may, the searcher cannot do otherwise,for the question is insistent, like a siren gaining pitch and volume unceasingly. The walk continues to a pier alongside a collapsing warehouse which shifts like an accordion to different sunsets. Garbage barges chug by and the water sloshes on the pilings. Across the river there is a mecca of greenness and the Maxwell Coffee Company as well as some big wooden walls which announce the Eerie-Lackawanna Canal. One can also see a cluster of huge apartment buildings above the cliffs, strange structures surrounded by the exotic verdancy of Africa. on these cliffs purple nostrilled Mandrills snarl through big white canines and hop around revealing their shiny asses and skinny tails. They are living there out of choice, picking each other's bodies for fileas on their grey concrete cliffs of desolation. Continuing with the quest one retreats from the hubbub of the street into the calmness of a cafe for iced tea and the security of ~o~ght iron railings. Here, amidst the general intimacy where the gathered mumblings quilt one from the sensory trumpet blast outside, there comes a sight. It is not the resolving image of this search, but it is soothing, and a salve for the wound. It is a refreshing drink to give a thirsty man thirst. There . . .•..... yes, ....... ah ......... so. In an old red-bricked Italian courtyard there are some trees. The tops of these trees seen from the cafe give the illusion of a riverbank as it would be defined at a distance by a copse of trees bordering it. A trompe d'oeil which offers the solace of rafting down a river and fishing for catfish. This vision may be illusory and but a partial relief, but it is all that is available today~ and now as the natural light of day is gone and still the clamoring within continues, it is clear that the resolving image will not be found and like grace is not to be demanded. John Carnes '82 MEN'S CLOTHING - ACCESSORIES - SHOES LADIES' BLAZERS - SKIRTS - SLACKS Alterations and Tailoring Service for Men and Women . Corner Maryland Avenue and State Circle Annapolis, Maryland 21 40 l Phone: (301) 263-6390 �-----------------. -8 PEACE CORPS NEWS The Peace Corps began its twentieth year with rededication ceremonies held upon the campus of the University of Michigan at Ann Arbor. The significance of the University of Michigan as a location for the rededication ceremonies is that presidential candidate John F. Kennedy is credited with stating publicly his conception of such an organization as the Peace· Corps, before others had done so, in a speech delivered from the steps of the student union building there. In Kennedy's 1960 speech, he challenged students' "willingness to contribute a part of your life to this country" and also asked the ten thousand present to support the country over the next decade. On October ~4, 1980, Secretary of State Edumund s. Muskie joined Sergeant Shriver, the Peace Corp's first director, and Richard F. Celeste, its current director, in speaking to the three thousand people from the steps of the same building asking that they reject the philosophy of defeatism and despair, and continue "the battle •.. against world poverty and hunger and hopelessness". Raising his voice to be heard over a small but vocal group of anti-draft demonstrators, Muskie reminded the crowd that some 600 million people in the world today live in the most desparate poverty. He claimed that in the eighties there exists a new reality: "the growing together of our future with the futures of peoples in the developing world . . . Those of you who have served with the Peace Corps around the world have first-hand sppreciation of the histories that separate the world's peoples and the destinies that unite us." Celeste stated that in building a more just, a more humane, and thus a more peaceful world, " ... a Peace Corps which focusse s more effectively on basic human needs in the Thi rd World, which builds bridges across national boundaries can be our key vehicle through which Americans respond to the global challenges of the next two decades." Also parncipating in the rededication ceremony were Reps. Carl D. Pursell (R-Mich.) and John J. Cavanaugh (D-Neb.); former Michigan Governor G. Mennen Williams; University of Michigan President Harold T. Shapiro; and Yolanda King, a member of the Peace Corps Advisory Council and daughter of the late Dr. Martin Luther King, Jr. The Peace Corps is an autonomous part of ACTION, the federal agency for volunteer service programs which include; VISTA (Volunteers in Service to American) , Foster Grandparent Program, Senior Companion Program, RSVP (Retired Senior Volunteer Program), and University Year for ACTION. Persons interested in information about service in the Peace Corps and other ACTION programs may call 800-424-8580, ext. 93, toll free. Duke Hughes '84 llE Letters Parting Words I shout and I cry My mind is a mess I turn and I turn I go faster And Faster Still faster I stop and I start I run and I hide With nowhere to go And nothing to flee I sit and I think With no reason to stay With nothing to say I lie down and I sleep And the pain goes away And the darkness comes on And I drift And I sink And where the darkness is light I look and I see And the black is warm And the voice is soft And it's true And I live. I rejoice and I love. -Leslie Kay Whiteside '83 To the Girls who came to my assistance last week in the Campbell Parking lot: I am so grateful to all of you for your concern and your help when I was attacked and robbed in the Campbell Parking lot last week. At the time I was too distraught to think to ask your names~ so I am taking this means to thank you and to express my deep appreciation. Please drop in my office some time and let me thank you personally. (\ 1 . ,. Annapolla, Maryland 21401 ; d;u;._~ _,A]-C I rrjo~ ' f;abelle.Simpson,J . Secretary to the President "Everything For The Smoker" 58 Maryland Avenue J Francia Keller Phone: ~20e6 Bait: 289-8M2 • �---------------~~~~~ 9Safil MJRE RUMBLING To the Editor: Though I share Mr. Schuler' s disdain for that sprawling eyesore squatting on back campus ("For the Destruction of Mellon", GADFLY #8), he is misinformed about seismic engineering. Engineers consider building sites on a sliding scale: zone 0 through zone 4, zone 4 being most "tremor -prone" (I believe Santa Fe is zone 2) , but designing a building to withstand large quakes does not reduce its resistance to smail tremors. The resistance to any tremor is a factor of: a) height versus area, and b) the loading characteristics of the materials and design. The crack in room 106 could be due to bad design or construction, or more probably, a money-saving alteration of the design after the site was changed to Annapolis (e.g. less reinforcement in the concrete since Maryland is not very quake prone). As Mr. Schuler points out, the building is ugly and maladapted to many of its uses, but at least we have it. Destroying a perfect ly adequate building and constructing another seems senselessly wasteful, especially when the money could be spent on other much-needed items, like a hot tub, sauna, free bar, or miniature golf course. Mark Middlebrook '83 tnbl Imported Clothing and Jewelry 138 Main St, Annapolis 267-8060 Clip this Ad and receive 15 % Off Open 7 Days Sports MEN'S by Bryce Jacobsen FITNESS TEST: A final reminder that, if you wish to measure your fitness level against national norms, you must pass four of tqe tests by this Wednesday, Dec. 10. VOLLEYBALL Dec. 3 ••• Druids-4, Guardians-2. The Druid B's looked good, only allowing 11 points in their two games. But then the Guardian A's took the third and fourth games ••• the last by 15-Q) .~ It seems that this was all part of a clever Druid ~trategy to instill over-confidence in the Guardians ••• at least, this is what tpe Druids said after the game. In any case, they easily won the last two games by 15-9 and 15-8. Deco 4 ••• Hustlers-4, Greenwaves-0. Would you like to read the game scores? If not, then skip to the next section. Here they are: Hustlers-15, Greenwaves-7 Hustlers-15, Greenwaves-4 Hustlers-15, Greenwaves-8 Hustlers-15, Greenwaves-8 BASKETBALL ••• Dec. 6 Druids-90, Guardians-78. This figured to be a close high-scoring game ••• and it was. The Guardians started out well, building a 33-28 lead in the first period. But the Druid B's reduced this lead, finishing at 50-49. �-10 In the last period the Druids got it all together ••• their shooting, rebounding and fast breaks were all working well. They opened up a 10 or 12 point lead. The Guardian opt!-0ns in the final few minutes were reduced to only one ••• risk a foul and go for the steal. Usually this didn't work. Mr. Hoff and Mr. Leizman led all scorers with 29 and 28, respectively. Hustlers-64, Greenwaves-4 7. A fairly comfortable win for the Hustlers, wi th their A's outscoring the Waves 42-34, and their B's, 22-13. However, consider these happenings: 1) The Waves won the final period by 26-18! 2) Mr. Canter sank a couple of long range "bombs", as did Mr. Sullivan! 3) Mr. Sands took one twenty footer ••• and ••• SWISH! 4)Mr. Ficco led all scorers with 22 points, way above Mr. Hartzell's 12. Now only the Hustlers and Druids remain undefeated in basketball. WOMEN'S by Lisa Cobb THE FITNESS TEST The physical fitness test is a great way to make lots of points for yourself and your team. However, ~ou must pass the four indoor events before Wednesday, Dec. 10. Later you can improve your scores. These four indoor events are the shuttle run, standing broad jump, sit ups and flexed arm hang. It's a cinch to pass them. Just come on down to the gym at one of the following times and find Mr. Jacobsen or myself. LEAGUE STANDINGS : Basketball Druids Hustlers Spartans Guardians Greenwaves W L TP 2 0 6 2 0 6 0 1 1 0 1 0 2 1 2 Volle~ball W L TP Druids Guardians Spartans Hustlers Greenwaves 3 0 · December 2 2:00 - 5:45 2:00 - 3:45, 5:15 - 5:45 2:00 - 3:45, 5:15 - 5:45 Furies-27 Nymphs-33 The Furies suffered from the loss of players today. Sue Coffee sans wisdom teeth painfully watched the game from the bench and in the fourth quarter Kathy Farrell was forced to bow out with five fouls. But not before scoring fourteen points and handing a few quick passes to Dutton, open in the center, that allowed Dutton some nice shots. 1 l 1 2 0 2 9 4 4 5 2 THIS WEEK'S SCHEDULE: · Volleyball ••• Wed. 4:00 GreenwavesGuardians (No games on Thursday) SCHEDULE AFTER CHRISTMAS VACATION: Volleyball ••• Wed. 4:00 Waves-Spartans Thurs. 4:00 Hustlers-Guardians Basketball ••• Sat. 1:30 Waves-Guardians 3:00 Spartans-Druids The volleyball game originally scheduled for Dec. 11 will be played on: Jan. 12, Monday 4:00 Spartans-Druids The Furies were always tied with, or behind the Nymphs, who were rid.i ng high. Becky Krafft was particularly good, and nothing short of a sensation in the fourth quarter, in which she scored twelve points with a two handed hook shot that "swished" every time. (Her high score of 22 points is only down from Coffee's record.) Nymphs Kamensky and Goodwin were also doing well. Goodwin is one of the few who consistently make their foul shots. LEAGUE STANDINGS won tied lost Amazons 3 6 2 11 Furies 4 0 1 13 Maenads Monday Tuesday Wednesday 1 1 1 0 4 7 Nymphs 2 0 3 9 .l~ pts Amazons 46 Furies 30 Maenads 38 Nymphs 34 TOTALS: CONGRATULATIONS To Terry Polk who is the first to reach 400 points and earn a blazer this year! �11- Announcements Q{RIS'IMAS AT THE WILLIAM PlCA HOUSE COVER ART CONTEST come and celebrate a very special Christmas with us at the Wm. Paca House, 186 prince George Street, on Saturday and Sunday, December 13 and 14. The off ice of College Relations would like cover sketches submitted for the annual Parents' Weekend Brochure. The handsome 18th century mansion will be decorate d with greens and fruit to suit the season while the strctins of period music filter through the rooms. Visit the old kitchen and watch savory dishes being prepared over the roaring fire for hiliday balls and dinner parties. Tasters will be welcomed. To assuage your aroused hunger, 20th century refreshments will be served. Best entry will be used. Music from the 18th century will be presented by the First Presbyterian Church Bell Ringers, Dan Miner and his guitar, the Newe Renaissances Voyces, and Hesperus. Objects owned by William Paca and members of the Paca Family will be on display, some on public view for the first time. Regular admission fees will apply: Adults, $2.50; Students, $1.25; children under 8, free. In additio n to the Paca House activities, Dorsey's Company, 1st Continental Artillery, will interpret the life of a Revolutionary soldier in the Barracks at 43 Pinkney Street, which is open to the public free of charge. Hours at both sites are: Saturday, Dec 13, 10:00-4:00; Sunday, Dec 14, 12:00-4:00. _'WLETIDE WALTZ ING The next waltz party will be Thursday night after Seminar. ,\t 10: 30 p.m. in the Great Hall there will be a brief Christmas candlelight service led by Reverena Winifree Smith and consisting mostly or readings from the Bible and Christmas c~rols with Miss Marilyn Douville at the piano. Waltzing will begin at 11:00 and champagne will be served all night. All members of the college community are welcome to attend either or both events. Mike Henry and Anne Dutton Entries due by January 8, 1981. Ingrid Miller OCR AUDITIONS f"'OR THE B(X)R, a love farce in one act, . '.by Anton Checkov, will be held Tuesday and Wednesday, December 9 and 10, at 4:00 pm in room 24 on Tuesday, and 34 on Wednesday. The play will be directed by Patty Sowa and will be performed with the one-act Poor Bobby January 31 and February 1. Patty Sowa '82 NOTICE TO THE ENTIRE COMMUNITY: Learn about writing and magazine production~ Letters prose and poetry magazine needs typists, copy readers, layout artists, and illustrators to work on the third issue. Get in touch with Nathan Rosen either by campus mail or in person. We also need editors or editor-trainees as we enter our Next Phase. Get involved and see your work spread far and wide! Nathan Rosen '82 DIRECTORY CHANGES Karen Tourian (FR) 201 Humphreys 34 Ann Marie Komensky (FR) 205 Campbell 29 Elizabeth Colmant (JR) Reverdy Johnson 50 Marc Wing (JR) tel # 268-1866 SHOW YOUR STUFF! The Maryland Federation of Art (MFA) has invited all sculptors and large canvas painters to exhibit at the MFA gallery at 18 State Circle from Jan 11 - Feb 5 and in a State Legislature building from Jan 12 to April 15. Call 268-4566 for details. Deadline Dec 22. �**WEEKLY CALENDAR** Some of the NICE THINGS at ... Monday, December 8 - Sunday, December 14 Mon. Dec. 8 Tue. Dec. 9 Student Aid time sheets due in FINANCIAL AID OFFICE 1 FINE Food New Testament Class MCDOWELL 21 8:15 pm Greek Chonal Meter MELLON 145 9:30 pm 10:00 pm SINCE 19'l3 Don Rag Day - Classes cancelled unless rescheduled by tutor 7:30 pm 9:00-12:00 pm ~ BUVGET VINNER SPECIALS SNACK MEW AVAILABLE FEATUREV IN OUR BAR BAR SERVICE IN OUR VINING ROOM AFTER SEMINARS St John's Christmas Party Contributions of cookies and other Christmas goodies will be gratefully accepted FSK LOBBY .TWOFORS. IN OUR COCKTAIL LOUNGE MONDAY-FRIDAY. 4-6 PM ANY DRINK ON THE BAR two FOR THE PR ICE OF ONE. <SPECIAL PRICE.00 DRAUGHT> Delegate Council Meeting MCDOWELL 21 Charlotte Fletcher, Hugh McGrath and Winfree Smith will present "Fragments of a Tradegy" by A. E. Houseman FSK LOBBY Wed. Dec. ~ 10 Winter vacation begins after Seminar Fri. Dec. 12 THE GADFLY is an independent student journal published every Monday while school is in session, excepting holidays. It is free for students and faculty of the Annapolis campus. For others, the subscription rate is $15 per year. Advertising information furnished on request. Make checks payable to THE GADFLY. Write to: THE GADFLY, Box 52, St. John's College, Annapolis, MD .~ 1404 Small Chorus GREAT HALL Thu. Dec. 11 61-63 Maryland Avenue Annapolis Annapolis Area Alumni Luncheon CONVERSATION ROOM THE GADFLY St. John's College Annapolis, MD 21404 DEADLINE: 6 pm Friday Letter limit: 500 words THE GADFLY STAFF Non -Profit Or1. BULK RATE U. S. POSTAGE PA ID PERMIT No . 120 ANNAPOLIS. MO • ChaJtlotte.. Bevtham Rlc.k Campbell - EciLtoJt JoruLthan Edel.man Puvr.. G1te..e..n Haze..n Hammel Ann Ha.1.>k.iri6 Vuke.. Hughe..-6 Peggy Kemp Te!t!ty Polk KU/Lt. Sc./wle..Jt Vanna Wilion. Aol Yamamwi.a 1HE GADFLY ti pft,.f_n.,te..d in t.he.. St. John';., CoUe..ge.. pft,.f_n.,t ;.,hop by: .ChJU..6 Colby & CivU..6 MaJtk � 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 Gadfly Description An account of the resource Founded in 1980, The Gadfly is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus. Click on <a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the The Gadfly Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 12 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Campbell, Rick (Editor) Title A name given to the resource The Gadfly, Vol. II, Issue 12 Date A point or period of time associated with an event in the lifecycle of the resource 1980-12-08 Description An account of the resource Volume II, Issue 12 of The Gadfly. Published December 08, 1980. Identifier An unambiguous reference to the resource within a given context Vol. 02 #12 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/93385f9899c887220814ea1e4396da88.pdf 6d78367c5e3fa2b52bfd22ce4ae7980e PDF Text Text THE VOL. II, ISSUE 12 THE ST. JOHN'S COLLEGE INVEPENVENT STUVENT WEEKLY A New Pub REAL BEER AT THE RAM'S HEAD For those of you who gag with every sip you t ake of that anemic stuff Americans i dare call 'beer', rejoice! The Rrun s Head is now open. None of the more notable faculty lushes have discovered this place yet, but I have taken a l~king to it already. The excellent selection of imported (a.k.a.-true) beers more than speaks for itself; and then there's ~he fact that it will cost you only two bits more than at the L.C. on Monday nights. There's also a do-it-yourself sandwich bar (you pay by weight) , but since I only drink their beer, I'll refrain from commenting on that. There i s also purported to be a wicked double-chocolate cheesecake on the menu , for those who are sick of watching their weight. The furnishin gs are relatively slick wood chairs , tablecloths, candles, and real flower vases (unlike the sawedoff bottles at the Md.Inn). They have a good stereo system , and have pl ayed the likes of Steely Dan and Errunylou - Harris. But of course, it's the beer and the company you keep that make the atmosphere, right? One more thing: they gave that special offer out to everyone, not just the freshmen, as the L.C. used to do. And at the rate most of us drink, it sould only be a matter of days until we get that free beer, so ... dare to be different! Forsake the comforts of the Little Campus for just one night, and see the place for yourself ; you could do alot worse. As the boys down at Party HQ say: Death to Budweiser! Andy White '82 VEC . 8, 1CJ-10 Job Prospects JOB PROSPECTS FOR 1981 GRADS WILL IMPROVE BUT STUDIES DISAGREE ON HOW MUCH;. SALARIES WON'T OUTPACE INFLATION; RECESSION COULD LIMIT RECRUITING AT 'SMALL' CAMPUSES (CPS)--Three recently-released studies of government and corporate hiring plans have forecasted that this year's graduates can anticipate an easier time of getting jobs than last year's grads. The studies, however, disagree about how much hiring will increase. Two employment surveys--one by the College Placeffient Council and the other by former Northwestern University placement director Frank Endicott--found that employers in both the public and private sectors expect to hire more graduates this year. They say employers are willing to stretch current tight budgets to prepare for expected growth in productivity in the years ahead. While the Placement Council and Endicott foresee hiring increases beyween eight and fifteen percent over last year , Michigan State University has released a study of employers who plan only two percent hiring increases, with attendant salaries that don't match the inflation rate. All of the surveys, completed before the post-election skyrocketing of lending rates, agreed that companies are not likely to change their hiring plans this year even if a bad recession intervenes . "A lot of companies don't want to make the mistake they made during the last recession," says Judith Kayser, communications director at the College Placement Council (CPC). "At that time, they cut back on college recruitment, stopped �-2 the stream of new blood into their companies, and took a few y~ars to re-acquire that new ·talent." . The CPC study collected responses from 565 employing organizations in various fields, which listed how many graduates they expected to hire next year. As has been the case for the past few years, graduates in technical fields have the most opportunities. Kayser says the demand for new technicians far exceeds the supply of graduation specialists. "There is an incredible demand for technical graduates," she says. "It's phenomenal the amount of recruiting and emphasis on specialization there is in these companies." Endicott, whose study covered employment expectations at 142 corporations, says that "maybe the companies would slow down their recruiting, but since they see a better future very soon, they want these new kids badly." Both studies forecast that those graduating with degrees in computer science would be overwhelmed by job offers, while students with degrees in business management and economics could also look forward to a high number of offers. The CPC study, for example, says that in busines s oriented disciplines, companies are expected to hire eight percent more graduates than last year. For students with liberal arts degrees, however, the outl·ook is not as rosy. "Those with humanities and social sciences degrees are going to have to scratch for jobs again," says Kayser. "What these students are going to haveM~o learn is they need to specialize, and beg.ln thinking more seriously of their careers when they're in college if they expect to find something when they get out." Kayser also warns that escalating transportation costs will force many _corporations to restrict their recruiting visits to fewer schools. "They (the employers) will do a more concentrated effort on fewer campuses," she adds. Asked whether those restrictions might narrow some of a company•s diversity, she said that "these companies don't look for diversity. They want the same type of kids everywhere." But she did admit that some small, private colleges might be affected immediately by recruitment cutbacks, since recruit- ers "won't waste time visiting a small school where they might not find as many goop applicants." "That might force placement centers at these small colleges to do more advertising, and seek the recruiters," she adds. Neither the CPC nor the Endicott studies analyzed the estimated salary levels for the new graduates. The Michigan State University Placement Center's study, thouqh, says the average salary increases will be by about six percent for the 1981 graduates . This figure, Placement Director Jack Shingle ton points out, is well below th e increase .. in the consumer price index, meaning the real value of-the new salaries will not be as high as it was last year. "There will be jobs out there for the new graduates," Shingleton says. "Iri fact, 90 percent will have jobs by graduation time, with most of the remaining graduates finding e mployment within three or four months. But tµe amount of money they make will not make up for the increase in inflation." Shingleton also says he can't understand where CPC and Endicott came up with their optimistic forecasts. He says hiring of students with bachelor degrees will be up by only two percent over last year's levels. Michael Arkush Lecture Review The first lecture of the new year occasioned the performance of two annual College rituals: the Mortimer Adler lecture with the accompanying senior prank. In fine Aristotelian fashion, Mr. Adler considered the triad of ideas of liberty, equality and justice. First he defined each term, explaining its several manifestations; then presented postulates as to their roles in society; and, finally, drew conclusions as to their place in the just state most attainable. Meanwhile, the senior class dazzled the audience with the best prank in memory (I say this from a completely biased perspective). With one salvo after another , the seniors offered absolutely contestable proof of Mr. Adler's profound influence on the course of Western ��-4 · The Peace Corps ANDRE:W YOUNG, THE PEACE CORPS, AND THE CONQUEST OF POVERTY In the past year, readers of the GADFLY have been invited twice to set aside their own .welfare, and join "the fight against world hunger." One of these solicitations came from former U.N. ambassador, Andrew Young ;.the other from Duke Hughes. Both these articles appealed to our altruistic side and our desires for a utopian world in that each stated that such altruistic service is a necessary condition "for building a more humane, a more just world." Mr. Young even goes so far as to suqqest that the abolition of poverty and the building of a "more humane, and just world" is a matter of organising a coalition of campus students and voting for a politician most sympathetic to the cause. Of course, he adds that poverty will not go away overnight Sam Browne, of ACTION, the government bureaucracy which oversees the Peace Corps, thinks that it is a mere matter of nationalizing those wicked oil companies and redistributing wealth from the rich countries to the poor countries. He also believes that America is a too consumer-oriented society that must be radically changed in order to assure that the rest of the world benefits from a faith in the concept of a "more egalitarian society." Mr. Young assures us that the nice thing about the ACTION programs "is that they work." Of course, such assurance is given to build support for this organization and belies the reality of the situation. Since its inception twenty years ago, the Peace Co~ps has not even remotely abolished world poverty. If anything, world poverty has increased in all but a few nations. Furthermore, even if Andrew Young doesn't want to believe it, the ~ce Corps cannot promote the world's welfare for the public good by merely pretending to do so. Many college students are recognizing this which is why in recent years the Peace Corps' has had trouble attracting volunteers. Because of this problem, ACTION bureaucrats have been lobbying the Congress for a civil service draft of able bodies. Instead of being forced to serve in the military, young people will be forced to serve in programs of ACTION, which are said to be voluntary. Such a draft would result in whole new set of social problems s ~ h ~ . increased government expenditures , more . police to catch evaders ' and more contra of our economic resources by the various government agencies. These policies will not , h owever, do v much to alleviate the food shortages in Easter Bloc countries such as Poland an d . . Russia, or famine in Cambodia and Ch" . . ina, drought in Africa or political revol U t' . lO in ~cuth American countries. On the othe hand, they may have unforeseen results i our country and our efforts to trade in world markets with such nations as Japan W~st Germany, Singapore, Chile and Argen tina, because they will transfer needed capital resources from the private secto to the government sector. In other words they will redistribute wealth from (rich. corporations such as Chrysler and U.S. s to (poor?) nations such as resource-rich Brazil, or socialistic Jamaica, which us to be rich before ex-president Manley's political reforms drove out tourists and their bourgeois currencies and set the country ablaze with revolutionary fervor and machine guns bursting in the night. (Manley ran on a platform much like that the Peace Corps.) The real reason why the Peace Corps is doomed to perpetuate what it struggles t alleviate is that its economic philosoph is naive. Redistribution is not the same as distribution; the former merely cons wealth without regard to the problems of productivity. It demands that wealth, whe it is generated, be turned over to those in government, whose actions may or may n be to promote the public good . An interesting book exploring the prob lems of poverty from a non-redistributiv point of view is Henry Hazlitt's The Con quest of Poverty. Mr. Hazlitt deals with problems that people in the Peace COrps Mr. Young ignore or equivocate about sue the effects of wage and price controls o an economy, the importance of sound mone policies, the dubious effects of redistr' tion and the imperative of economic grow in the_mo.de.rn world. He concludes his wor by arguing that those who really want to help the poor should invest their saving in sound existing or new enterprises whi create the material things of wealth and thereby create jobs that will pay employ . .. . well. ��FROM IS �SO-CALLED 980 AND 2. 1/6/Sl: WASHINGTO':'J INAUGURATION Anyone interested Inauguration, ��share forward to and �Francis 11 18 25 �11scorers.• Their A's could have used some shooting like that. Druids-73, Spartans-57. The Spartans did well in the first period, leading for ve r Y f it and finis h. . . 1ng on 1 y f our po1n t s · muc h O ' . , down . Then the ~ru1d B s ~dd~d four more that lead, creating a d1ff1cult problem tfo the Spartans ·in the final period. They or . d . k h d to try to force the action, an ris t~e fouls. But the Druids converted 12 of the ir free throws in this period, thus effect ively nullifying this-spartan strategy. M Dwyer and Mr. Hoff scored a mess of r. poi nts for the winners ••• and Mr. Spector and Mr. Guaspari(!) for the losers. The Basketball standings remain about the same . The Druids and Hustlers are still unde feated, the Guardians are now 1-1, and the Spartans and Waves are still untriumphant . WOMEN'S Jan. 6 by Lisa Cobb Maenads - 36 Amazons - 34 Th e Maenads stunned the Amazons in the firs t quarter with a 12 point lead. The reas on: Maenad Cote's pass interceptions and nimble layups and teammate Benedict's sharp-eyed shooting. Meanwhile, the Ama zons' wild shots and countless fouls cr ippled them until the second quarter. Th e n the game turned around, Nogales and Sa ck got control and the Amazons pulled off 10 points to the Maenads' meager 2. The second half of the game evened out th e score, bringing it to a close finish. Amazon Ruth Smith's incredible shots in the fourth quarter almost tied up the game, but the Maenads were victorious with a whole point to spare. It should be noted that Maenad Hahn,who claims she cannot play basketball, made her debut on the courts today and racked up 2 points besides. Jan. 8 Furies - 53 Nymphs - 26 It was clear from the beginning that the Furies were going to win, but the Nymphs tried. I can't say they gave it GENERAL RUMINATIONS: You may not have noticed it, but the Hustler lead in total team points has been reduced by eight since before the Christmas vacation. You can be sure, however, that certain knowledgeable Guardians and Druids(and Hustlers) are well aware of this situation. LEAGUE STANDINGS: Basketball Druids Hustlers Guardians Spartans Greenwaves WL 3 0' 2 0 1 1 0 2 0 3 TP 9 6 4 2 3 Volleyball W L TP Druids 3 0 9 Guardians 3 1 10 Spartans 2 1 7 Hustlers 1 3 6 Greenwaves.O 4 4 THIS WEEK'S SCHEDULE: Volleyball ••• Wed. 4:00 Guardians-Spartans Thurs. 4:00 Hustlers-Druids Basketball ••• Sat. 1:30 Greenwaves-Spartans 3:00 Hustlers-Guardians their BEST shot because I've seen them play better. (Out of practice from the vacation, I guess) . Becky Krafft, although recklessly aggres s ive, mana ged 12 points and Joie Goodwin, a more sedate ball-handler, added 8 points to the Nymphs' s c ore. The Furies played a typical game with strong team work and Farrell's super-shots; Alers and Stuck also contributed generously to the Furies' record score of 53 team points. Jan. 9 l\mazons - 34 Nymphs - 20 It did the Nymphs good to play again today. Krafft led her team with control and racked up the game's high score of 16 points. Trouble was, she didn't have enough support from the rest of the gang, especially when it came to baskets. On the other hand the Amazons had three strong shooters in the form of Sack, Smith and Nogales. After a slow first quarter (four points on each side) the Amazons gained a hefty lead on the Nymphs and kept it. Well Nymphs, start practicing, the season isn't over yet. THIS WEEK: Tuesday Thursday Friday Maenads v. Furies Maenads v. Nurnphs Amazons v. Furies 4 pm 2:30 pm 4: 30 pm �*WEEKLY CALENDAR* Tuesday, Jan 13 9:30 pm Some of the NICE THINGS at . .. Delegate Council Meeting 23 Wednesday, Jan 14 7:00 pm 8:15 pm GH Small Chorus Winter Film Series: The 39 Steps~ Starring Robert Donat FINE Food SINCE 1923 Thursday, Jan 15 2:15 pm ~C meeting with Deans a'.nd Treasurer BUVGET VINNER SPECIALS SNACK MEt-ll AVAILABLE FEATUREV IN OUR BAR BAR SERVICE IN OUR VINING ROOM AFTER SEMINARS 23 Friday, Jan 16 8:15 pm 10:15 pm ·TWorORs· IN OUR COCKTAIL LC>lJ'KiE Concert: Emerson Quartet Film: Lies My Father Told Me $1.00 MONDAY- FRIDAY. 4 -6 PM ANY DRINK ON THE BAR two FOR THE PR ICE OF ONE. Saturday, Jan 17 9:00 am 8:15 pm <SPECIAL PRICE.~ DRAUGHT) Faculty Meeting Film: The Bridge on the River Kwai 61- 63 Maryland Avenue Annapolis Sunday, Jan 18 3:00 pm 8:15 pm Film: Lies My Father Told Me Film: The Bridge on the River Kwai THE GADFLY is an independent student journal published every Monday while school is in ~ession, excepting holidays. It is free for students and faculty of the Annapolis campus. For others, the subscription rate is $15 per year. Advertising information furnished on request. Make checks payable to THE GADFLY. Write to: THE GADFLY, Box 52, St. John's College, Annapolis, MD .~1404 EXHIBIT Jan 9-31 Innovations in Intaglio: Stanley William Hayter and His Contemporaries DEADLINE: 6 pm Friday Letter limit: 500 words ';I'HE GADFLY St. John's College Annapolis, MD 21404 THE GADFLY STAFF Non Profit Ora. BULK RATE U. S. POSTAGE Cha.fli_o ;t;te_ Ba.Mam PA I D PERMIT No . 120 ANNAPOLIS. MO • R.i c.k Campbell. - Edi;totr. Jonathan Ede.lman Pe.;t e.tr. Gtr. e. e. n Haze.n Hamme.! Ann Hal.> R.inf.> VuR.e. Hughu Pe.ggy Kemp T~Vty Po, k t KU/Lt Sc.lwleA Vo nn.a. Wili on Aoi Yamamu!l..a. 1HE GADFLY if.> ptr.inte.d in the. St. John''-> Colte.ge. ptr.int chtr.if.> c0 lb y ~hop by: & n m � 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 Gadfly Description An account of the resource Founded in 1980, The Gadfly is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus. Click on <a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the The Gadfly Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 12 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Campbell, Rick (Editor) Title A name given to the resource The Gadfly, Vol II Issue [12] Date A point or period of time associated with an event in the lifecycle of the resource 1980-12-08 Description An account of the resource Volume II, Issue 12 of The Gadfly. Published December 08, 1980. (Duplicate Issue and Date of previous issue, no handwritten correction.) Identifier An unambiguous reference to the resource within a given context Vol. 02 #13 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d80b45bc91441e9e101831d3fde4c838.pdf 90a8ebcaf8613e41eb4593e68bcd74c5 PDF Text Text THE VOL. II, ISSUE 14 THE ST. JOHN'S COLLEGE INVEPENVENT STUVENT WEEKLY We Got In Free Hey! Re ad this! At 10:30 Saturday night, a lmost without warning, an amazing e vent occured. Did you know that every t wo minutes somewhe r e in the world an amaz ing event takes place? Wonder what i t was. Anyway, we we ren't there, but we we r e somewhere. In fact, we were in F.S .K. Having a rock concert. With other people. The name of the band was The Smash. There we re four of them: a bassist, a guitarist, a drummer, and a keyboardist. Unfor tunately our list of names was stolen in our blind drunkeness. Ah! the unjustice of the world and the people in it! They had an impressive array of electronic equipment in tow, courtesy of the friendly folks at "a very good sound company." Unfortunately, t he actual name of the company was lost with my shirt. Most lamentable substance! The entire affair was videotape d. This reporter was impressed by 1 • 1e show's le\'• .... ,f professionalism. The whole thing was as tight as a bunny' ,... . l \1.,. L;Ol. d ing to 1 Beethoven, the group' s key-depresser, its objective is to be pop. For better of for worse, they succeed. Some of their orginal tunes are e f fe ctive, although their devotion to t he Phil Spector Wall of Sound obscures any of them. Of their borrowed materi1, "Br owned Eyed Girl" was better tha n the original and "Sweet Little ixt e en" not as good. "Roadrunner" s ounded like something out of outer space. The drummer was good; hats Dff to him. If one were to judge the value of band by the number of pelvic evo~utions per set, this group would e right up there. A little less cool cont. p. 2 JAN . 79 , 19 8 1 Princeton, Anyone? PRINCETON APPLICANT MAKES A SUPREME EFFORT, BUT IT'S ALMIGHTY HARD TO GET IN PRINCETON, NJ (CPS) -- God has applied to Princeton. Hoping to be accepted to the Class of 1985, God wro t e a "personal statement" sent in December to the Princeton Admissions Of f ice that He would like "expe rience firs t-hand what college life is presently like ." He added that it did not s eem right that He listen in on courses when He has not bee n admitted. The a pplica tion was brought to the attention of James Wickenden, director of admissions, who reported to the Princeton Weekly Bulletin that the candidate entered his name only as "God." In describing Himself, God che cked both male and female for gender and checked all possible ethnic origins, in addition to writing "You name it!" next to the ethnic origin response marked "other." Wickenden said he was not surprised at the applicant's test scores, which included perfect BOO's on both the math and verbal portions of the SAT. However, He hadn't fared quite as well on the College Entrance Examination Board's achievement tests. An error on the relativity question on the physics achievement test dropped the score to only 760. On the application, though, God resolutely maintained "Einstein is wrong," perhaps proving that to err is divine. In biology, He scored 770 because His answers on the evolution question were also marked as incorrect. In the essay portion of the applicdti;n, God wrote His academic and intellectual interests included "discreetly helping cont. p. 2 �-2 and a b it more fool might have been in order. Let's face it, rock and roll .is a joke. The guys who started it were just looking for a good time and , if you can't laugh to annoy you . about it, it's bound Matthew Whedon '84 & Coldwell Daniel '84 PRINCETON PRIMAL SCREAMS peo p le and liste ning . to pra y e rs. ,·,I tak e advantage of dreams and appa rent accide nts or mistakes (the ! e alization of the structure of benzene and the discovery of p e nicillin are good examples of each) and ge t to be of service to mankind," h e e laborated. Also include d in his "non-academir.! activities" we=e "arran':Jing the weather," which takes up 168 hours each week, as does "listening to prayers." Additionally, God reported spending 14 hours per week "turning day into night" and another 14 "turning night into day." Although a federal privacy statute dictates that Wickenden cannot release any information contained in admissions applications, he told the Weekly Bulletin he thought i t appropriate in this case to "be responsive to a higher law." He acknowledged that this application was "the first of its kind" that he had seen. "A couple of fictitious applications have been submitted over the years," he said, "but those were of a different nature because they involved human applicants." The admissions off ice has no idea where the application came from, but said that the question received much speculation from students. The director has not received any applications involving fictitious persqns since that time, and does not . expect that this incident will trigger any other practical jokes. "Everyone regarded it for what it was: a clever ruse," he said. "I hope i t made people laugh." In releasing the information about the candidate, Wickenden noted that a separate application had been included in the envelope. Even God, it seems, cannot escape certain human conditions. He applied for financial aid. -- CPS -- CPS--If nothing else, December exams h e lp ed push a somewhat new campus f a d halfway ac ross the country to St. Louis, where thousands of Washington University s tude nts joine d a · .' mass primal scream during exam time. Developed over a decade ago by Dr. Arthur Janov as an individual the rapy, primal scream therapy has become a popular exam-time means of venting frustrations among groups of students. Until recently, most primal scre am groups have been at eastern schools. A college scream consists of anywhere from two to thousands of people gathering together, usually at night, simply to scream away their bottled-up anxieties. Over 2000 students and faculty members gathered in Washington University's commo n square in St. Louis during last December' s finals period, and sustained their screams for half an hour. Dr. Max Okenfuss, a Russi an history professor at Washington, told the Associated Press that he hadn't witnessed such cohesive action in a campus situation for over a decade, but back then the issues were not as self-directed. "Involvement in their own examinations i s to these students what the war was to the generation of the late '60' s," he commented. "This is the kind of self-generated therapy that's been missing from campuses since then." Not all onlookers take such a cheery view of the activity. Nightly screams involving an average of 500 participants at Cornell University prompted charges of harrassment from dorm officials and threats of further legal action from townspeople. Cornell's Scream began with only seven freshman leaning out of their dorm windows and yelling to relieve their anxieties. Within a few days, a primal scream club had been formed with a few dozen members. After that, recalls David Bremner, one of the original seven, "things got out of hand." Soon 500 people were raising their voices · in scream for two minutes beginning at 11 p.m. Bremner described the event as "an occasion fdr crazies to yell out anything they wanted," including racial slurs and �could get their frustrations this tutor s a Yale .59 �.19 does not matters of and affirm or his decision not to stand it sould be the more Roger Bacon, Burke, p. 26 responsible for and the order of the to conlearning ... To be a tutor is fess is of The main effort of both the deceived group and the deceivers themselves is to be directed toward intact and this the enemy and real hostile interests than those inside the group itself who have to escape its and insist on talkabout facts or events that do not fit the Contemporary history is full of instances in which tellers of factual truth were felt to be more dan-gerous, and even more hostile than the real opponents. Past and Future Hannah Arendt p 235 Submitted by Michael David Bloom Can you be in All were made their value unless you be just their due esteem? to be yours and you to manifests itself in in unbridled desire to burst forth from the YOU CAN CHEERFUL ASSAY 78 ROM A SAD ASS My bed is full of eraser crumbs the tastes of salt across the floor hops and malt smell Oh And With no foreseeable I wonder should I fast and pray or take another day off? B. Bowser Chairman Rub-It-In Committee qet: �t Op. 20 No. 2 Quartet No. 6 (1939) Op. 59 No. and unresolved. The program concluded ensemble 83 ��3 Present �Seniors--We have received the current for the PACE. This is the n.'"'uu_.... ,, .......... trative Career Examination. this test are trainee for advancement to administrative and nical jobs. Your score on this test on a list of federal the arrival ested 83 see �and RECTORY Susan you are of to Santa Fe next academic year. that the same amount on the Santa Fe campus as on the Annacampus and vice versa Mr. Bart the in Santa Fe and Mr. Sparrow have agreed students to transfer to either us as much information about the financial situation on the other campus as possible make their final decision to transaccordingly in order to allow time and processing necessary to begin transfer procedures relatively early. deadlines. They are common 19A Randall St. 267-6388 COVER CONTES Miss Laura Trent 102 submitted the winentry for the 1981 Parents Weekend Brochure. Her entry will be featured on the College Relation Bulletin board. ISRAEL I have material on Israel for students interested in spending a summer or year in Israel (kibbutx programs programs work/s etc. Fell free to contact me. Jonathan Gold 206 #45 WALTZ PARTY Bart been much in Santa should have filled secretary Mrs. Caryle form. you will have heard from whether your transfer approved and from Ms. Drennon financial aid she can of fer you Fe. should have decided you to go to Santa Fe and you should have notified both me and Mr. Bart of your decis and sent your $100 to the Treasurer of the approcampus. To welcome the Freshmen FEBBIES to St John s the next Waltz Party be held in the Great Hall on Jan 24 at 10 00 pm. There will be a ce session at 4 pm Sat to teach the basics to Experienced waltzers are invited with the Please note that be Feb 21, after Es Mike Henry FRESHMEN AND All in the are requested to pass a test to see me if you have any Winter ination, is available in the bookstore. All students have exam to be �The Off ice of Relations �11LEAGUE STANDINGS: MEN'S by Bryce Jacobsen VOL LEYBALL Jan. 12 ••• Spartans d. Druids(5-15, 15-17, 15-12, 15-12, 15-10, 11-15, 15-1). This was a crucial win for the Spartans, inflic ting the first loss on the Druids, and putt ing the two teams in a tie for first place. The Druid B's keep on winning, but thei r A's could not get things together, for the most part ••• and they just "died" in t he last game. Jan . 14 ••• spartans d. Guardians(l5-17, 1215, 15-8, 15-11, 15-4, 15-6). The revitalize d Spartans beat a team that had humbled them earlier in the season, 4-0. The Guardians now have two losses. They play the Dru ids again, but must hope that somebody els e will beat the Spartans. J an. 15 ••• Druids d. Hustlers(l5-2, 17-15, 8- 15, 15-3, 8-15, 15-13). The weaker teams are becoming stronger ••• or vice versa. The Druids had no trouble with the Hustlers i n November, winning easily 4-0. But now the ir B's had to struggle, and their A's sp lit four games. The rest of the volleyball season could be fraught with interest and surprizes. B ASKETBALL ••• Jan. 17 Spartans-55, Greenwaves-41. The \.laves made it interesting for a period, hanging close at 13-16. But then the Spartan B's gained another seven points ••• and the momentum was definitely with the Spartans. ~ey outscored the Waves 16-12 in the last period. Messrs. Ficco and Heyssel ended up with double digit scoring. Mr. Schoener ~have, if he had made one more foul shot. Hustlers-76, Guardians-63. A rather interesting game. The Guardian A's won the first period 25-19, and the last period, 28-21. But the Hustler B's were sensational, winning by 36-12! Messrs. Cabral, Coss, Edwards, Klipper, Smith, Stachiewicz and Vincent wracked up more points than any B team has ever done! With about a minute or two left in the game, the Guardians had pulled to within four points. But Time was wending its inexorable way ••• and the Guardians were reduced to fouling. The Hustlers capitalized on this, padding their lead at the very end. Bas ke tbf! 11 Druids Hustlers Guardians Spartans Greenwaves W L TP 3 0 9 3 0 9 1 2 5 1 2 5 0 4 4 Volle yba 11 Druids Spartans Guardians Hustlers Greenwaves w L TP 4 1 13 4 1 13 3 2 11 1 4 7 0 4 4 THIS WEEK'S SCHEDULE: Volleyball ••• Wed. 4:00 Hustlers-Spartans Thurs. 4:00 Greenwaves-Druids Basketball ••• Sat. 1:30 Hustlers-Druids 3:00 Guardians-Spartans WOMEN'S Jan. 15 by Lisa Cobb Maenads - 40 Nymphs - 21 The Nymphs had a miserable first quarter and didn't get much better. Although Goodwin and Krafft work e d hard on the baskets the Maenads were rolling, with Brown and Swinford each totalling 16 points. This latest Nymph loss and the furies' victory on Friday dumped the Nymphs into last place in the toal team point category. For the first time in years the Furies might escape being THE LOSING TEAM. However, I've heard rumors of a Nymph volleyball superstar. We shall see. Jan.13 Furies - 48 Maenads - 36 The Maenads played their strongest game in the third quarter and kept their heads up through the fourth, but a weak first half undermined any chance they had of beating the Furies. Furies Farrell and Coffee were there; what more need I say? They shared the burden of the Furies' score with 18 points each. The Maenads, on the other hand, all contributed points, with Hahn, Swinford and Benedict in the lead. It is to their credit that the Furies were held so far below their average 50 points. NEXT WEEK Monday Tuesday Thursday Friday 4:00 Amazons vs. Furies (Make-up game) NO GAME 2:30 Amazons vs. Maenads 4:00 Furies vs. Nymphs �LECTURE 'l'he lecturer Fri, Jan 23 is Charles Kent, Esq., of the Board of Professional Responsibility of the District of Columbia Court of Appeals. Mr Kent's title; Ethics in the Practice of Law, reflects his interest in a subject which has become of increasing concern in the last few years, and he brings to ~t wide experience in the legal service both of the government and of private clients Some of the NICE THINGS at ... ANE Food SINCE 1923 Edward G. Sparrow Dean CABARET The next cabaret will be held on Feb 28. Auditions will be held Fri and Sat, Jan 30 and 31 from 4 to 6 pm in 145 Mellon. Come and audition. Also, waiters, waitresses, etc. needed. BUDGET VINNER SPECIALS SNACK MEMJ AVAILABLE FEATUREV IN OUR BAR BAR SERVICE IN OUR VINING ROOM AFTER SEMINARS "TWOfORS. IN OUR COCKTAIL LOUNGE MONDAY-FRIDAY. 4 -6 PM AN'( DRINK ON THE BAR TWO FOR THE PR ICE OF ONE. <SPECIAL PRICE~ DRAUGHT) 61- 63 Maryland Avenue Annapolis JEWSISH STUDY GROUP The Talmud Study Group will meet Tues. at 7:30 pm in McDowell 21. See David Stein, Joel Weingarten, or Jonathan Gold for details. ************************************** " DEADLINE FOR SUBMISSIONS IS FRIDAY AT 6 PM Your submission must be in the GADFLY mail box or in the Off ice in 2i3 Mellon by then. *************************************** THE GADFLY St. John's College Annapolis, MD 21404 Non-Profll Or1. BULK RATE U. S. POSTAGE PA ID PERMIT No. 120 ANNAPOLIS, MO. THE GADFLY is an independent student journal published every Monday while school is in session. It is free for students and faculty of the Annapolis campus. For others, the subscription rate for the second semester is $8. Advertising information furnished on request. Make checks payable to THE GADFLY. Write: THE GADFLY, Box 52, St.John's College, Annapolis, MD 21404 DEADLINE: 6 pm Friday Letter Limit: 500 words-We do not edit letters. THE GADFLY STAFF Cha.Jri.o .tte BaJtham Rick Campbell. - EciLtoJt Ann Peggy Kemp KUJtt Sc.hu1-Vt Jona.than Edel.man Emi. S. GugeJt Pe.t.eJt GJteen Vanna. Wi£.J.>on Aoi Ya.mamuJLa. Ha.zen Hammel '!HE GADFLY ti pftinted Vi the St.. John' -6 College pw.t. -6hop by: ChlU.h Colby & HM Un-6 Vu.ke Hu.ghu c~ Ma.Jtk. � 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 Gadfly Description An account of the resource Founded in 1980, The Gadfly is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus. Click on <a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the The Gadfly Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 12 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Campbell, Rick (Editor) Title A name given to the resource The Gadfly, Vol. II, Issue 14 Date A point or period of time associated with an event in the lifecycle of the resource 1981-01-19 Description An account of the resource Volume II, Issue 14 of The Gadfly. Published January 19, 1981. Identifier An unambiguous reference to the resource within a given context Vol. 02 #14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/df12b2faf2b660cb0c12832f993b3ff0.pdf 6b57d875f53a1a9772d74518ee97f779 PDF Text Text THE VOL. II, ISSUE 15 THE ST. JOHN'S COLLEGE INVEPENVENT STUVENT WEEKLY \NE I .. • COME fEBS'iES! JAN. 26, 7987 �-2 PRESIDENT MORON'S . ADDRESS TO THE JANUARY FRESHMEN, JANUARY 22 I 1981 Exclusive to THE GADFLY 'oear Friends: You've probably all come here for different reasons, from all over this great country. Perhaps you are "WOndering what lies ahead of you. · Let me tell you something of my own experience here at St . John's College. - F~rhaps you ass~ that a man of :my boyiEh _go.ad looks and class.ical training has ah~ays had it easy. But that's just not true. It's not true at all. When I was a freshman it pains me to remember, I was hated and feared by my classmates and others. Now I look and feel great and people seek l'lt'f opinion on many important and sundry matters .. (Applause). "Can this happen to me?", you may well wonder. It is through assi assiduously applying myself to the program in all its forms, all its manifest forms, that I have begun to accrue great quantities of moral virtue. (Applause). U?t me explain. There are three of the liberal arts that have engendered what are commonly known as the Christian virtues. From grammar I have learned hope. From From logic I have gained a certain faith. And from rhetoric, I believe I have truly learned to love ..• myself. (Applause).! c anno t beseech'you adequ~tely to study y o ur Greek paradigms with the utmost thoroughness and youthful fervor. Weekes contra God On the Necessary Non-Existence of a Possibly Necessary Being (Weekes contra God) Leibniz argues: God is a being whose essence involves existence, thus the possible existence of God is sufficient to prove his necessary existence. The possibility of something whose essence involves existence implies its actuality . Leibniz is explicit about the meaning of "possible". That which is itself not impossible is called possible. Any other meaning of "possible" would spoil the "out of nothing" character of the proof and indeed, beg the question. For from the mere possibility of conceiving of God we should be able to be cer t ain of From the other four liberal arts, I ca feel the buds of the so-called classical virtues burgeoning in my now-fertile sou The study of arithmetic has made me the moderate man I am. Music has graced me with great wisdom. Geometry has served as the veritable wellspring of great co · age . But m::>st of all, from astronomy, r have learned justice, that queen of virtue s . From my studies in the laboratory I have acquired this prominent Simian shelf. (Applause). Once again, let me stress the importance of preparing carefully for the math, language, and music tutorials, especially for young men and women like yourselves, who have not yet become lovers of wisdom. It has been th case for me, and it's sure to be the cas for you, that application to the intellectual disciplines spawns moral virtue, respect, and popularity. (Applause). Where, you may querry, do the great i with which we will grapple in seminar come into all of this? Well, I'll tell you. Humility. (Great applause). If I may quote my predecessor, Mr. Michael Koss, "As the poet says, 'You are the story. You are the glory! You are the pen the paper and the knife, th wound and the heartbeat.'" Thank you. (Great Applause; a standing ovation; th president is carried out on the shoulde of the adoring masses; the banks are cl for a holiday, and all the children are given free ice cream). him . Possible in this sense means "ei or". It is "possible" for me to be rig now and again, but this does not mean t I have to be. On the contrary, it mean specifically that I could be wrong all the time, but then again I could be rig To say, then, that God is possible is t say that he may exist or that he may no This is the force of the proof: we star out by saying nothing-maybe, maybe not and end by saying "must". But is it really possible for a being whose essence involves existence to exi No. To predicate possibility, and henc possible existence as well as _ possible non-existence of God, is to say that th which necessarily exists need not exist One cannot attribute possible non-exist to that whose essence involves existenc without manifest contradi ction. If God ��4 The threats to the.intellecutal autonomy of the university are man~ and are directed at the integrity of the process of teaching and learning. We call upon the members of the American academy: to rededicate themselves to the principle of academic freedom. to concern themselves specifically with the governmental jucidial and regulatory threats to the proper function of our colleges and universities. to call on their own institutions to take a strong stand against outside invasion of University autonomy. to take a firm position in criticism of professional organizations of their membership for failing to join the defence of academic freedom under challenge. to express their support for Professor Dinnan in a professional context, in the public forum and through local committees in his behalf. to work on the formulation of a magna carta of academic freedom. (The letter is signed by 17 university professors, including Walter Berns, Sidney Hook, and Paul Seabury) submitted by Leo Raditsa Lecture Review TECHNIQUE TWO ORGANIZATION EG ABA COMMA · THREE DEDICATION TO PUBLIC SERVICE STOP GAVE HISTORY OF LAWYERS JOB STOP AT FIRST NO LAWYERS STOP LATER LAWYERS SHARED LEGAL FUNCTIONS WITH OTHER PROFESSIONS EG SCRIVENERS STOP TODAY LAWYERS HAVE MONOPOLY OVER LEGAL FUNCTIONS STOP SAID LAW IS A LEARNED AND SELF REGULATING PROFESSION STOP SELF REGULATION KEEPS LAWYERS FROM ABUSING LAW STOP GRIEVANCE PROCEDURE EXISTS STOP THREE GREATEST COMPLAINTS AGAINST LAWYERS COLON ONE NEGLECT COMMA TWO CONFLICT OF INTEREST COMMA THREE CONTEMPT OF COURT STOP ALL TOO BRIEF DISCUSSION OF CODE OF PROFESSIONAL RESPONSIBILITY STOP GAVE AS EXAMPLE OF ETHICAL PROBLEM DIFFICULTIES OF CLIENT CONFIDENTIALITY END OF LECTURE BUT QUESTIONS WERE TOO DIFFUSE TO REPORT ADEQUATELY STOP KURT SCHULER EIGHTY ONE END Letters OPEN LETTER The last issue of THE GADFLY contained a letter from a member of the Class of '59, Mr. Curtler, that shows an unusual degree of misunderstanding about this paper and about the relation of our academic program to the self. I feel i t is my duty to set Mr. NQ~A/INTER8ST BEARING ·cHEC KING Acc ouNT. 10 'VY 6 0/ 7% Passbook Savi.ngs 'NITH 7.35% ANNUAL YI~LL (compoy~ded c9ntinuously from day of deposit) ~CHESAPEAKE TO COLLEGE COMMUNITY: LECTURE ETHICS IN THE PRACTICE OF LAW BY CHARLES KENT STOP SPOKE OF IMPORTANCE OF LAWYERS IN AMERICAN SOCIETY AND PRESENT LACK OF CONFIDENCE IN .THEM DASH 'MANY ANECDOTE.5 STOP TALKED ABOUT CHARACTERISTICS OF A LEARNED PROFESSION COLON ONE TEACHING OF AN INTELLECTUAL ~ SAVINGS Be LOA~ 224 M ain St. Downtown Annapolis. 2068 Somerv~lle Rd. Parole. 266-8080 Drive-in facilities at Parole �teacher is aware of that Kurt Schuler the Editor �papers and your hard brown chairs and your tutor s crazy am lonesome I do not words & I You know It s in the talk to be & airs re afraid of Peter Gilbert Pol Fool Poetry home roast beef none wee wee wee ��an. 20, 1981 Miller Schiavo in the infanous Fire Chief uD in the coffee shoD. 2. Oh, awhile ago elected Jonathan Gold as a justice. Unfortunately, there was no vacancy so effect goofed. He agreed to step the balance has settled back nosition. 3. I was to rage about those elected officials have stooped corning to the D.C. meetings. Again did have a quorum could not 'Jote those pressing issues that community don'~ you underlities of your . Pinkney,, something about their dorm the former statement any event I missed ��about rest of Dempster for SAC �1) Hr. Dwyer was 10 for 12 from the foul line. 2) Mr. Dwyer and Mr. Jennings were .7 for 8 fro• the foul line in the last period! 3) 'Ole Hustlers were fouling the wrong people near the end of the game. Guardians-57, Spartans-43. The Spartans put up a good effort, but could not handcuff Mr. Leizman(who has?). His 18 points, 12 in the first period, put the Spartans in a hole from which they could never crawl out, in spite of their B's prevailing by 14-10. A couple of front-line Spartans were missing. We'll see if this makes a difference, next time around. LEAGUE STANDINGS: Basketball Druids Hustlers Guardians Spartans Greenwaves THIS WEEK'S WL 4 0 3 l 2 2 1 3 0 4 TP 12 10 8 6 4 Volle!ball Druids Spartans Guardians Hustlers Greenwaves WL 5 1 5 1 3 2 l 5 0 5 TP 16 16 11 8 5 SCHEDULE: Volleyball ••• Wed. 4:00 Greenwaves-Hustlers Thurs. 4:00 Guardians-Druids Basketball ••• Sat. 1:30 Greenwaves-Druids 3:00 Hustlers-Spartans WOMEN'S Furies Jan 19, by Lisa Cobb Furies 48 Amazons 36 The last game of the basketball season was an excitingone for the Amazons. They held the furies to a close game in the first half, never behind more than a few points. Almost everyone who played scored at least once, and Furies Alers and farrell did particularly well with their layup shots. The Amazons were roore aggressive than usual, which brought them fouls as well as baskets, as in the case of Nogales and Smith.The third period brought the f\lries ahead by 12 points and a tied fourth quarter left them with that lead for the game. Co~gratulations to the Furies are in order. They had a spectacular basketball season which brought them out of fourth Place in ·.the team totals. 11Jan. 22, Volleyball Maenads 3 Amazons 0 In thi~ years first volleyball game serving was everything. l!he teams' points were the result of the ·· other guys' mistakes, rather than their own skill. When Maenad Plitt had the serve in the first game, the Amazons' fumbling gave the Maenads 13 straight points. Finally, a volley got started and the Amazons won the serve, and pulled off a more respectable loss of 9-15. The second game was closer at 13-15, and the third game that won the match for the Maenads was even a little exciting. With the Amazon's losing at 4-14, the serve went b~ck and forth with neither team able to score. '!he Amazons were allowed lOminutes of hope before the Maenads grabbed that one last point. Jan. 23 Furies 3 Nymphs l Maenads and Amazons bewar3 .•. The Furies and the Nymphs play asophisticated game of volleyball. These te.:ir·tS. actually play together, setting up the·balf.and creating volleys which made the gazn~s interesting and exciting. It was only the first game that the Nymphs won, but they played well all along~ with Ann Marie Kamensky providing an awesome force behind the Nymph machine. But she was matched by Misses Coffee and Farrell on the Amazon side. TEAM TOTAIS : Team Points Basketball:Amazons 17 Furies 25 Maenads 17 Nymphs 13 Cumulative:Arnazons Maenads Bonus 3 6 3 2 56 Furies 53 Nymphs 51 41 • "EY91Yt"lng For The Smoller" ~ a...tyl11nd Avenue Francia Ketler Phone: 283-2088 Annaipolla, t"81yt11nd 2U01 Batt:~ �WEEKLY CALENDAR Mon., Jan 26- sun., Feb. 1 Mon, Jan 26 12 noon Student Aid time sheets Financial due Aid Tue, Jan 27 7-lOpm Pottery Class 7:30pm New Testament Class 8-lOpm Study Group I: Schubert Die Schote Mullerin 8-lOpm Study Group II: Montaigne' s:Of Glory, Of Presumption 8:15pm Greek Choral Meter 9: 30pm Delegate Council Mtg. Some of the NICE THINGS at ... Mel 207 McD 21 Mel 146 McD 23 Mel 145 McD 23 Wed, Jan 28 7pm Small Chorus Gt. Hall 7-lOpm Life Drawing Class Mel 217 McD 24 8-10 Community Seminar: (LyPlutarcHs Lives curgus & Solon) 8: 15·. Film: Rebecca FSK Th~ Jan 2;15pm 29 D.C . -.e,jdng w/ Deans and ~easurer • . ! ; BUVGET VINNER SPECIALS BAR SERVICE FEATUREV IN OUR VINING ROOM SNACK. MEMJ A.VAILABiE IN OUR BAR AFTER SEMINARS ANE Food SINCE 1923 "TWOFORS" IN OUR COCKTAIL LOUNGE MONDAY-FRIDAY. 4-6 PM APN DRINK ON THE BAR TWO FOR THE PRICE OF ONE. <SPECIAL PRICE..~ DRAUGHT> 61- 63 Maryland Avenue Annapolis McD 23 t Fri, Jan 30 ~ 8: 15pm LECTURE: : "Pro cl us on FSK Prayer." Bruce Venable 11 :lSpm Film: Harper with Paul · FSK Newman ~ Lauren Bacall Sat, Jan 31 9-12arn Sculpture class Mel 217 10-12 Study Group III: ClasMel 146 sic American Jazz 8:15pm The Bear and Poor Bobby Gt. Hall DI SCUS SION GROUP You hear a sound that might be someone in distress. How do you respond? Let's have a discussion about this. Please come to Campbell Common Room Tues., Jan. 27 at 9 pm. THE GADFLY St. John's College Annapolis, MD 21404 Non·Prolll Or1: BULK RATE U. S. POSTAGE PA ID P£RMIT No. 120 ANNAPOLIS, MO. THE GADFLY is an independent student journal published every Monday while school is in session. It is free for students and faculty of the Annapolis campus. For others, the subscription rate for the second semester is $8. Advertising information furnished on request. Make checks payable to THE GADFLY. Write: THE GADFLY , Box 52, St.John's College, Annapolis, MD 21404 DEADLINE: 6 pm Friday Letter Limit: 500 words-We do not edit letter THE GADFLY STAFF Cha.Jri..o lie BaJtham Ric.k Campbell - EclLtott Jona.than Edelman Ann H k.iM a-6 Vu.ke Hu.ghe1' Peggy Kemp Emi. S. GugVL Kl.LU Sc.hu.lVL Pe.-te.tt Gtteen Hazen Hammel. Vonna. W~on Aoi YamamU!Ul '!HE GADFLY ti p!U.n.t,e.d in :the. St. John' ~ College p~ ~hop by: c~ Colby & c~ Ma.Jl.k � 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 Gadfly Description An account of the resource Founded in 1980, The Gadfly is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus. Click on <a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the The Gadfly Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 12 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Campbell, Rick (Editor) Title A name given to the resource The Gadfly, Vol. II, Issue 15 Date A point or period of time associated with an event in the lifecycle of the resource 1981-01-26 Description An account of the resource Volume II, Issue 15 of The Gadfly. Published January 26, 1981. Identifier An unambiguous reference to the resource within a given context Vol. 02 #15 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/913d19e630de9df00e1049d36065fd1a.pdf 0e66f72bb48fc0718d2f9b1e8269e496 PDF Text Text THE VOL. II, ISSUE 16 . THE ST. JOHN'S COLLEGE INVEPENVENT STUVENT WEEKLY '·:E;:. . -. .. . . . . FEB. 2, 1981 • •.:· • - - ·-. l ;- . -- . t �-2 Grading Policy PART I GPA COMPARISON How grade point averages at other sch ools compare with St. John's: This we ek, as she does every January and May, the Registrar rec e ives a series of letter grades . College Median GPA from tu tors. 'l'he grades she receives not only condense a ~tudent's work into one of five 1970 1971 ~ l e t te rs of the a~phabet, but they· also raise .· Georgetown 2.98 3 .03 3.10 the ve.r~nn~al .questions of what .motivates stu- . dent;s. · here·· to· work ·and how f a r th.ts college Carleton 2.67 2.68 2. 81 should ·go. to aocommoda te the ·· outside world. st John's stud,~nts, of course, are "encourFranklin & Marshall 2.88 3 .16 3.0 7 a..;~-:il!'...not to see their grades, but to work instead· ·~('~ ·"'"1evelop their powe rs of underGoucher 2.85 2.92 2. 98 s tanding" {St Joh:r..'s catalogue, 1979-81). Can such a noble aim survive, even here ? Williams 2.87 2.86 2. 96 And are there any possible alternatives to our grading system? This report will exSt. John's 2.8-3.0/2.8-3.0/3.1-3. 2 amine these questions. To paraphrase: gra des are a necessary e v il. ("It's a little bit like dealing with the fall "St John's College tries to minimize the of man," the Dean quipped recently.) pernicious effect that the publication of How well, then, does this system balance grad.es' can have on a community of learning," these two considerations: a serious quest for this years's Student Manual says. "The collearning ~hich suffers when overshadowed by lege indeed requires each tutor to award grade motivation and an apparent necessity ·letter grades to his· students at the end of for grades in dealing with graduate schoo l s? each semester .•. and it ·authorizes him to deACCURACY cide what elements he will take into consideration and. in what proportion •.. ·· But the The first and most pressing question cance r college do~s this almost entirely because ing the effectiveness of the St John's gradin other colleges, graduate and profe~sional system is this: is it accurate enough to con schools, granters of scholarsld.ps, and emvey to prospective employers and educators wh players insist on seeing the .grade recor<l. s a student has accomplished here? of our students and graduates .... " What graduate school admissions committees This is the official college poli~y toward and employers see is a transcript breaking grades. !t has been in effect since the New down courses into hour credits and subject Program began. The "yes-we-record-grade~- · areas {first semester freshman language tubut-i t' s-considered-bad form-to-ask" policy torial, for instance, becomes two hours of reached its height under the deanship of. Jacob Greek grammar plus one hour of English comKlein. "He made the students feel quite wick- position; see accompanying reproduction.) ed for looking at their grades," recalls Mr On the reverse side, all seminar readings Winfree Smith. are listed, and a table gives hour equivalen ~ The "excellence and uniqueness" of the colle9e, for the readings {freshmen are credited with Dean Sparrow wrote students in March 197~, two hours of literature, for instance, and "combine to generate serious consequenceg ·for with 3. 5 hours of philosophy.) you when you must present to the' often indifWhat goes on the transcript is a letter ferent or misunderstanding·agents of other in- grade: A+, A, A-, B+, B, B-, c+, c, c-, Dor stitutions an account of how you have spent F. From these, a numerical value is taken your time here .•.. It goes Vithout saying (4.3 for A+, 4.0 for A, and so forth, down that to have to speak to the· _ out,sid·~·. :wqrl:O.-... _ to 1.0 for D), and a grade-point average is in these quantitative terms ·abbut.· 36me~¥ng·~ ·· then computed based on number of hours and as delicate and deep as your e~r~~r~en~e~··';ci,.t '.~t the grades' numerical value. John's is · distasteful to us. It:. is:, . ~u . doubt, But the question remains: just what does even more. distasteful to you ·rho haye~)ieen an A or B mean here? How does a tutor decide four Y~Clr$~· 6,r more with this Progra~ ...• " what grade to give a student? . ... �. ~ . . ' ' • . ~ - • • • . . .· - \, r 3- The Student Manual defers totally to the judgment of the tutors, saying that if "you think you have been judged unfairly by your tutor, you may speak to him about your concern. should the result of such a conversation prove unsatisfactory, you should speak to the Dean." what the tutors have to say is mixed. Some say a grade is for them merely a subjective judgment. Some say they have developed a loose set of criteria for grading purposes. And others stoutly defend their judgments -- based, they say, on extensive views of the student in and out of class -- as perhaps the most objective on any campus. "Almost everyone on the St. John's faculty doesn't like giving grades,• Mr. Smith commented . noting that seminar work was the most difficult to evaluate. "It's regrettable that grades have to be given." according to Curtis Wilson, who requested the study. No other studies have been undertaken since then. "We have no basis for judgment in this case," Dean Sparrow noted. Although he declined to speculate on whether the system itself was too harsh, the Dean did say that because of the broad-based curriculum at St. John's, a student might have to study something here that he wouldn't have chosen elsewhere and as a result, might get a lower grade. "There's no instrument for determining grades," Dean Sparrow remarked. "But I wouldn't use the word 'subjective' here. One tries to be as truthful about these judgments as possible .... They're really not subjective because I would be willing to discuss these grades with a student (and rationalize my reasons for giving them) . " "'Grade' and what it has come to mean in academia are somehow at odds with a place like St. John's, because the criteria used to establish grades in other institutions are different and I think more superficial than the ones we use here," Tutor Torn May said. Because tutors here take a wide range of things into consideration -- discussion and demonstrations in class, assignments turned in, discussions outside of class -Mr. May thinks a St. John's grade is conceivably more objective than a grade for a student at other schools, where grades are based on such instruments as multiple-choice tests. "That's the paradox of the situation," May said. "The more I've thought about it, I don't think the grade here is any rno~e or less objective (than anywhere else)." of the seniors) • But the registrar adds: "That could have been a fluke. That's the only time those figures have been kept." "I do know that there are students who do not look at their grades and we send their transcripts off to other institutions. I would like to think that the spirit of what the catalog says is an important one," she said. Mr. May thinks that despite the community's best efforts at downplaying the grade motivation, students nevertheless see grades as a big concern. "Unless I misunderstand, most of the concern from students comes from the fact that most people who come here are highly motivated and want to do something significant when they get out,• thus requiring the maintenance of an acceptable GPA for future study and DO STUDENTS REJECT GRADE MOTIVATION? The answer to this question is, partly. Last year, about 45% of the underclassmen asked to see their grades, according to Registrar Nancy Winter (compared with 29% wnr~. "Students here may have a tendency to be all the more preoccupied with grades PERCENTAGE OF ST. JOHN'S GPA'S ( 1972) GPA DOES ST. JOHN'S GRADE TOO HARSHLY? In 1974, the faculty decided to take a look at overall grade point averages at other schools - t0 see how St. John's compared (see chart) . ··The results showed that St. John's "was not···grading harder than the other institutions listed during the years 1970-1972 and may, indeed, .have been grading too easily," 2.0-2.3 2. 3-2. 5 2.5-2.8 2.8-3.0 3.0-3.3 3.3-3.5 3.5-3.8 3.8-4.0 Percentage of class holding that GPA 11.4% 8.6% 11.4% 8.6% 20.0% 20.0% 8.6% 5.7% �-G 4 Annapolis, Maryland 21404 Santa Fe, New Mexico 87501 '°' I '°' - _," _ _ (4) _ _ (4) _ _ (4) _ _ (4) _ _ (4) _ _ (4) _ _ (1) _ _ (1) _ _ (.S) ( ) ( ) I '°''-J MATHEMATICS TUTORIALLABORATORY- MUSIC TUTORIAL- _ _ _ __ Class of _ _ __ I ) Santa Fe ( Sem 1, 19 _ ) Sem 2,19_ JUNIOR YEAR Annapolis ( SEMINARPRECEPTORIAL- See list of rudings on other side. _ (4) LANGUAGE TUTORIALMATHEMATICS TUTORIAL- _ _ (5) LABORATORY- Sem 1: French Grammar (2) + French Prose (2 Sem 2: French Prose + Poetry Sem 1; Calculus (l) + Mathematical Physics (1) Sem 2: Mathemaucal Physics (j) + Fo undations of Mathemat1u (I) Sem 1: Mechanics (4) + Thermodynanun (1 Sem 2: Optics (1) + Elcctnrny c1nd Mc1gnetism (4) ANNUAL ESSAY- _ _ (2) _ _ (2) _ __ .(4) _ _ (4) _ _ (4) _ _ See liu of re•dings on other side. Sem l: Greek Grammu (2) + Greek Prose (1) + English Composition (1) Sem 2: Creek Pro1e (l) t English Comp. (1) Sem 1: Geometry Sem 2: Geometry (2) +Astronomy (2) Sem 1: General Biology (l) + Physics (I) Sem 2: Physics (1) +Chemical Foundations of Atomic Theory (l) Elements ol Music and Choral Singing SEMINARLANGUAGE TUTORIAL- Date of Matriculation _ _ _ _ _ _ _ __ _ _ (l) Sem 2, 19_ FRESHMAN YEAR Annapolis ( _ _ (4) _ _ (4) Date of Birt. _ _ Soc. Sec. No. . f/CUICES IN l'AICENTHESfS ME SEMESTEll HOUICS Sem 1, 19_ Name: _ _ __ _ _ _ _ _ _ _ _ _ __ _ _ _ _ Se>L_____ OFFICIAL TRANSCRIPT ST. JOHN'S COLLEGE · _ (5) ANNUAL ESSAY) ( Total Semester Hours _ (4) ( ) ) Santa Fe ( ) Total Semester Hours ----+-----------------------++------+----~------------- - -- - ----- - -- Sem 1, 19_ Sem 2, 19_ SOPHOMORE YEAR Annapolis ( ) Santa Fe ( ) Sem 1, 19_ Sem 2, 19_ SENIOR YEAR _ _ _ (4) _ _ (4) _ _ (4) _ _ (4) _ _ (4) _ _ _ (4) _ _ (4) MATHEMATICS TUTORIALMUSIC TUTORIAL- _ ) _ (1) ) ( (]) - Annapolis ( ) Santa Fe ( SEMINARPRECEPTORIAl LANGUAGE TUTORIALMATHEMATICS TUTORIAL- Sem Sem Sem Sem __ _ _(}) _ (4) __ (}) LABORATORY- -(1.s) -- ORALEXAMINATlON (H-Honors, l'-Pa)s, f-Fa1lure) _ ( HONORS AND AWARDS Ellective w11h Cius ol 1971, ho~ .,. nut to any 1rMlu.te1 in connection with the IA lle1ree. -..-ded ) ()) ( ) 1: French Prose c1nd Poetry 2: French Poetry (1) +English Poetry (2 1: Non-Eullide.m Geometry 2: D P101ec11ve Geometry D Spec1c1l Theory of Rel.i11v1ty Sem l:Atomic Physics (2.5) t- Topics 1n Modern Biology ( 1.5) Sem 2: Topics in Modern 81ology SEMOR ESSAY- Total Semester Hours DEGREE GRANTED Date WITHDREW OTHER COLLEGES ATIENDED > - - - - - - - -- - - 1 - GRADl1'~j:ALE A Excellent(,.<_, 0 Parnng B Good ,F failure C Siltislactory ( ll)Complete Signature because they are discouraged to see them and because the 'objective' props the teachers use to grade at other schools aren't there." Tutor John Sarkissian thinks changes in the world have brought about similar changes in student motivation. "There used to be a time when students actually didn't look at their grades, but it's a more anxious world we're living in now, he said. With these items brought into consideration, what does this mean for the future? "If a substantial number of students looked at their grades, it would be of concern to me," Dean Sparrow said. "I think that if all the students looked •.• we'd have to make it more difficult for them to look at them. ) See hst ol readings on other side. _ _ (4) T ot~I Semester Hours BASIS OF ADMISSION __ _ (l) _ _ (4) ANNUAL ESSAY- ( _ (4) _ See list of readings on other side. Sem 1: Creek Prose and Poetry 0 .5) + English Composition (.S) Sem 2: Creek Prose and Poetry (.5) + English Poetry (2) + logiL (1) +English Composillon (.5) Sem 1: Astronomy (l) + Ceomctry (I) Sem 2: Geometry (2) + AnJlytic Geometry (2) Sem 1: Melody (2) +Counterpoint (1) + M.Uerworkl ( 1) Sem 2: Harmony (2) + M.ist erworks (2) SEMINARLANGUAGE TUTORIAL- _ (2) c'--' ~- i.. (Ir&"".,. • READMITIED 11 father's pride I used to know, A mother's love was mine; For swinish husks I let them go, And bedded with the s wine. since then I've come on evil day s And most of life is hell; But even swine have winsome ways When once you know them we~l. A 11 There are other questions: How important do graduate schools think grades are? Would alternative grading systems be practical? In Part II of this series (next issue) we'll take a look at these problems, as well as highlight comments from several graduate school deans of admissions. Allen Speight and Robert Christian, '84 Robert Service Have you hugged your pig today? Michael Coss '81 _.,.,., �s- Lecture Review · PRAYER'S PLACE IN PHILOSOPHY Neoplatonism is one of the great currents of murky thought within the western philosophical tradition. It is as murky to me as it probably is to you, so that when I use such words as "The One," or "procession" I have an imperfect idea of what they mean. Those of you who don't know or don't care about Neoplatonism would be better off turning the page now; my account of the lecture lacks even entertainment value. Plotinus, the first Neoplatonist, had no place for prayer in his philosophy, but those who came after him did. Mr. Venable explained why Proclus, the leading Neoplatonist of his own time, made prayer a part of philosophy. The treatise on prayer embedded in Proclus's huge commentary on Plato's Timaeas was Mr. Venable's main text. Plotinus says that all things are related by being produced by causes that are themselves the products of higher causes. The highest cause is The One. (This is the famous theory of procession.) At the start of his treatise, Proclus asserts that The One is not only linked to all things indirectly through a chain of causes, but also directly by being itself the cause of each thing's unity . Thus, all things have two perfections. The first is a perfection in being part of the grand scheme of the world, because all things proceed from The One (in both Plotinus's and Proclus's senses). The second perfection is that all things can return to The One. Human beings return through contemplation, which reverses the process of procession. The gods share in The One. Proclus uses metaphysical and religious language interchangeably, implying that philosophy and prayer are inseparable. He thinks that one becomes a philosopher not primarily to be able to define terms well, but to become pure in thought and in all aspects of life, including the spiritual. The prime task of philosophy is to explain what the divine life is and to encourage men to imitate it. Philosophy is an effort .of the whole soul, not just the intellect, to live the divine life. For Proclus the existence of the gods explains why things are different from each other. The One itself can't produce a diversity of things. But the gods, who are many and various, can. In one of Plato's dialogues Socrates recounts a myth that our individual characteristics result from our souls having abided with one of the gods before they joined our bodies in this life and picked up his (or her) traits. Proclus says that we return to The One through the god whose traits we share. The imitation of the gods is a recurrent Platonic theme; union with them is not. Proclus differs from Plato in holding that we can reach oneness with the gods and from Plotinus in asserting that the soul must be moved outside itself by another to reach oneness. The intellect always separates itself from the object of its thought in order to examine the object, so thought can't unify the soul to prepare it to receive The One. That is why Proclus says that knowledge is only the first stage of prayer. As the soul passes through the other stages-- purification, contact with the gods, immediate neighborhood ith them,and finally union with ~hem-- it becomes unified and receives The One through the gods. Only the philosopher can pray; for only he can even attain the first stage of prayer, Proclus says, and he ought to pray, because philosophy finds its fulfilment through prayer. This idea was absorbed into the Christian tradition and continues to have great influence through such thinkers as St. Thomas Aquinas. Kurt Schuler '81 �-6 On The Program This series is begun in the spirit of radical inquiry, and in hopes of practical review. I see no other purpose for radical inquiry other than as preparation for action, whether individual or social. The program has lost touch with its roots, with its history. A return to look and perhaps drink from those first springs will help us to understand better what we do. This series will reprint the thoughts of those who cared enough for the program to found it, guide it and, ultimately, question it. The articles in this series all talk about, in one form or another, the means and ends of the program. Don't make the mistake that the ends and means are the same as when the program was first founded and tha~ there has been no dispute about what the ends and means of the program should be . In these articles you will read several people holding the same ends but disagreeing about the means; you will see people agreeing on the means but opposed on the ends; you may often have a great deal of trouble distinguishing the differences between the various articles. BEWARE. These articles were not written for the mass media. They deal with a perennial problem: What is Liberal Education? If you know why you are here, these articles may shake you up. If you do not know why you are here, these articles may help you know why. Radical inquiry is not easy. Accepting the results of such an inquiry is even more difficult. You may want to keep these articles to compare and contrast them with each other. The first article in this series consist of excerpts from the first New Program catalogue written largely by Scott Buchanan, the founder and first Dean of the New Program. Rick Campbell FIRST ST. JOHN'S CATALOGUE [T]~~ founding ~athers of St. John's and of our Republic were aware that the liberties they had won with blood could be lost through folly and inertia. To prevent that folly they determined that our youth should possess a liberal education and in the preamble .0 f the Charter they declared: Colle~e Whereas, Institutions for the liberal education of youth in the principles of virtue knowledge and useful literature are of the ' highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various o ff ices and duties of life, both civil and religio us , with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, etc. The founders of St. John's College and of similar colleges of liberal arts knew that, although habeas corpus can protect a free man's booy from tyranny, only a liberal eJ.ucd tion Cdil protect his mind. They even knew that, once the mind falls under the subtle tyranny of ignorance, grosser tyrannies soon flourish. Th ey were therefore aware that "the wisest and best regulated States" strike at the roots of tyranny by establishing and maintaining liberal education . The student who proposes to attend a liberal college, whether St. John's or some other, will do well to consider first the aims of liberal education. We Americans, in our eagerness to open and exploit a continent, have emphasized the practical, the utilitarian, the economic. We have practised brilliantly the useful arts. But, in doing so, we have rediscovered what our ancestors knew: that back of the practical lies theory, that true utility depends on distinguishing means from ends, that economic goods are the means to life but not its sufficient end. In pursuing the useful arts, we have been led back to the liberal arts: the arts of apprehending, understanding, and knowing. It was to teach these hig~er, and exclusively human, arts that our ancestors founded and endowed the "college of liberal arts." For they knew that it is only by practising the liberal arts, by understanding and knowing, that the human animal becomes a free man. It is only by discipline in these arts that spiritual, moral, and civil liberties can be achieved and preserved. No wonder the founders of St. John' s College considered such arts "of the highest benefit to society "--more truly "useful" than a tradeschool, useful as they knew tradeschooJ s to be. But our ancestors knew like- �. that although the useful arts of making wise ' . . living ultimately depend on the liberal : rts of apprehending and understanding, the 'beral arts are not best studied as a . mere l1 balance-wheel for the useful arts. Ultimatethe' ends of liberal education are the in. 1y , tellectual vi~tues. The human animal does not des ire knowledge merely in order to eat. He des ires knowledge because he is human. The re lation between the useful arts and the libe r a l arts, between "practical education" and wh a t men have for centuries called a "liberal education," may be briefly stated if we remi nd ourselves that we eat to live but that we do not live to eat. To live, we must ea t: we must therefore learn and practise the u s eful arts. To live as free men in a free society, we must also think, imagine, s peculate, understand: we must therefore learn and practise the liberal arts if we would live in this human fashion, not merely as animals or slaves, Liberal education has therefore a high "utility," and colleges of liberal arts are "of the highest benefit to society. " The liberal arts are the arts of thinki ng, and we human animals think through s ymbols. The liberal arts are therefore the arts of handling symbols. Since the symbols t hro ugh which we think are of two general s orts, words and numbers, it is not hard to see why for many centuries the liberal arts have been practised primarily on languages and mathematics. But the words we l earned from our parents' lips, the language we think and speak in, the ideas which ~ie behind that language, all these represent a complex which we call tradition. If we understand that tradition, if we constantl y expand and criticize it, we utilize the full heritage of civilized human animals. If we try to escape from tradition, to live without that heritage, we are doomed to live blind and uncivilized lives. If in our confusion we then try to concoct a synthetic tradition--and this has happened in our own days in many places--we become monstrous; and for the proper authority of tradition we substitute tyranny. All men, including college f~eshman, have traditions and live by them: local traditions, family traditions, even personal day-to-day traditions; professional traditions, scientific and literary traditions, political traditions like monarchy and democracy. But all these traditions are parts of the great liberal t~adition of Europe and America, which for a period of two thousand years has kept watch over and guided all other Occidental traditions. The liberal college is concerned with.transmitting this rich heritage and with continually restating it in fresh and coni ~ernporary terms. The tools which it requires, in order to do this well, are the liberal arts. The most tangible and available embodiments of the tradition itself are the classics. The liberal arts ar e chiefly concerned with the nature of the symbols, written, spoken and constructed, in terms of which we rational animals find our way around in the material and cultural world in which we live. Symbols have practical aspects 1 as in rhetoric and industry, which must be understood and distinguished from their theor~tical uses and significances in science and literature. Agaia there are concrete data and artificial products that must be distinguished from the abstract principles and idea~ which govern them. There are many connections that these aspects have with one anot~er, and it is the business of the liberal artist to see these apart and put them together. Success in thi s constitutes intellectual and moral health. Failure is stupidity, intellectua~ and moral decay, and slavery, to ex~ape .which the founding fathers set up institutions of liberal education. It is reassuring to know that they had more than piou~ hopes in their minds when they made charters for St. John's College and its sister institutions. Desp~te daily assertions to the contrary, there is no educational device for assuring worldly success to the student. To cultivate the rational human powers of the individual s~ that armed with the intellectual and moral virtues he may hope to meet and withstand the viciss~tudes of outrageous fortune--that is education. "E¥erythtng For The Smoker" Franc11 Keller ~Maryland Avenue Annapolla. Mwytand 21.01 Phone: 293-2088 Batt: 281MMM2 �.. s Two faults, however, prevented Mr Fowle fr f · om . ma k ing me eel in the presence of anything l' k h · i e t e high art form that Homeric recitation must Mr Frank Fowle is a professional rhapsode, which means that he recites Homer before have been. The first is that he lacked any audiences and gets paid for it. Would there acting technique and never realized meaningfull were more such. If rhapsodes were as comman distinct voices for each of the characters -- y as, say, actors trained in Shakespeare or Achilles, Hector, Priam, Hecuba, Andromache, musicians vho play Bach, we would soon deZeus, Athena, Apollo. As a result the voice velop high standards for the art. In order to that at first seemed so powerful soon came to attract audiences, of course, the rhapsodes seem strident, and there was no clear line would have to settle, as Mr Fowle has, for tracing the great curves of passion in the book. performance in translation; but then, the The second, and perhaps graver, fault is th at he English language boasts an exceptional number chose a prose translation (Butler's) and thereof fine translations of Homer. And once aufore eliminated the crucial element of v e r se diences got used to the pleasure of hearing 'a rhythm from his performance. Such rhythm is of single voice move through a great range of the essence of Homeric poetry, for the unfalcharacters and situations over the course of tering hexameters of the original are there not an evening, it might not be long before other only to enhance the emotions of the characte r s heroic tales got told as well. Who knows, but also to govern them and transform them int o poets might even compose for such events. higher order. This is not to say that we are Certainly the pleasure Mr Fowle gave his never properly moved by skilful performances audience last Tuesday was evident. He has a of stories or plays in prose, but simply that powerful voice that resonated beautifully in the particular world of Homer is predicated the acoustics of the Great Hall, and he added on the notion that the heroic passions should to that an athletic presence that fully filled never be unattended by a heroic measure, a the performing space and often included elements notion to which the great English verse transof heroic mime. There was no faltering in his lations have paid handsome tribute. By stripforward momentum, and one had a sense of some- ping the story of such measure Mr Fowle left one giving everything that was in him. Moreus only with the raw emotions of the characters, over, he showed an admirable concern for taking unredeemed by the higher calm of the poet. The his audience with him, and instead of merely effect of allowing oneself to be moved by t~e se plunging into his chosen episode --the death of emotions for forty-five minutes or so was someHector in Book XXII of the Iliad-- he skilfully thing like sea-sickness: the ocean was grand and dramatically recapitualed the entire story but sooner or later one needed to fix one's leading up to in the first few minutes of his eyes on some kind of horizon. recitation. Clearly here was a man who could We need more rhapsodes. walk into an auditorium of high school students William Mullen who had never even heard of the Iliad and have the same galvanizing effect. RHAPSODE IN IBE GREAT HALL FROM THE SENIOR CLASS ESSAY POOL COMt1ITTEE There are less than two weeks to olace your )ets in the Senior Essay Pool, and your chances )f winning get better every day. The whole thing ls very simple. We have a board which lists the seniors in the left-hand column. On the too is a row of 6 cata~ories with numbers in them.- These numbers are tor the length of the essay iri oages. On the rest >f the board are little slios of paoer with numbers )n them, e.g. 1-2, 1-3, etc. The first number is :he total amount of dollars bet on that senior, ind the second is the amount bet in that category. i/hoever bets the right catagory on any one senior •ill take what bas been bet on that senior overall. For examole, say you look at James Preston and see that someone has bet that he will turn in an essay between 25 & 30 pages. Now if you haopen to know that James has never in his life written anything over 12 pages, you might want to put your dollar on him in the 1-19 catagory, and win the dollar from the bozo who put down the other bet. How do we seniors make money off this? It's even more simple. We just take 15% from everything. Of course the aim of this project is not to make money, but to have fun. Whatever we make will go towards the Senior Prank, which will be the greatest in recorded history. So talk to your favorite senior, find out about their essay, and play in the Senior Essay Pool. Bets will be taken from 11:45 - 1:15 in the Coffee Shop and during dinner in the Dining Hall. The Senior Class Essay Pool Committee is a non-orofit organization. �9DC Meeting for January 27, 1981 Delegate Council Present: DC MEETING WITH THE DEANS Present: Sparrow, Auerbach, Miller, Warner, Ellingston, Milner, Connors 1 • The problem with next year's calendar, mentioned in the minutes above, has been solved and the revised version will be forthcoming. 2. The pool table is still in the planning stages. Mr warner protested the proposed orohibition of drinking and/or smoking in the same room as the table. Mr Milner said that if we just wanted a table to beat up and throw away we didn't really need to go through buying one. Somebody said something about naturally associating playing pool with the aforementioned vices, but this was not a very compelling argument. Then it was suggested that the pool table be put in Mellon basement, rather than Pinkney, seeing as how the later building is endowed with mystic powers for creating a disruptive atmosphere occassionally. This sounded good . In any event, we, the Deans and the DC, need to know more about student interest in the table and on what conditions it would be acceptable. 3. Mr Ellingston asked Mr Milner to buy a crew shell--challenge the boys next door and what not--but he seemed to think that it might be too expensive . Promised to look into it. 4. Still no word on the skating deal. Mr Sparrow has offerred them an exhange for priveleges of using our running track. Some deal. 5. When told about the betting pool on Senior Essays, Dean Sparrow felt it better to say that he hadn't heard anything about it . Johnny wants you guys to know about it though and lay your bucks on the table. Polity Secretary, The Invisible Man '83 Auerbach, Miller, Berry, Casasco, Ellingston, Melli, Smith, Schiavo, Warner, Connors, Dempster, Mulhulland. 1. Mr Schiavo, speaking for the absent SOB (your job is to guess which one), said that the polity stereo is in need of a new needle and could we please spare the money? We assured the invisible SOB that we would if and when the bill is ever presented to us. 2. Chief Sherlock wasn't in, so there's no news on the rire house trip. 3. The Prez introduced the idea of having a lottery once a week to give a Febbie a twenty minute call home with the polity picking up the tab. This would only cost $3.50 and it sounded good, once the bounders made it clear that the calls could only be in the continental US. This idea was passed unanimously, so we'll have our first drawing next Tuesday. 4. Then it was junk mail time (junk speech time being over, I guess). The academic calendar for next year was examined and disapproved o~, so it is being sent back to the Dean. Then Mr Ellingston, who suffered under the false premise that the secretary was "a little geek with glasses," assumed charge of a massive pile of juck mail concerning a ski week in Vermont. It's a real good deal, it seems to me, so talk to him about it. Then there was an offer from some crazy man to talk here for whatever we would give him. This pile was shoved towards the absent Polity Fool, when 5. Mr Warner announced that E Pinkney will only allow parties in their common rooms if they are open to residents of that particular dorm. Well 6, Mr Schiavo proposed a massive pot - luck dinner made by off-campus people for on-campus people to be held some time after ALL papers are in. Interested? Talk to him about it. 7. Not to be surpassed in this hour of selflessness, Mr Auerbach donated his collection of Chesterfield Coupons to the polity. Now, if everyone else does the same, maybe we could get a croque set or a box of t oothpicks. Polity Woof-Woof Richard M' r ·'83 CLEARANCE SALE! Fa shion Folk Arts Jewelry Bring in This Ad and get: 1 5% Off o LAURANCE LTD. & LAURANCE LTD. WOMAN LONG UNVERWEAR UNION SUITS NIGHT SHIRTS LAST DAYS OF SALE DON'T MISS OU'r I Non-Sale TODOMUNDO ~ 198 MaiQ Street CLOTIH NG and sale SWEATERS 1 LAURANCE LTD. & LAU RANCE LTD . WOMAN 43 & 46 MaJtyla.nd Ave.n.u.e �-10 Letters A CHARACTER SKETCH The character of Charles W. Smith, of 87 7 Cherry Pit Lane, Cherry Pit, New Jersey, 07870, is very interesting. Those of us who consider ourselves his friends and acquaintances have often speculated as to why it should be so. His brother Chester, who has known Charles throughout his life, attributes his personality to the tutelage of Myrna their common mother, whose patience, devotion, loving-kindness, strength in adversity, unfeigned piety, forthrightness, seriousness, and unbending insistence upon hygene and the internalization of ethical norms not only set her children on the right path, fortifying them against the uncertainties of modern life and ensuring their success and happiness in the world, but also made herself appear, in Chester's words, "a saint" - in contrast to her husband, Jack, who drank and was unfaithful. But this explanation lacks cogency, in that Chester, coming from the same family, is not interesting at all. Another theory, prooounded by Lipschitz the dentist, would locate the source of Charles's character in idiosyncracies of bodily form - in configurations of bone, thicknesses of muscle, his heart rate and metabolism, the size of his brain and other members; also in his intake o f food and drin k , the viscosity of his excrement , the salt content of his perspiration, in reactions to s u nshine and moonshine, heat and cold, polle n s , and so on . Most significant, says Dr Lipschitz , are such physiognomical factors as the slope of the forehead, the spacing of the teeth, the respective crominence of the several sense-organs, and the overall balance of the skull: for "a man's inner thought," he says, bears to his body the same relation that a river has to its banks: the latter determines the course o f the former, while the former shapes the latter, concurrently." Whatever one makes of this assertion (of its wisdom we have no doubt), nevertheless, none of us has been able to detect anything the least bit interesting or unusual about Mr Smith's body: we asked his wife about it, and she said the same. And yet he has a very i nteresting character. It is nuzzling "an enigma, wrapped in a mystery," as our minister describes it - compelling us, at length , to acknowledge with humble submission the limited province of our understanding. Peter Gilbert, Polity Fool ' 81 DEAR GADFLY, In the previous issue you omitted the single most important step c·.f my argument. Leibniz's cefinition of "possible" is that_ which is itself not impossible :.. nd "th-~ contradictory of which is not iII\Possj_ble . . · Repeat: and the contradict6ry · :. .vhich is not impossible. ( "Ar~::2~-t~on · i"s :right" is possible if "Afal.·~.i:son is right" is not itself impossiL1l~.. ·and if the contradictory / "A!ldCiSOn is Wrong / 11 is not impossible. · T'i.1us· "Anderson is possibly right .. means F..r.cierson is possibly wrong.) This is the onl/ l\c:fi:iition which does not beg t.he questl•.)n. This alone secures the "out of nothing" character of the proof. Dy tnis definition , the statement "God is pos sible" becomes exactly what Leibniz means by i t and what I call a " so what" sta t ement. One isn't really saying anything by "maybe God exists, maybe not; i.e. he is possible." This is the force and eloquence of the proof. The necessary existence of God is derived from "nothing," from his possible necessary existence. The other understanding. of "possible," as that which is simply not impossible, will include the necessary, because that which is necessary is, among other things, not impossible . But this understanding would beg the question. We want to prove, not assume the necessary existe n ce of God. or CATERING City Milrlcd Houst AnMpolis, .MJiryUmd 21401 J ' /FINE IMPORTED CHEESES SPECIAL FOR JOHNNIES! 15% OFF ON ALL CHEESE Brin Your St uden t I denti f i cation Ca r d By using this definition of "possible" one attributes possible non-existence to that whose essence involves (or 1 if Y?u lik e , is) existence*, which is like attributing "blue" t o the White Ho use. �11GENERAL ANNOUNCEMENTS *Let us be clear and distinct: "•God exists' is possible" means that the statement, "God exists," is not itself impossible and the contradictory of this, "God does not exist," is also not impossible; and this latter proposition means that it is either "possible" or "necessary" (see diagram) .that God does not exist. The latter is precluded by the not-impossibility that God does exist, but since it remains that it is possible that God does not exist, and since it is his essence to exist, he is either contradictory and hence impossible, or the proof is contradictory and hence impossible. FROM THE PLACEMENT OFFICE SENIORS: Please sign up if you nlan tu be interviewed by Mr Sanderson of Eastman Kodak. He will be in the Placement Office on Thursday, February 5 from 9 until 3. The sign-up sheet is on the bulletin board in the front hall of McDowell. Bring your resume if you have one. The Placement Office is missing a number of publicatiQns. We would appreciate having them back so that other students can use them. Marianne Braun Placement Director GRADUATION PRIZES Before spring vacation, the list of prizes to be awarded at graduation will be announced. This year there is a new prize, and it is important that it .. · • ·"oe announced early: Anderson Weekes '82 To the student who carries out the best laboratory project, a prize of $75. If you are interested in planning such a project, it is necessary that you find a faculty member as an advisor. Please list your pro,ject and advisor with Mrs McGuire in the Dean's Office. Samuel s. Kutler Chairman Prize Committee Announcements - ASTROLOGY T! f EAT E R- lJ pc om i n S~ ;\ t t r J c t i n n s fROM THE NAVAL ACADEMY Dear Fellow Students, You are most cordially invited to attend this ye8.r 1 s Naval Academy Glee Club musical "Fiddler on the Roof" by Joseph Stein, Sheldon Harnick, and Jerry Bock. This well-kncwn Broadway hit depicts the struggle of Jewish life in the small village of Anatevka in Czarist Russia. You will not only see fine acting, but also hear some f~vori te songs such as "Tradition", "If I Were a Rich Man" and "'=;unrise, Sunset" to name but a few. So come on out and see "Fiddler on the Roof" in Mahan Hall, USNA. Dates are: Friday and Saturday, February 13 & 14, 20 & 21 and 27 ~ 28. Curtain time is 8:00 PM, and refreshments will be served during intermission. Tickets are only t4 for adults and $3 for students and children. To reserve tickets call ?.67-3464. See you there. Jeff Bright Hidshipman USN Publicity Mogul FROM THE KWP "The Bald Soprano" by Eugene .ionesco (directed by William Hill) will be presented February 21 and 22 at 7:00 pm (before the film THE DAY OF THE JACKAL) in the Francis Scott Key Auditorium. ARMS AND THE MAN by George Bernard Shaw (directed by Nathan Rosen) will be presented April 25 at 8:15 nm and April 26 at 2:00 pm in the Francis Scott Key Auditorium. Everyone is invited to attend. Admission is $1.50 for Each. Bring your friends. The Annapolis Astrological Association will begin its Spring session of Astrology and Hand-Reading lessons on Saturday, February 7th at 10:00 am and 2:00 pm, respectively, at 315 Cedar Lane, Annaoolis. For more information please call V. Young, 263-8477. FROM THE HEALTH CENTER The next Blood Drive will be on Thursday Feb 15 from 10 - 4 in FSK Lobby. Appointments can be made by calling ext 53 or dropping a note in campus mail giving me your preferred time and name. The actual donating time takes only 5-10 minutes, but the total time is about an hour. They check your blood pressure, weight, and ask questions about previous illnesses and after you donate they orovide donuts and a beverage. COUNSELING SERVICE: Dr Amitin and Ms Robertson are available for counseling. They may be reached at their office numbers. Ms Robertson 263-0330 Dr.Amitin 269-0670 It's best to call about 5 minutes to the hour, otherwise the ohone is answered by a machine, which you can leave a message with. LONG WEEKEND: There are no classes after Thursday's seminar until Monday's seminar. This is a good time to do some sightseeing and to get away from your demanding environment. There will be a nurse on call but the Health Center will be closed over long weekend. Please call the switchboard to locate a nurse. Marilyn Mylander D~AR MR/YS 21 8 68 9707 would the Junior with this social security number olease come see me in the Business office ~afternoons, 1-5) Emi S. Geiger �• 12 LECTURES AND CONFERENCES THE GREENWAVES CARROLL LECTURE SERIES AT GEORGETOWN This year's series features Nobel Prize winner, Sir John Eccles. The title of the series is THE NATURE OF BRAIN AND THE PROBLEM OF MIND. Feb s: Fundamentals of Communication within the Brain: Exiitation. Feb 13: Fundamentals of Communication within the Brain: Inhibition. Feb 18: The Complexity of the Central Nervous System. Feb 20: The Evolution of the Brain, Epochal and Personal. Feb 27: The Human Brain and the Mind/Body Problem. Mar 4: Perception, Illusion and the Problem of Knowledge. Mar 5: Neural Plasticity: Cognition and Memory. Mar 11: Animal Consciousness and Human SelfConsciousness. The latest exploits of the Greenwaves in volleyball have provided an opportunity for the latest in our series of Great Authors t o be presented to you, our loving public. The particular author of this work has not been positively identified, but the nobility of both his subject and his style assuredly place him among the great tragedians. We ask you to please excuse the roughness of the translation. Thank you, Torn Sullivan, editor Great Sports Writings of the Western World Series A GREENWAVE TRAGEDY Drama tis Personae: Lectures begin at 8:00 pm and are followed by a short period for questions and discussion. All lectures are given in Gaston Hall. MARKETING IN THE 1 80's Chorus: The American Marketing Association, Baltimore chaoter, will hold its February meeting and luncheon at Loyola College (4501 North Charles street), Jenkins Hall, third floor, o~ Wednesday, February 18 at 12 noon. The cost is $6 for members and guests; $4 for students. Fred Weber, national president of the association and manager of economic development and research, Portland General Electric Co., will give the keynote address. A roundtable discussion and luncheon will follow. Members of the Baltimore/Washington business communry will participate in the roundtable discussions. The Sisters of Suffering (women supporters of the Waves) The Hustlerettes (a hired chorus of cheerleaders from Eastport) SCENE I• Off court, in the gym, before the volleyball game. Antistrophe: We come from Eastport, as all People come from exotic lands To sing the praises of the Hustlers. Well known are they Among all peoples as the finest Of all intramural teams, loved For their prowess and uSp1J Above all others by the god. Whoever challenges them risks The powerful retribution of he Who watches over all. Strophe: Kindly and pious are we, corning To watch our heroes match streng In glorious contest with those Said to be strong. Circurnspectl We stand to watch those who have Suffered so much and yet not rag Against the god. Mr Jacobsen: O it seems to me on the one hand I see the Hustler B team and I Perceive on the other hand the Greenwave B team on the court. Let us begin. To make reservations, call Susan Thomas, Loyola College, at 323-1010, ext 228. 30% - 50% OH FINE JEWELRY, IMPORTEV VRESSES, BLOUSES, SKIRTS, SLACKS, BATIKS, BRASS, ANV MANY 1MPORTEV GIFT nrns. The Greenwaves The Hustlers Mr Jacobsen Mr White A Messenger �Mr White It seems so thusly to me to be (a) Volleyball (game) . 13 . . is locked at 14-14 when a Hustler serve skews off itp path and lands near the out line. The referees must pass judgement.) (The game begins.) Antistrophe: Quickly, painfully, the men in Red make their presence felt. Already I see the god speeding Across the land, across the Sparkling waters of College Creek, fiercly restraining the Desires of the Greenwaves, Teaching blessed temperance. Mr Jacobsen: I cannot judge in this case. I Did not see where the ball fell. What did it seem thus to you? Mr White: (aside) Perhaps the serve .should be given To the Waves, yet I should not Offend the god if he wills not Their victory. Let the god show His hand: second thoughts are Best. (Out loud.) Play it over! (The Hustlers win; the second B game begins.) Antistrophe: Almost I see the Waves beaten. Great is the god! wave B Team: Last night we heard the rhapsode Sing of one who, seeing his bitter Fate, sprang against his foe so it Would not be his hard end but the Glory he won that generations to Corne would remember. Although we Do not share that man's fault, yet We hold his hcpe. So shall we try, and put our trust in the god. 1 (The Greenwaves strike back and win.) Strophe: Perhaps the god wills our victory. (The Greenwaves regain the serve and serve into the net.) Strophe: (The Greenwaves repeat the above sequence.) Strophe: Antistrophe: With subtle snares he tries to Capture the victory and thus harness the pride of others. Language and thought race like the Wind, coming to his aid. He has Refuge in euphemism against the Terrible defeats he faces, only Conquered by death. Clever beyond all dreams the craft He has, able to take hard loss and Turn it into free publicity. (The Hustlers win the second A team game. The third A team game begins. If the Greenwaves Win this game, or any one of the two games left, they will win their first match. The third game The god shows his pc:--wer! (The Hustlers win the last game and win the match.) Strophe: O how hard is the fate of the Waves, deprived of ~ne sweet beer Accompanying victory! We call On the god to show that he harbors no ill will to thQ good men On the team. Let no group enjoy Tonight the fine solace in ale Which has been denied the Greenwaves. Antistrophe: This is the lesson all must learn From this story, especially those Of you who arrived too late to Understand the plot, so that even Those who receive no catharsis Will leave with a platitude for Your troubles. The god's ways are Unknowable, and happy is he who Can laugh even after feeling the God's punishment. Aside from this We know nothing. We must depart, And pick up our checks. (The Greenwaves take the first A team game.) Most terzible of the beasts is man, Yet the most terrible man is the Greer:wa'Je. This man stalks through The worst of calamities, through Winter's storm walks to the gym to Try his ~kills . I am stabbed again: (The Hustl.e rs win the third A te~ game, tying the match at three games e~ch.) (The Greenwaves win aqain, taking the B team ) series. Strophe: Almost I can taste the beer that Foll8ws victory. Antistrophe: I am stabbed! SCENE II - Later that night. A messenger speaks. Messenger: The beer for tonight's party in East Pinkney was spoiled by some Divine spell. Let all who hear Remember that the god heeds worthy Supplicants. Please leave the Theater quietly, and pick up any Litter. �A MAGICAL MYSTERY TOUR THROUGH YOUR SELF -CONSCIOUS To my knowledge, this questionaire is informally named after Marcel Proust. It's whatever you always wanted to know about yourself and others-- but were afraid to ask. Would you like to know who Marcel Proust loved the most? His mother! Can you admit that unless you can write it down when no one is looking? What is for you the greatest misfor tune? Where would you like to live? What is for you perfect earthly bliss? Which mistake would you excuse the most readily? Your favorite heroes in novels? Your favorite figures in history? Your favorite painter? Your favorite composer? Which qualities do you esteem the most in a man? Which qualities do you esteem the most in a woman? Your favorite virtue? Your favorite occupation? Who or what would you want to be? Your main character trait? What do you esteem the most in your friends? Your biggest flaw? Your dream of happiness? What would be the greatest misfortune for you? What do you want to be? Your favorite colour? Your favorite flower? Your favorite author? Your favorite lyric author? Your heroes in reality? Your heroines in history? You favorite names? What digusts you the most? Which historical figures do you loathe the most? Which military achievement do you admire the most? Which reform do you admire the most? Which natural talent would you like to have? How do you want to die? Your present state of mind? Your motto? eac win ent pai Me ag Wo de Mi Mi gl do an VO 10 I May I remind the student body t.ha.t the answering of this questionaire is a requirement toward the acquisition of the B.A. c.~+-- St. John's College. Hans-Feter sadAr '82 *Questionnaire translated from "Die Frankfurter Allgemeine Zeitung." i e t p w f 6 int>l Im_eorred Clothing and Je~elry 33 West St. 268-4545 138 Main St, Annapotis 267-8060 ·~ ' !' Clip this Ad and receive 15 % Off Open 7 Days Be.e.Jt Night: iivlo nday, 7- 12 At t Be.VL: $ 1 . 25 Wine. Spe.c.za£.,,j SV'..6-Svwic.e. Sawiwic.h~j TEN-FOR-ONE TICKETS WILL BE KEPT AT THE RAM'S HEAV �15 . . Sports MEN'S by Bryce Jacobsen RACQUETBALL: Our annual tournaments start next week. 'Ibis is your last chance this year to earn individual points in an individual tournament. Sign up by this 'Ibursday, in the basement of McDowell Hall. BADMINTON: Mr. Maddocks and Miss Coffee each pulled off the proverbial hat trick, winning all three tournaments that they entered ••• which means, of course, that they paired up to take the Mixed Doubles title. Mr. Maddocks and Mr. Newlin regained the Mens Doubles title that they won two years ago. Miss Coffee and Miss Alers took the Womens Uoubles. Mr. Maddocks once again defeated Mr. Newlin in Mens Singles, and Miss Coffee defeated her doubles partner, Miss Alers, in Womens Singles. Not in 25 years has any man won the singles title three times, as Mr. Maddocks has done in the past three years. 'Ibat's quite an accomplishment. VOLLEYBALL Jan. 28 ••• Hustlers d. Greenwaves(l5-10, 10-15, 9-15, 12-15, 15-9, 18-16, 15-8). In the sixth game, the Waves had several match points. But each time, catastrophe struck ••• a serve wouldn't go over the net, an easy ball was mishandled, a ball that was presumed 2!!!_ fell in, etc. Clearly the Fates had it in for the Waves in this game. And They were't very kind, either, letting them get so close to a victory, before snatching it away. Some people were murmering phrases like "death • • wis h" an d c h o k e city , b ut t h at wasn t t fair, really. We know what caused it all. II ti Jan. 29 ••• Druids d. Guardians(l5-9, 156, 15-10, 8-15, 15-8). This was the last chance for the Guardians to turn things around for themselves in volleyball, but they were not up to the task. The Druid A-team of Braun, Dwyer, Edozien, Hoff, Neumann and Preston had too much fire power. The Druid-Spartan game coming up this Wednesday will determine the title. Last time the Spartans ._won a close one. BASKETBALL ••• Jan. 31 Druids-69, Greenwaves-63. Still reeling from the effects of that Fated volleyball game, once again the Waves danced through their Strophe ••• Anti-Strophe ••• Cata-Strophe routine. Their A's· put it to the Druids in the first period, winning 21-17. And their B's hung in there, only losing by one point. So the winless Waves started the last third with a three point lead! Heaven forbid! And It did. Coming down the home stretch, Something caused the Druids to make twelve foul shots (out of fourteen!). Thus the Waves were Doomed. Quite Heroic in defeat was Mr. Ficco, with 26 points in all. Hustlers-47, Spartans-43. Another almost upset! The Spartans led through most of this low-scoring game, but couldn't manage one more point in the final minutes. So the Hustlers eventually tied it up, and we went into overtime. Then Mr. Hartzell and Mr. Spector, the games high scorers, each made a field goal, but the Hustlers also made four free throws. The Most Memorable Moment of the game came when Mr. Edelman stepped up to the foul line, gently flexing and rippling his many muscles, exuding confidence, and with remarkable fluidity and grace, pulled off TWO PERFECT SWISHES!!! The Spartan bench went bonkers. LEAGUE STANDINGS: Basketball Druids Hustlers Guardians Spartans Greenwaves WL 5 0 4 1 2 2 1 4 0 5 TP 15 13 8 7 5 Vollel'.:ball Druids Spartans Guardians Hustlers Greenwaves WL 6 1 5 1 3 3 2 s 0 6 TP 19 16 12 11 6 THIS WEEK'S SCHEDULE: Volleyball ••• Wed. 4:00 Spartans-Druids (No game on Thursday ••• BLOOD DAY) Basketball(No games ••• LONG WEEKEND) COLLEGE POETRY REVIEW The NATIONAL POETRY PRESS """OU"C'a The closing date for the submission of manuacrlpts by College Students is February 15th ANY STUDENT altendlng either junior or senior college Is etlglble to submit his verse. There is no limitation as to form or theme. Shor1er wor1ls .,. pr• !erred because of space limitations. Each poem must be TYPED or PRINTED on a separate shMt, and must bear the NAME and HOME ADDRESS of the student, and the COLLEGE ADDRESS as well. MANUSCRIPTS should be sent to the OFFICE OF THE PRESS. NATIONAL POETRY PRESS lo• 211 L �THIS IS NOT A JOKE. This is an actual reoort to investors from a reputable firm. Rather than go off on tirades about the capitalist system, I submit this to the judgement of the community. The organization that wrote this report aoparently has extensive dealings with gold mine ooerators in South Africa. Some of the NICE THINGS at ... Ethics be damned! Andy White, '82 January 27, 1981 Dear Shareholder: The recent decline in gold bullion price and the resulting decline in gold mining shares is enough to prompt many investors to forget the original reason for investing in gold mining shares. The current decline is principally related to a "rumored conversation," which I doubt ever took place, between Paul Volcker, Chairman of the Federal Reserve Board, and President Reagan to the effect that Reagan antici pated gold going to $250 an ounce and Paul Volcker expressing pleasure with the thought of it. My purpose is to perhaps point up the fundamentals of the merits of investments in gold mining shares in our times. 1. The Monetary Control Act of 1980 guarantees hyperinflation. 2. The Russian and Polish confrontation is just waiting to happen. 3. - ' 1 SNACK MEt.Ll 4VAI LAB~E IN OUR BAR BAR SERVICE IN OUR VINING ROOM AFTER SEMINARS I I .'1 .. . l F1NE Food SINCE 19'l3 "TWOFORS" IN OUR COCKTAIL LOUNGE ~DAY-FRIDAY. 4-6 PM Ar.rt DRINK ON THE BAR TWO FOR THE PRICE OF ONE. The Arabs are meeting now in pursuit of declaring a holy war against Israel and against communism in Afghanistan. 4. BUVGET VI NNER SPECIALS FEATUREV Data from Swiss customs indicates heavy buying of gold by central banks and Middle Eastern countries in 1980. <SPECIAL PRICEOO DRAUGHT> 61- 63 Maryland Avenue Annapolis The above is merely an indication of fundamentals of the merits of gold mining shares on the long term basis. Two other rumors floating about are equally false, in our judgement. One rumor is that Iran will sell its gold to finance its war with Iraq. Historically, at least, countries don't sell gold. They use it as collateral for long term loans and most any bank in Europe would loan money to Iran with gold as a collateral. Secondly, there have been rumors that Russia has been selling gold. Russia must sell to pay for their imports. Historically, Russians have been smart caoitalists and they don't sell in weak markets. THE GADFLY is an independent student journal published every .t-bnday while school is in session. It is free for students and faculty of the Annapolis campus. For others, the subscription rate for the second semester is $8. Make checks payable to THE GADFLY. Write: THE GADFLY, Box 52, St John's College, Annapolis, MD 21404 These are disquieting times for the gold share investor. I sincerely believe that it is time to be adding to our positions, confident in gold mining shares bein a rewarding investment in the long term. DEADLINE: 6 pm Friday Letter limit: 500 words THE GADFLY St. John's College .Annapolis, MD 21404 THE GADFLY STAFF Non·Prolll Or1. BULK RATE U. S. POSTAGE PA ID PERMIT No 120 ANNAPOLIS, MO ChaJr1.ot,te Ban.ham R,i,cil Campbell - cd-LWJt . Jona.than Edehnan · Emi S. GeigeJt Hazen Hammel. Ann Ha;., /U,n,b .- THE Q\DFLY ,L6 Vu.he Hu.ghu Peggy Kemp KU/Lt Sc.hu.leJt Allen Speight Vanna. Wilion Ao ,i, Yamamwz..a. p/tin;ted ,Ln the S.t John' ,6 Co.liege p!Lint .6hop by: Chft,W Colby & c~ Mo.Jtk � 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 Gadfly Description An account of the resource Founded in 1980, The Gadfly is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus. Click on <a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the The Gadfly Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context thegadfly 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. 16 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/. Creator An entity primarily responsible for making the resource Campbell, Rick (Editor) Title A name given to the resource The Gadfly, Vol. II, Issue 16 Date A point or period of time associated with an event in the lifecycle of the resource 1981-02-02 Description An account of the resource Volume II, Issue 16 of The Gadfly. Published February 02, 1981. Identifier An unambiguous reference to the resource within a given context Vol. 02 #16 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/bd4564afcc86846961f48b2780d0d39f.pdf 5671524435c3f55cf534e4ec9d3900a7 PDF Text Text THE Febuary 9, 1981 Special Edition I tt.40 '3\JST ercsr-T'o.l ~TO fir( O Cl. lT HAD &LEN A OM 413! Fl.00~ EAST . 1'0 UC;.t{ SEM l NA~ . \ S ol'\l C.1lU:M ~ MM) GO'TTE.M ~flMAll> ON Titt. ~NT Of ~N A~T. THE. c.\J\.PR\T ~ A /)AME.!! \ T WM ~ TO MAKf A C1UY WANT TO l.£A.Vf- T\f'5 P,UMNt~S . /... CotJnrwouS AMBIVAtkN'f A"(D PE~~' c..01\0\Js 1/Y\M ~"5tol\J cF Tl-\e SE:A1 () F 1~101n ON tNTt::> Tl'\' c.bf'J6ECJJ'r /VE. PR.OCt.5510 ~ Of AT\£MPl.5 t4.'f COf"'lf"\VfJAL \MN.K.E.r-1\)Ef'fl NOE.51.5 •. . ,Ml ~o"-5 \!-\£. u>"-'5 l"~NT l=-L\JX OF lt\e Tf.LEOLJX,J CAL fr""11nfo LD AS S ~I~.,~oAdE:S IMMe:[)IATf, C.onf'\.U NI ON llH. •fH.£W>tOLf w OF [)£.INGs-... 1 /t11Nlc::. �A'1"THE VE~ TIME. "T"t\i(T I cAN...iOJ s.ATISFY MY5'SF CDNCd.Nl.,Sy f'HE. ~50N,..&.iiNE:5S Of- .J<1 f'AIN~L. AN M'L.l<.Ai IO~NO" t'\A\lf .4NY'T?IU:ft.AP,ti PP-oSP£<...,. oF AAA.l\/INCr ~y ITS M ~.s ANt> CE~AIN'\Y'? ,., n .vrr-t GRADE INFLATION EAST LANSING, MI {CPS) -- Despite from individual campuses that ac ainistrators and faculty members are su ;cessfully fighting grade inflation, a national study of college grades just released here contends that grade point averages are not declining at a very rapid .rate. Arvo E. Juola, who conducts an annual survey of grading trends for Michigan State University, says that while averages may have stopped rising, they may start going up again. Juola's report shows that the national grade point average {GPA) for fall, 197879 was 2.72, compared to 2.719 the year before. In 1960, though, the national average was 2.28. "The recent fall in GPA is minute in comparison to the 14 years of rising GPA," Juola wrote in his report. Administrators and faculty members have long fretted that rising grade point averages and the increasingly frequent bestowal of academic honors were cheapening the value of college educations. A number of academic organizations began in 1974 -- the first year Juola studied grade levels -to impose stricter grading standards. A College Press Service report of September, 1979 found that the most common weapon against grade inflation was the administratively mandated grade distribution. indi~ ~ tions For instance, only a certain percentage of students in any one class could receive the top grade . The results so far have been mixed. The composite GPA at the University of Roche ster for example fell from an astounding 3.0 in 1974 to an improved but still amazingly-high 2.9 in 1978. University of Missouri-Rolla faculty members worked fall, 1979 averages down to 2.62, the lowest since 1971. At the University of Hawaii-Manca, where A's had been the most common grade given since 1971, administrators have forced decreases in the last three years. Twentynine percent of last fall's liberal arts majors got A's nevertheless. Nationally, freshmen's grades are lower. A January, 1980 UCLA study discovered that nearly a third of last year's freshmen had GPAs at 3.0 or under. That's a minor increase from 1978. The inability of some institutions to roll back GPAs has turned Michigan State's Juola into a pessimist. He believes GPAs nationally may start back up again soon because faculty members, under unprecedented pressures to capture or hold onto the declining number of tenured positions, may tend to grade more easily to hold onto students. �3- Announcements Dear Colleagues, Mr. John Blackmore is a historian of science, more particularly of physics, whose most important work in print is a book on the life, work, and influence of Ernst Mach. He will soon have published a book called The Epistemological Assumotions of ~our Great Physicists: Galileo Newton, Planck, and Einstein. He has most recently completed three years as a Visiting Research Scholar at Cambridge University in the History and Philosophy of Science Department, and he is currently engaged in research and teachinq at the Smithsonian Institute. Mr. Blackmore has also taught in the Claremont Colleges and in the University of California at Santa Cruz. Mr. Blackmore's interests, however, are not confined to the history of sciences. He describes a book in progress, The Gibraltar Dialogues. In my latest book, The Gibraltar Dialogues, I have attempted to sketch a world view which combines an indirect epistemology similar to that of many scientists such as Galileo, Newton, Planck, and Einstein with a volitionoriented philosophy of life which emphasizes the defence and development of what I hope are the best features of human civilization. I anticipate an instructive lecture and stimulating question period. Sincerely yours, OPERA Edward G. Sparrow Dean If any student is interested in going to the dress rehea.rsal of the opera Don Giovanni on Tuesday, February 17, at the Annapolis High School on Riva Road, please sign up in the Assistant Deans' Office. The deadline for signing up will be Friday, February 13. KWP Auditions for Bernard Shaw's Arm and the ~an, a comedy, will be held Feb. 10, at 8:30, and Feb. 11 at 7:15 in the conversation room in 1".iel lon. See Nathan Rosen for detai 1 s. L' I DoN'I' LE:.I 1-\r..se.LF 6E.. DR.AW~ •/\),-0 nAN.SIEt-:lT GoNVe.JlSA.Tlal\JS, t DoNT ~VE MANY' c:..oNVE.RSAllONS w•~s£'' w u I f~ '-'oT1"?> l)o 1AAE-$PoN51lb1...c. o~ $1'\.AL.LovJ lf"\Jl'lc;.S_, ORWJ115H. MYl11"\E..'' ''P1ca.1 ~R.E.Vf:J...f&fl.i(r1'(TA5 A/111,....,AL..) G-Q .. ,,4.FTf..fl... Al..L/ tr 1.s /'JO"I rHE; 17r&S wHo ~uN A~ov~D AN~ jl'\'( n-te. S~Y fS FAi...LINCr,'° ., �~mtritan ({olltgiatt ,tloeti antbologp International Pubfications Spo.rts MEN'S ii .,._,..f"I I by Bryce Jacobsen Jlational Qtollege tlottt!' QConttlt . - - Sprint Concoun 1911 - open to Ill col.... and univenity ttudlntl desiri"I to hfte their poetry mnthalotind· CASH PRIZES wilt go to the top five poem1: $100 first Place $50 Second PIK• $25 Third Place $ Fourth $10 Fifth AWARDS of free printlnt for ALL -=epl9Ct nwtUICl'iptl in our popul•, t.ld1Dn'91y bound and ~t9d lftthology, AMERICAN COLLEGIATE POETS. Deadline: March 31 CONTEST RULES AND RESTRICTIONS: 1. Alty~ II llltllbll to •btlllt . . ftnl. 2. All 1ntr• must be~ and unpublished. 3. All ll'ltriel must be typed, double 1p H 111, on one side of the P8ll only. &ch poem mutt be on a eild must.,._, In the upper left. hind c:ort*, the NAME and ADDRESS of the studll'lt • Wiii • thlt COLLEGE 8tt8ndm. Put nmne Md....,_ on anwelope lhol •· There . . no~°"' on farm or theme. Ungth cf...,... up tD fourt8ln 1m.. &di poem must ............ titla. (Awokl "Untttled"I) Small ...... Md ....... lluttr .. wllcoma. I. 1111 judgll' dectlion wiN be finll. No W.. by I .. Entnntl lhcMJtcl keep • copy of . . . . . . . . they cannot be retumad. ,,.. . . . . . and ... authors . . . . . . free public:adon will be notified Im. ~llltllly aft8r demlline. 1.P. will m.ln fint public8tion ...... far ..,...11...t 7. I. .clP' ., poema. Forafln ....... poernl welcome. T1wc ·J 1n initial ona doll• l"iJQbb llllun tee for the flnt 1ntry and • tee o. dfty cents for nch lddttionll poem. It II requelt8d to IUbmit no more than t8n poern1 per ll'ltrlnt. Al entries must be pOillt•bd not...., than the lbow da9dllne wl ... be .-... Clllt, dllCk or money order, to: INTERNATIONAL PUBLICATIONS P. O. Box 44927 Loi Anti•. CA 90044 VOLLEYBALL ••• Feb. 4 Druids d. Spartans(l5-5, 15-5, 15-13 , 158) •. Most of us expected another cliffhanger, like last time ••• but it never happened. The Druid B's won easily. Then the Spartan A's fought back to a 13-13 ti e, after being well behind all of the game. But they couldn't capitalize on this fine e f fort. That seemed to take the starch out of them. They were listless and uninspi ring in the last game, which the Druids won handily. This gives the title to the Druids. The Spartans can still clinch second place by winning their last g ~me, against the Greenwaves. But who knows •• • maybe The Gods will help the Waves this we e~. LEAGUE STANDINGS: Basketball Druids Hustlers Guardians Spartans Greenwaves W L TP 5 0 15 4 1 13 2 2 8 1 4 0 5 7 5 Volle~ball wL Druids Spartans Guardians Hustlers Greenwaves 7 1 22 5 2 17 3 3 12 2 5 11 TP 0 6 6 THIS WEEK'S SCHEDULE: Volleyball ••• Wed. 4:00 Hustlers-Guardians Thurs. 4:00 Greenwaves-Spartans Mon,16th) 4:00 Greenwaves-Guardians Basketball ••• sat. 1:30 Greenwaves-Hustlers 3:00 Guardians-Druids THE GADFLY STAFF Ch.a.Jll.ot;te. BMham Tli..cil Campbell - E~Jt , Jona;than Ede.1.man Eml s. GugeJL Hazen Hammel Ann HMfli~ Vuke. Hu.ghu Peggy Kemp Kwr.;t ScJwleJL Aile.n Speight Vanna. Wilio n Ao,{, YamamuJUt THE GADFLY i..).; p!U.Yt-te.d ,in the. St John' ,6 College. p!U.YLt .ohop by: Ch!r.l6 Colby & c~ Ma.!tR � 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 Gadfly Description An account of the resource Founded in 1980, The Gadfly is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus. Click on <a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the The Gadfly Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context thegadfly 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/. Creator An entity primarily responsible for making the resource Campbell, Rick (Editor) Title A name given to the resource The Gadfly, Special Edition Date A point or period of time associated with an event in the lifecycle of the resource 1981-02-09 Description An account of the resource Special Edition of The Gadfly. Published February 09, 1981. Identifier An unambiguous reference to the resource within a given context Vol. 02 #special edition (2) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4c52ea69c5ca8ab216810b120d6f6164.pdf 4da64be9a28f292119114707139ab83a PDF Text Text B. Letter preferred: essential s c. Graduate Department of D. Often consider and accept students from �:=:c...ihool. D. Wi further not accept cal statements translated into school to be survey Johnston conducted in 1975 were asked much the same as we asked: fornia Los Hartford, Univers f ornia at Rice Austin ions At this time there seems to be no reason to change the St. John s in the near future the well to the the Johnston This would fulfill the as intracollege evaluation while still accornrnothe outside world. We began our research for this with a definite bias letter system here aims. S John s Johnston alternative As a step this received s office. to ��the Deans 8 ner, Casasco, laf1d. , Mil , Connors Berry, WarMulhol- Present; Sparrow bach Miller 1. Turrnoi Nai, Frechette, Kennett l. Board Gc:rne Club s its charter. unanimous I f you would formation on club, see Rod Frecl:2tte. 2. Talk of ge set (that s ) campus. and Ms. the Deans 3. check cards and to know was the 4. Mr. Mulholland Club bucks, '111hich Poker Club a stolen wanted Human nature ty is more was students were able hoodlums. car beaten than a person. Milner that another will or has been hired security forces wil lots. If you still about , address ters to Mr. Delattre. 2. students, stated, females reminded that servi to go. ��~2~ Jlru de nee 2J., Justice • �seq. - Peter Gilbert, ' ��of~. Appoint:rrents are required calling ext. 53. success. were it was the last day before the midst of Senior thanks to all gave. The College can be covered, including their family, by Red Cross Blood Assurance Please let ire you or your family to blood replaced. Marilyn Mylander COLIEGE NURSE ��Lhe K~ Wrlfiam Plqyus of St Johns Col·· .present: February 9, 1981 To the St. John's Community Annapolis, Maryland Dear Colleagues: In recent days the College has been the victim of further crime. A guest at the Caritas Needlework Show was robbed at knife point at 2:00 o'clock on Sunday afternoon and several cars in the gymnasium parking lot were vandalized last week. Please let me urge you again to avoid walking alone when you do not have to. ' I have instructed the appropriate people at the College I 1 to employ another security guard to see that the perimeters of the campus are carefully patroled. Mr. Elzey and Mr. Milner wi l l be sending a notice to all of you about parking arrangements which we hope will do the most to safeguard all of us at the College . Given the constraints of the municipal police, thes e are problems we must largely solve for ourselv~&, and we are doing everything we can within the limits of our resources to achieve this end. With best wishes, Sincerely yours, St. John's students admitted FREE. CAREER CONFERENCES Will be held at the Harambee House Hotel on Georgia Avenue in Washington DC, Feb 27, 3-9 pm and 28 9- 4 pm. Local, national and international firms will be present. All area~ of employment For more info. call 301/589-1810 2225 Geor ia Avenue THE GADFLY St. John's College Annapolis, MD 21404 Edwin J. Delattre Pres ident THE GADFLY is an independent student journal published every 1:-bnday while school i s in session. It is free for students and faculty of the Annapolis campus. For others, the subscription rate for the second semester is $8. Make checks payable to THE GADFLY . Write: THE GADFLY, Box 52, St John's College, Annapolis, MD 21404 DEADLINE: 6 pm Friday Letter limit: 500 words THE GADFLY STAFF Non ·Profll Ora. BUtK RATE U. S. POSTAGE Cha!Llo ,tte Bevt.ham f' A ID JU.ch. Campbell - EdU.oJL PERMIT No . 120 ANNAPOLIS. "1 0 f Jonathan Edel.man · · Emi S. GugeJL Ha.ze.n Ha.nrnei. Ann H~k.in4 THE- GIU>F~Y i..-6 p!Lin.t.e.d .in ~hop by: CoUeae. pltin.t .. ~ ...._• .ur-:·•.~,,.,...,.... ' Vuke Hughu Peggy Kemp K.Ultt S dwleJr. Allen Spe..ig!it Vonna. w.lt.4orr Ao..i. Y amamUIUl the. S.t John' 1:> � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Gadfly Description An account of the resource Founded in 1980, The Gadfly is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus. Click on <a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the The Gadfly Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 12 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Campbell, Rick (Editor) Title A name given to the resource The Gadfly, Vol. II, Issue 17 Date A point or period of time associated with an event in the lifecycle of the resource 1981-02-16 Description An account of the resource Volume II, Issue 17 of The Gadfly. Published February 16, 1981. Identifier An unambiguous reference to the resource within a given context Vol. 02 #17 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d95fbd1262b85f93bf5d121cadc846f5.pdf 9845bb4f1f7ca98deeb5f29bd30cd61a PDF Text Text THE VOL. II, ISSUE 18 THE ST. JOHN'S COLLEGE INVEPENVENT STUVENT WEEKLY FEB • 2 3, 19 8 1 On The Program lSt e !1..1 i.ch e When the new program was begun, it was such a break from the old that Barr and Buchanan instituted a weekly radio show on WFBR in Baltimore to explain it to the alumni. This second in our series "On the Program" is a talk by the first president of the new program , Stringfellow Barr on what the program is and is not It was broadcast from the presi::ient s 0ff ice in McDowell , and is call, appropriately enough, 1' 'n the Program." Rick Campbell Tonight I want to discuss once ~ore that Task. That is, I want to discuss the New Program. But I propose to c all it by another name. I propos to call it "The St. John's Program." iiJhen the St. John's Program was announced last summer, it seemed natural to call it new, since it wa a eparture from the standardized curriculum in force not only at St. John's but in liberal arts colleges throu hout the country. Since last summer, educators throughout the nation have come to recognize it tor what it is: a restoration of true liberal ducati.on, a restoration ot something very old ind ed, even older than St. John's College, which ls itself in its third century of existence. Under .. hese circumstances the word "new" gets less aopropriate each day. So I hall top saying "t e New Program" and say "the St. John• s Program." I want to define th St. John's Program in a way heretotore not ooen to me. One of the most suggestive ways, if not tne most thorough, to d fine a thing is through saying what it is not. rhe time has come, I think, to state a list or th~ngs which the St. John's Program is not. And ther~ has been enough oublic discussion in the past few months to furnish me with an imposing list ot fal~ assumptions, a list which should help me this evenin~. The St. John's Program is not a m&re list ot books, a sort of' ti ve-f'oot shelf:-" ·a was necessary, ot course, to make clear tr~ the start what the required reading at St. John's would be: not,as in mo•t colleges, a list of textbock.9 without any permanent literary valu , but another list: a list of reco~izably ireat classics from the Greeks to our own day. But those classics are beina studied at St. John's under the most caretully organized instruct1on:through lectur s, throuah seminars, through tutorials, through illuatative laboratories. The St. John's Program is not for poor little rich boys, who won't have to earn their living later. It was designed to liberate the minds of ~oys who will probably have to face the economic resoonsibili ties of a breadwinner but who will certainly have to ~ace the economic responsibilities ot citizenship, riendship, of making important moral decisions. The inheritance laws still permit some of us to avoid the responsibilitie s of hreadwinning, but the responsibilities of a goo d citizen , a goon husband, r a good father may yet remain. The Eible is not the only classic on ~he St. John's list ~~at declares that man shall not live by bread alone. Liberal education 1s concerned that we meet, not o ly our o1lls, b t o~r r a d sub~l r obligations which free men mus meet. nowever, it is possible to meet beth. And the bankrup~cy 0f' American liberal colleges is contained in ~h~ ,. '3sumption t~c.\t, i! w de eloned a young man's ... nt" 1 1 ct, if' wn :::·.::hooled him to ~hi~k clearly, to write forcefully, tc grasp problems quickly, he would promptly starve. ·rhis _s no sense. To und rstand Euclid's El ments of Geome try is not to eat lotus a.~y more than it is o o. p for a specific job in ,usiness. To understand Euclid is ~a discioline th~ intellect .tor ":h busine s o:f living. And the business of li ring n• eludes readwinning whenever bread is neederl. Blt _ it is a more complicated business than can be carried on cnly in office hours. The St. John's Progr3rn ts concerned with pre paring men for the busiri ss of ::i..ving. ~f the St. John's Program was not ~ade merel • for Et::le rich boys, neithe:- was it made for litt geniu.Jes. You 1on' t have to be a genius to read " e books on he St. Jann' s l:!..st. T!"le books were no ''lri t ten for geniuses, though they were written by geniuses. If any geniuses do come to St. John's-and let's remember that geniuses are pretty.rare birds--they will find the books worth reading. But 30 will those who merely have good sense. The educat1onal policy of American colleges has tended increasingly to orotect the minds of their students f om the really great minds of' the past. St. John's has abandoned t is scheme as being bad practice. Brilliant boys will get more at St. John's than mediocre boys. But remember that mediocre boys get more from good reading than from bad reading. The St. John's Program was not laid down for well prepared boys. P ersonally, ~I-should bet on a boy from a country school who had learned to read and write a good deal sooner than on a boy who had led a pro-cected city life and who had had the"adve.ntages" of a progressive city school- when it comes, that is, to their· understanding really first-class stuff. No, exceptional preparation is not needed �tor entrance on the St. John's Program. In tact, most or the unit requirements our educational mill are irre·levant. of The St. John's Program is ~a college •course" to be chosen along with other courses. It is a complete tour-year liberal arts curriculum leading to the degree ot bachelor ot arts, which meant originally- and means now at St. John's-bachelor ot the liberal arts. The St. John's Program is not "an interesting experiment in progressive education." One does not study mathmatics, one does not read Shakespeare, to find out if there is any educational value in them. One may, and should, experiment daily in the best method of getting out ot them the value that is there. Every tea~her experiments that way every time he teaches. But St. John's is not "trying out" liberal educ tion to see it liberal education 1s a good thing. The 17th century rounders ot this college knew it was a good thing when founding the College. I know of no reason to disagree with them. The rounders ot the American Reoublic knew liberal education was a good thing, nay, a necessary thing, it free men were to remain free. Nothing so far indicates they were mistaken. The restoration of the liberal arts is not, and cannot be, an experiment as long as there are Americans who know what liberal education is and who want it tor their children. The St. John's Program does ~ turn away from contemporary America to the dead past of Europe. It turns to the past to discover the living tradition without which the contemporary world is unintelligible. It finds that past largely in Europe because that is where that past is. St. John's might in a gust of anti-European patriotism try to rediscover out tradition in the cliff dwellings of Arizona indian tribes. Unf'ortunately for our super patriots, our language, the ideas we live by, the institutions we live with, did not come from Indian pueblos but from our own ancestors, and our ancestors haopened to be European. That past is as much our heritage as it is the heritage of contemoorary Europeans. And we must recaoture and understand it if we would know ourselves or know the 20th ~entury world we live in. rt is that past that will make us understand vividly the contemporary setting. The world did not begin last Tuesday. It is the pathetic assumption that it did which leads peaole to believe in New Economic Eras, colitical nostrums, and int llectual fads. One definition of the classics ead at St. John's is "those books which have persistently remained contemporary." Ihave tried to state briefly some of the things which the St. John's Program is not. Let me add what ~t is. The so-called elective system, which President Eliot started at Harvard and which has spread in exaggerated form until it has become the standard curriculum of the liberal arts colleges in our country, has degenerated into an unintelligible jumble of specialized, departmentalized subject matters, ill-correlated, and totted up in terms of session hours at the end of four years to make a degree. Such a curriculum may yield the student an abundance of assorted information: it can no longer be made to yield him a basic, well-rounded liberal education, even if the student follows the wisest guidance in selecting his courses. Since he usually elects ·his courses for arbitrary and unwise reasons, the curriculum habitually yields him precious little indeed. The St. John's Program has been devised to furnish the well-rounded discipline he now seeks in vain. The St. John's Program has created a wave of unexpected publicity- unexoected even to those ot us responsible for announcing the Program. This unexpected publicity measures our nation's discontent with what we long ago took to calling cat'eteria education. It measures not only the discontent of despairing oarents who seek a sound education for their sons, but of men in academic life who have seen the elective system go to nieces, and of emoloyers in business and the professions, wh0 try in vain to use to advantage the nal.-educat~a product of our colleges. It is the reasoned discontent of all these elements that furnisnes today the moral backing of the St. John's Program. These men and these women have assessed our college sys~em and have found it wanting. They are turning with eager eyes to the labor of restoration at St. John's. It is up to every member of the college to do everything in his power to the end that, believing in the integrity of our purpose, they shall not be disapoointed. For what they ask of the American liberal Arts college they have a right to ask of St. John's by the terms of its charter- a general, basic education that will fit young men for the busi ness of living, regardless of their chosen careers. CA~NG City Market House Annapolis, Maryland 21401 ~ ' I FINE IMPORTED CHEf.5£.<, 33 West St. 268-4545 SPECIAL FOR JOHNNIES! 15% OFF BeeJt N.<.gh;t: ivlonday, 7-12 At.t Bevi.: $1.25 W.<.ne Spec.{.al.-6 Se.1.6-Svi.v.<.c.e. Sandw.<.c.hu TEN-FOR-ONE TICKETS WILL BE KEPT AT THE RAM'S HEAV ON ALL CHEESE Brin Your Student Identification l.ard �'. l!i""'~] . 3 . ticipate in it. We are repulsed by the one and honor the other in a strange and awesome paradox. The . gods are named, too. We know them as "TRUTH-TELLING IN THE ILIAD" Ares, Aphrodite, Athena, Zeus, etc. They too have domestic squabbles, lust and anger. They Last Friday's lecture was about words. In a differ from us in one important respect: their . treatment of the ~~~ Mr. Allanbrook . Iliad, immortality. To them all the world's a game f 1ne and all the man and women merely tokens to d U s the significance of names and their showe . relations within the poem; .a~ the same time, be manipulated. Our mortality is offensive to he demonstrated his own abili~y to use words, them, for they leave us and our dying, and only that the lecture seemed itself the stuff then becoming what they are truly, the stars h sue . t · · of poetry. He described the Iljad a~ the t~ues and planets, the sun and the moon. Like Artemis b 00 k we have, because it best describes things in Euripides' Hippolytus, the gods of the Iliad · as they truly are. His explanation was d. · d e d ivi prefer to remove themselves from the corrupinto sectio n about the nouns of the story, the tion of our world to the perfection of theirs. similes , the names of the characters, the names The Iliad is marked by the emphasis on sight. of the gods, and finally, a discussion of the The poem presents no argument or piece of rhetpoem itself . . . oric to tell us how to act. Instead, it porMr. Allanbrook began his exposition by obtrays men as they do act and shows how their servi ng that Homer has words and names for emotions are made manifest as they react to everything, and describes animals and obtheir own mortality. The poem gives us no ·ects with the greatest detail. Homer does explicit lesson; instead, it presents us vv 1 t).1 J mor e than simply identify them by their func. a story from which we may only infer right ~c tion or nature , however, for he takes into tion. Mr. Allanbrook's own simile compared the account their qualities as well. Leaf-headed Iliad to a roving camera eye which takes in the pikes, t'ack-thonged swords, fast-footed. whol e plain at once and then focuse~ in on horses , ~ong-benched vessels, and a fairthe lives of a few most excellent I'( _, ·,. Berunning r:L·er- -everything is named when it is cause seeing is knowing for Hor;1E.l Lc .... rn seen, and in the name is the description of of men by how they act, and by thei. ':ions the thing. Here we see the trueness of the we see their true character and true virruc. truth before our eyes. Because the Iliad is the first book we read, In the poem's similes we see the anger, it takes a peculiar place in our s t ·r I, for pain, beauty and quiet of Homer's world. it becomes the pad from which all ,. ;c:~ 1.1ent Through comparisons, Homer portrays for us philosophy is launched. If Achille s t~~ the actions of men both in groups and by first man in the Iliad, then we mo1 rega~d themselves. As an example of t_heformer, a that poem as first in both our litera~ure simile is used to express the vastness of and our philosophy. Homer is an ever-present the Trojan plain and the sweep of armies star, and his poem shines on us with rays that across it. The warriors are like wolves remain always fresh and true. From the Iliad crunching the bones of unfortunate stags. there is always something new to be garnered Like lions, eagles, dogs and insects they if we but take the time to read and look. swarm over the battlefield, tearing one aIf the Iliad stakes its all in words, so nother to pieces. But similes also permit us did Mr. Allanbrook' s lecture, for he dis-· a view of men as individuals. Achilles and played both in his composition and delivery Agamemnon are also like lions as they cona marvelous sense of the English language. sume the bloody f lesh of their helpless; adHe had keen insights into the nature of the versaries. Further, the heroes are nam~d, music of prose and poetry, and he reminded us for Homer uses more than simile in his ~or that without a proper sense of our language trayal of men. No one is anonymous in 0 the we are but slaves. words are the things we Iliad, even those who appear for a fe~ use to name the stuff of our lives and to brief lines and are immor~alized in one incommunicate the knowledge and truths of our stant, struck from the poem in the next. world. Without the capacity to use rightly the Each man has a place and an ancestry, some tools of thought and expression we are but background he can call his own and by which barbarians, remaining forever strangers to we can know him. None is a statistic o~_a the glory of our civilization. number; each has his own dis.tinctions, each is unique. We see at once the savagery of Daniel Van IX>ren '81 war and the excellence of the men who par- Lect.ure Review 1 �-4 Com·mentary REPLY TQ THE FINANCIAL AID OFFICER'S LETTER OF FEBRUARY 20 Dear Mrs. Tay~or, There are two objections I wish to make to your call .to acti vism on the part of the college community concerning Presi~ dent's Reagan ' s pr?posed educational budget cuts. First, the welfare of the larger community (i.e. the United Sta~es) should and must have the first priority over all other sub-communities which exist by or on the largesse of the larger community. The possibility of a place such as St John's arises from the actuality of the United States. President Reagan has called for acrossthe-board cuts in the federal budget. There are no "sacrificial lambs," but we all are going-to be pinched. It is because of the proliferation and screami ng of special interest groups, of which educators are one, that the welfare of the whole country has been neglected for so long. If we are going to be able to survive the current economic crisis, we all mus t be willing to tighten our belts. Second, Mr Reagan's philosophy is different from that which we have been used to. It is no longer "look to the govern_ment, but "look to yourself." He made it clear in his speech before the joint session of Congress that it is not the government's role to institute social change. This college has taken upon itself the task to educate men and women in the arts of freedom. The college has to practice those arts also. Government money comes with a great many strings .,_ 11 __ attached. The less money the school receives from the goverrunent the better off it will be. Much of our money comes from private resources. If Mr Reagan's plan works, then there will be more money available from the p rivate sector. What is called for is more creative fund- raising on the part of the college and its students . I object in principle to goverrunent grants and low-interest loans to people who have never given anything to the government to deserve them. Something . one is given is not valued nearly so much as something one works for. If people want an education bad enough, they'll find a way to do it. M any companies provide educational ben~fits for their employees. The armed services still provide funds for educational assistance, and the G.I. Bill may be reinstituted. And there is always the way many of our fathers did jt; it used to be called "working your way through college." My parents were unable to fund my education. If I wanted to go to college, it was up to me. I spent three years in the Marine Corps and the bulk of my financial aid comes from the G.I. Bill. I have worke~ part-time ever since corning to St John ' s, sometimes holding three jobs at once. I am also a recipient of federal grants and loans. Without them it would have been more difficult to attend St John's. But, I feel I have earned the right to those grants and loans by my service to the country. Yes, there may be a change in the make-up of the student body at St John's. But I don't think that necessarily means that it will become a rich kid's school. In fact, I thing just the opposite may happen, and we will get older students who know why they are here and are committed to the program; in short, students who have some independence before they come to St John's . Rick Campbell '81 ltE "Everythi~ ~ -- . - - . I: - - - . '!, 1)- ~ )Ull ~ , . - .. . - , . OlllTIMlll II Marylend Avenue Annapoll1, Mwyl.,,d 21401 For The Smoker ' Francia Keller Phone: 283-20e8 Bait . 29SMMM2 �5 EMITTE LUCEM TUAM , ET VERITATEM TUAM (PSALM 42) Thia, however, is not ao very strange, since the impreaaiona of 88Jl8e are notoriously incapable of proAccording to Auqustinian tradition, wisdom depends ducing intelligence (witn••• animals) , and in th-u n Divin• Ill~?Ultio~. Since all creature• Cti;iat selvea unreliable, it ia necesaary for anyone with .po everything whi~h exiats save God) are expression• a geni e concern for underatanding (a• opposed to . i;'the Divine intenti on, only God can reveal the utility) to suppose that intel1igeDCe acts upon ex~rutb about them to the receptive intellect. The perience in order to illuminate it, either through Thomist traditi on, followed somewhat by such early the N&tural Liqht, or through some Y•rsion of the modern philosopherr as Descartes, holds that there theory of Divine Illumination. (Bowever, even St is a Natural Liqht instilled in the rationa.i crea~ Augustine seema to have had a theory of th• Natural ture which is.su~ficient for the SC?ienc~ of.creaLight, although the. results of ordinary rea90ning tures, which is itself capable of illWlll.nating the were questionable and largely preparatory, so that objects of sense. the mind could become receptive o~ Divine IlluminFor st Thomas, the object of sense is only known ation). to the intellect through the abatraction of the . In any case, the reason. that St.. 'l'homaa and Kant species from the concrete individual and the subare empiriciats, inaiat.inq that . al.l Jcnowleclge de~~ sequent turn~g back of the.intellect. to 7o~relat' rive• from perception, i• that the ttatural Light the species with. the sensa~ion of the ind.iV1dual. illuminates emrience in the proceaa of havinV Thus, St Thomas holds that the individual is only experience. ~ce the Natur&I Light opeJ:atea i n truly known through its predicatesr perception is the act of perception, human being• are. inuina combination of sensation plua the determination• sicall y provided with the mean. of UDdarat&ndinq~ of the intellect (e.g., one's eye ha• the sensation according to their mode of existence, •~ficient. of the color white: one's intellect, as it were, for their needa. Thi.a is DOt the • - thing a• thinks 'the quality of whiteness' - verbaliy, the to say that all men are intelligent. to. the . . - . perception could be put in the form 'this is white', degree, or in all areaa. It doe• mean that orwhere 'th.is' is the sensation and 'white' is the dinary experience ia fundamentiITy inta.lliq.ible specie•, joined by the copula into one whole perfor all men, and that man are never really in darkception) • ness as long aa they, like .Adaa, can see th.inqa and This abstraction, and (conaequently) perception, name them. depends upon the Natural Light,. whic~ St Thomas Postscript: (The tranalation of tha title?: •send identifies with the agent intellect. The agent forth thy light and thy truth,• to which St 'l'bomaa intellect performs the abstraction.of intelligible would reply, •tt ia in your midat, in your coamon characteristic• frOlll sensations, and impre•••• th... sense, to light the way, juat aa He cam9 . into your upon the passive intellect: the paasive intellect, midst, humbly &nd in the flesh: and the simplest after having received the species or universal man ha• wit enough to love Him.•) through ab~traction, is identical with conceptual 4 Michael David Blume '79 memory. t ce the paasive intellect is thus actualized, i is a~le to operate on its o~ in reasonl. Suma 'l'heoloqica. first pa.rt, Q 79, u t 3 ing about th.dqs. The agent intellect is not the 2. ibid, first part., Q 86, art l power of reaaoning (through concepts) , but tlii' pow3. ibid, Q 79, u:t 4 er of perceiving (i.e., the Natural Light), which 4. ibid, Q 79, art 7 does not posse•• the species and untv•rsals, but s. ibid, Q 79, art 6 only the principle• of abstraction. 6. ibid, Q 79, art 4 (particularly . .ply Ob. 2) Immanuel Kant, analogously, divides percept.ion 7. Critique of Pure Raason, (B) Deduction, sec 15 into sensation and a cognitive act. The underatand8. ibid, (B) Deduction, sec 16 ing acts upon a manifold of sensations in 9rder to 9. ibid, sec 17 bring it under the rule of tha cateqoriea. In so 10. ibid, sec 20 doing, it brings the manifold into empirical apper11. ibid, sec 24 ception, which ware or less corresponds to the pas12. ibid, sec 27 sive intellect. The pure appercepticn corresponds to the agent intellect, and incorporates the manifold in a spontaneous act which can be verbally represented as 'I think': the manifold my be represented by the expression 'such-and-such'; however, AFFORDABLE by virtue of the 'such-and-such' being brought under TREASURES the categories (i.e., being formed by the activity of thought into something thinkable) , the 'such-andfrom such' is converted into 'this one thing'. Thus, the synthetic unity of apperception results in the AFRICA empirical apperception, which may be verbally represented as •I think this one thing• , which can be and ana~yzed into various predicates which determine ASI.AJ..J.. ,,_ ,,_ it. This is just what is called br Kant an intuiJ- ,,_ ,,_ _,_ _,_ _,_ J.. tion, which is to say a perception. 0 This perception is complete when the apperception refers the WONDERFUL categorical determinations of the thing back to the manifold in order to produce the transcendental synthings to thesis of the imagination, that is, brings sensation WEAR! into conformity with the determinations of the understanding, so that 'this ' refers t~ the sensation illuminated by the Natural Light. 1 Subsequently, the empirical apperception thinks through its con12 cepts, similarly to the actualized passive intellect. There are remarkable similarities between St. 'l'homaa's epistemology, and that of Immanuel !Cant, though (of cour••> there ia not a complete ident198 Main StreeL ity: and since St Thoma• is larqely following Ari•Annapo l is , MD totle in tha relevant aec::tiona, th.ia aeema to indicate that there i•-• r . . .rkable similarity between It.ant and Ariatotle on central epi atemoloqicai iaauea. ' ' ' ' ' ' ' ' I\, I'\ ' ' ' ' I ' ' ' I'\ TODO MUNDO �6 EUCLID VERSIFIED By Kev.in G. Long The Elements now let us start · And hope we have the strength• A poirt is that which has no part A 1 ne is breadthless length. Some have three and some have four And some have more than eight. But scholars like to use such words As · border on the tawdry. "The laterals," they like to say, "Are multi-, tri-, and guadri-". Now lines all have extremities ',tlhich are quite plainly points. And we shall reckon those lines straight ~hich have no crooks or joints. The species of the triangle Are easily defined• Isosceles and scalene And the equilateral kind. Sine~ all that surface lacks is depth By lines is sur face bounded And we shal l call a surf ace plane If it is flat, not rounded. The last is most, the first is less, In structure, democratic The middle stands for liberty And hence remains erratic. If to a line inclines a line As if in love entangled, Inclinations such as these Make two lines to be angled. Obtuse is any triangle '1Jhose part exceeds the mean Acute whose parts have fallen short And right is in between. Should angles have a constant shape And not grow ever skinnier Their sides are straight, and then they're known As angles rectilinear. Among the quadrilaterals Are equilaterals too Don't look for rights in rhombuses In squares and oblongs do. Whene'er a line stands on a line And makes the angles equals, Two facts arise of which both are To this condition, sequels• The sides and angles juxtaposed Of rhomboids are syrnr.tetric Trapezia have no matching parts Since they are so ecclectic. These are a pair of useful truths The first one, in particular. The angles formed are known as right The lines, as perpendicular. If in a plane ~here be two lines With straightness in perfection They're parallel if when produced They have no intersecti on. Obtuse is And not But it is They're or said of men quite dull of wit possessive said of angles when to a right excessive. that which cannot help but take A forward-bent position Both man and angle will be in A quite acU'te -eondi-tion ...._ A boundary is what ends a thing And good things must end sadly. A figure thus is held in bounds But either well or badly. I! many points from some fixed point Be just as far away And on a line which is not straight Are all such points astray. * * * Behold the definitions which You ought to take to heart Pursue the whole geometry Beginning with this part. Said Plato to his proteges1 "Before you come in here The solids known as regular · Inscribe inside a sphere". If wisdom is the thing. you seek Not fame or wealth or looks Make yourself a master first Of Euclid's Thirteen Books. The author is a graduate of Thomas Aquinas College in California and the managing editor of the DIDACTIC its alumni journal, from which this is reprinted. I! such a line is on a plane · A figure thus is made And this we dub a circle, quite A noble accolade. The center is that point from which The others dare to wander Diameters will meet them when they Cross from one side yonder. Ir through a center is a line Produced in both directions The circle cut in twain will. be In semi circled sections. straight. , ffiau~mott ·~ CJ'ancy CJ'i'f.uits and C'\JegetabQes <cne v«a,.,,~et 9douse u41111apo~1s. vUd. 269-0941 • Orange Juice (squeezed fresh daily in the market) • Fruit Baskets (made to order) • Fresh Fruits & Vegetables (delivered daily) , ( • Farm Fresh Eggs • Dried Fruits & Nuts • Jellh::s and Jams • Cid.;;r - . ................. , ~ ' �7A FULMINATION The express qoal of Kant'• endeavor was to exhWIMI philosophy and revive her •. Despite his intauration sh• is aqain exposed and a.bused, an :ttenuated creature deprived of apodicticity and qiven instead •probability• and •tautoloqy.• This, th• work of clever men convinced of their deep insiqhts into the shallown••• of speculation, is the slow and deliberate evisceration of philosophy. Those orquloua eqos torment her with their ponderoua and vaaty accoutrements, a discombobulating array of lagical truths, scientific facts, and scurrilous assumptions. Mr Quine, for example, opines that al..l mental content, such as knowledge, is derived from •surface irritations,• (i.e., senae-perception). I concede that reading Mr Quine has irritated my surface, but not by lack of intention did he stop there. srand Blanshard has nicely observed that the statement, •all a priori propoaitiona are tautological (i.e., analytic),• which.is a cornerstone of loqical empiricism,. cannot be true by the standard• of. loqical empirici- j_t. .l f . (Reason and Analysis, ch. VI, 38). Mr Ayer hold• that all true statement.. are either tautological. (and hence synthetic). (Quine objects to thia dichotomy because it maltaa it .... aa i.f there are some truths, namely tautoloqiea, which are ~derived from experience. s.. *>rd and obJ;C:t, sect 14). Ia, then, the stat-.it•aJ.l a priori propostion• are analytic,• empirical or tautological? It cannot be the former, since it claiJu universality for itself and cannot be thus a merely probable qt ralization froaa experience. On th• other hand, f= it is an&lytic, what is the dispute about? .r. definition? But aurel.y the motion of synthetic truths. a priori i• not simply selfcontradictory. Mr Ayer, after all, thinks that he is saying something interestinq, something informative, and not tautological when he denies their possibility. And indeed. it i• in terestinq., since by •a priori• one mean• •before experience• and by •analytic• •true by identity.• That the latter subaume the former may be the caae, but this i • obviously not to be got out of. the teriu themeelvea, that is, by identity. so this must be a synthetic statement attar all, and since only synthetic propoaitio- a posteriori are admitted, w. must forgo that apodictic •a11.• Now the assertion must read, •A. J. Ayer has never in his exP!rience come across any synthetic truths a priori.• Tsk. Tsk. This doesn't get at the problem at all; even Kant would aqree to this. A priori truths are precisely those which are not given in experience. Instances of experience corroborate, but do not constitute them. If the atat~t is true at all, there is but one remaining poasibility - the very one denied by the logical empiricist•. Since it is not analytic, nor synthetic and empirical, the statement, •there are no synthetic truths a priori,• must - if it is true - be a synthetic truth a priori. -. Now a self-evident truth is not just one whose contradictory is self-contradictory, since this applies only to analytic statements. Rather it is one which must be tacitly assumed even in the act of denying it. To say, for example, that the Law of Contradiction is false is to say that it is false rather than true, which is an application_ of the law itself. '1'be ca•• is similar with •there are no synthetic truths a priori.• At the same time, self-evident truths are those which ground all our certainty, which are indiapenaable to the buaineaa of thinking.. The attempt at denying synthetic truths a priori ia not merely a fatuous avocation of some eccen~ic•~ but a serioua attack on the foundation.of comm::»n sense. Very little woul.d survive th• proposed sensualization of thought, for at leaat . the possibility of true thought about experience, if not experience itself, preauppo••• synthetic truths a priori. Anderson Weekes ' 82 Letters SEHR GEIRRTER HERR SOEDER ABOUT THE FOOL ' ' In last wee~s issue of THE GADFLY, I submitted an argument concerning the validity and persuasive power of ontological proo fs of the existence of God. By showing the possibility of substituting the word "contradictory" in the framework of St. Anselm's ontological proof, I hoped to show that Droofs of these sorts do not lead anybody to believe in God. Leibniz asserts that we have the right to asswne that God exists. God is nossible is exactly, as Mr Weekes pointed out, what Leibniz intended. The basis that Leibniz laid leads us to Pascal's infinite spaces -- and those are more convincing than any ontological proof. This explanation has become necessary because of the unfortunate layout in the last issue which made it appear as if the i n t e ntion of my article was to personally discredit Anderson (Mr Wefekes) . Han s -Pet-er Soeder '82 First may I comment on the typography of your response to me, which was most imaginative; clever misspellings of my name will never cease to entertain me. But I fear that you have missed the point of my remarks on Leibniz, since my assertion, "By this definition, the statement 'God is possible' becomes exactly what Leibniz means by it and what I call a 'so what' statement," far from an attack as you have called it, is a statement of Leibniz's own position. Leibniz also means it to be a "so What" statement. As I have repeatedly said, this is the force and eloquence of the proof: Leibniz gets from "so what" to "that's what" without a middle term. My criticism consists in claiming that this divine possibility is itself impossible. As for your ersatz proof, talk of scary infinite spaces strikes me as more indicative of neurosis than sincere faith in God, and certainly doesn't demonstrate anything more than credulity. Those I know who can rightly be called Christians would never attribute their faith to being afraid of the dark. Religiosity, I think, consists of finer stuff than that. Anderson Weekes '82 �-8 ATTENTION CHASE-STONE RESIDENTS Since it is the case that Seniors tend to lose intere•t in the present moment (especially when it comes to the scuffle of daily campus politics) and the desire to contemplate the life beyond St John's grow• stronger, and since it is also the case that your present deleqate is a senior, therefore he has decided to quit his off ice and offer it to someone younger, who is still willing and eager for present day glory. All freahmen member• a.re particularly encouraged to take this precious chance to distin-quish themselves at this early atage in their St John's career, both because they are now eligible to run and because all the rest of us Seniors are burnt out. This path to sure fame and popularity is ea•y: attend the meetings on Tuesday nights and Thursday afternoons, and consult the rest of the dorm when you get a request for a commons room party. Elections for an alternate and a new delegate will be held at 7:30 pm (right before seminar) on Monday, the 23rd of February, in the Co111nons Room. Chip Melli '81 TO THE GADFLY: "Please let me urge you again to avoid walking alone when you do not have to." President Delattre sent this message to our mailboxes the same week he told us that next year's fees would be $8,400. The powers that be orchestrated both to beautiful weather. I am not criticizing Mr Delattre's intentions. But I think we should look more closely at what he says. Notice that Mr Delattre did not say "at night. 11 He did not say "women. 11 It is bad enough that I will, along with 51% of the rest of the populace, pay for the honor of being a woman by the limitation of my mobility at night. I can't walk to Dorsey House alone. I can't take a stroll at dusk to smell spring or get away from Kant. I am kept a child forever during some periods of time -- about ten hours a day. I might be mugged. I might be raped. I might resist and get killed. Now I am told I should avoid -- if I care about my body and prop- erty -- strolls on a Sunday afternoon at two o'clock. I wonder how men feel to be told this to be ~ade victims in this way. At least befor~ we women could walk with men and be safer. Being hunt d is certainly an unfortunate way to strike up a friendship. So we pay our money to the college at first and only our money to the mugger later -- when we're lucky. But after the thousands my father has soent to educate me, I have picked up a few things. If the protector - the ruler - of the Leviathan fails to protect, soon the people will take their money elsewhere. And this is what frightens me most. If a mugger attacks me he might extract $5 - my watch - a ring? But if this happens enough, the people will turn elsewhere. The polis will have failed in its first duty, to protect the innocent. I have lived in and visited countries where peoole have given up some freedoms so that they have more freedom from the fear of being murdered in front of their aoartment buildings or mugged at 2 pm on a Sunday in front of an elitist college. It may seem to be an obscure bargin -- less assaults on individuals for less rights of individuals -but it is real. I hope our system can be improved ~' so that we can save it. It is just not, of course, at St John's or in Annapolis that this gradual imprisonment of the innocent is occurring. The phenomenon is muc h more severe in some other areas. But right n ow this is where we live, and work, and learn, and play. Everytime we think twice about that Sunday stroll we lose something. We further victif"lize ourselves if we take directive like the pr·esident's without outrage. Ironically, President Delattre himself, when acosted recently by a mugger, fought back. He made the criminal run. Perhaps we should more actively support measures which would produce the same effect. Thank You, Leslie S. Smith '82 • Delegate Council DC MEETING FOR FEBRUARY 17, 1981 Pre•ent: Auerbach, Miller, Warner, Smith, Conners, Dmnp•ter 1. Clean Pinkney Day a moderate success. Clean Randall Day after break. I'm going to see my mother and she always makes me clean up before coming home, maybe you guys should do the same. 2. The elusive Chief Sherlock remained so. Tentatively, the visit will take place on the 27th of Peb with a maybe ride to E.Port on a fire engine, maybe. 3. See Mr Ellingston the tall freshman with fourteen names who, like the secretary, is neither small nor a geek, about the St John's Ski Weekend over Spring Break. The place is in Suqarbush, VT. It's not too expensive and probably fun. Also, I won't be there. 4. Mr Ney do•• not seem to be into the Preakness Parade, hue anyone el•e, who would like to do something outside of the Reality functions and would like to qo to Baltimore dre••ed like a loon, make noi••• wave to Hem and Dad in the papers should contact Mr Auerbach with •ugqestions. DC MEETING WITH THE DEANS ET AL -Present: Auerbach, Milner, Sparrow, Milier, Oclmpat · Warner, Schmidt 1. Naval Academy said No to skating. Big surprise. Also saDething about maybe a St John's Day before they close the rink this month. Anyone interested? Contact saaeon• of importance and express your interest. 2. SOme moron or morons . tore up one of the practic room• over the weekend (la•t) • Privilege• demand re•pon•ibility. Until further notice th• rooms will be locked and will only be opened by the mu•ic librarian. It would be nice if th• person(•) who did this would tell the.Dean_..so..._the .entire student body , mostly tii>ae-.intere•ted in playing their instrument would not have to be puni8bad. No wonder tuition goea up what with inflation and people tearinq up their own home•. Enouqh of tEe' secretary's angry tirade. Polity Pedant Richard Eclair Miller '83 �9Polity Fool Never scratch out what you say if you say it with your heart, Your soul will famish if you tear the food from its belly. God wishes you no harm When your face is ready for him you will lift up your heart af}..d see him. Don't you wish you were a genius And could point out your face on the front of the New York Times And be talked about in days to come Like the Beatles and the Rolling Stones? Announcements VANDALISM An especially d esoicable piece of destruction took ~lace this week end in Mellon Hall. One of the music coorns was ext ensively damaged by someone's tearing around in it on Miss M ahler's electr ic cart . ':'he '.reh icle itself was seriously damaged as well. I am anxious to discover who was responsible for this vandali3m and req u est the help of all ~ t ud ents in the identification of the parties involveri. There is :nore destruction to property on our camnus than there ought to b e, but this needless ~as~e s eems to me particularly degrading. Did Jesus Listen to music wishing to God he could sing? No: don't be ridiculous. There were 3 idiots sit Lins by the road The v' had no hair I want to be like this man. Jesus said: And behold~ he was. So what are we to learn from this? T~at JesuE. •.va s an idiot? That Jesus 1s bald? God forbid. Reither, let us say rh~L Jesus knew what was coming. Peter Gilbert '81 o~r T.AST '..·:EEK' s ISSTTE Due to the exigencies of the final weekend of Senior essay writing period, tnere were rt few errors in last. week 's GADFLY. The most ser i0·..is error was the guilt by tissocia tion of Peter Gilbert's Polity Fool article. His article was not directed at Anderson Weekes , as its proximity to Mr. SOl"'der 's counter~ argument to Mr. Weekes' would seem to indicate. My apolo g ies to Mr. Gilbert, 1'1r. Weekes and Mr. Soeder. Some credits were also missing. The lecture review was written by Sean Mulholland '82. The chart of the Summa was submitte d by Lawrence Berns and the article entitled "Right, Wrong and Educational Pol icy " was written by Michael David Blume '79. Rick Campbell '81 Sen ~ililner Assistant Dean THE WINTER ISSUE OF THE ST JOHN'S REVIEW WILL BE AVAILABLE BEFORE SPRING BREAK, WE HOPE. CO-OP ANNOUNCEMENT Spring vacation begins March 4. We will have a meeting before Spring Break! Ordering meeting will be in Room 141 at 4:30, Tues, Feb 24. The pick-up uill be the following Sat, Feb 28. Bring CALCULATORS and CHECKBOOKS. Tell everyone, so we can have a good meeting (and a bountiful pick-up) • FEBBIES AND OTHERS: ··:01?.K HARD AND GET AHEAD The Student Employment Office IJ.as advertised in town, and so ~obs are starting to come in at a brisker rate. If you are in need of money and would like a p a rt-time j ob, cont act the SSO via ~3.ffious mail or ext 62. ?eoole already on file need not reapply. But re~bies and ot~e rs w~o ~ave never officially si~ned un should do so now. The work we deal in i3 ~ost often for townspeople. They like having /OU and usually will accomodate their dem ands to four scn e du le. ~on't be chicken. SEO LAURANCE LTD. & LAUP.ANCE LTD. WOM..AN SPRING! ! .-:OTTON SWEATERS COTTON PULLOVERS SPRING SPORTS COATS LAURANCE LTD. & LAURANCE LTD. ..f3 & 46 Alcuurfand Avenue fr \ \\ t ' :\ ..JJ!-;...,..; �•10~==============:::::~~==~============~=-..i MORE A1'1'0U5CltM&lt'l'S aossmu. RBADIBG GROOP I understand. there i• aaae inter••t in readinq scae auaaerl thi• aprinq, and am therefore suqqeatinq we form a qroup to do so.. OUr text shouJ.d be th• Carteaian Meditations sine• it i• th• moat acceaaible of ausaerl 1 s writinqa. While all would be w.lcame, it would be advisable to have already studied Oeacart•• and some Kant. Anyone interested in this project should let me know by Friday, 27 Feb (either in person, or throuqh campus mail, or phone me at home) , since I will have to know how many copies of th• text muat be ordered. Jon Lenkowaki SUMMER ASSISTANTS students who would like to be aaaistants for the Summer Freshmen plea- apply in writinq to Brother Robert, c/o the A.saiatant Deana' Office no later than March 23. 'rho•• FRC»I THE HEALTH CENTER My copy of My Body Health is missinq from the vaitinq room and I ne it. Would whomever I lent it to please return it. CPR Course - The Red croaa would be willinq to have a CPR course here if there are enough people interested in takinq it. It is a 6-8 hour course. I suppose a Saturday would be beat or Tues and Wed eve. Cost is 35¢. Please. let me know this week if you are interested in a. cla.•• on Sat Mar 21 or some other day. Marilyn Myla.nd•r :a PROM THE PLACEMENT OPPICB Student. who a.re intereated in careers in communications: The AWRT will present its aiqhth annual career seau.nar in New York City on March 20, 1981. Speakers and workabop participants wil.l include execu tiv•• representinq broadcaat Dl8dia, advertising and PUblic relation•. St John's students who attended this conference laat year found it to be worthwhile. Counselors for a camp for children with respiratory problema are needed. The camps are located in west Virqinia. Thia would be qood experience for anyone conaJ.derinq a career in counaellinq. Student• who are intereated in careers in journalism eapecially political writinq may be interested in the proqrmaa offered by Public Research, Syndicated. Theae are fellowhsipa offered to "advanced underqradua.tes. • Please COID9 to the placement off ice for further information on the•• items. Marianne Braun .. ~~j-.. MEN'S by Bryce Jacobsen FREE THROW TOURNAMENT: The highest eight scores from each team are counted, so the more shooters a team has, the better. You cannot hurt your team ••• and could help it, even if you only make l-for-25! TWO-ON-TWO TOURNAMENT: Each mens team must have eight participants. The women need six. The schedules are already posted. Vo 11 e y ba 11 ••• f e b. 16 Our league schedule ended with the Guardians rather easily beating the Greenwaves ' who were not able to continue their modest one-game winning streak. On Monday, Mar. 2, we will have a special volleyball game, featuring most(if not all) of our All-Star selectees. Mr. Blyler and Mr. Guaspari have chosen up sides. Expectations are running high ••• excitement is in the air ••• wagers have been waged. lf you want to see Major League Volleyball, come to the gym at 4:00 P.M. Basketball Feb. 18 ••• Druids-82, Spartans-65. The Spartans were never really into this game, trailing 34-17 after one period, 57-43 after two periods, and 82-65 at the end. Mes~rs. Armstrong, Ellingston and Schiavo scored 8 or 9 points in the second period. Feb. 19 ••• Guardians-84, Greenwaves-47. The Greenwave A's did a good job in holding the Guardians to a 22-21 lead ••• but their B's let them down badly! They lost by 8 to 25! Messrs. Gaspar, Henry and Kessler got most of these 25 points. The Greenwave bubble had burst, and they were flat in the last period. Feb. 21 ••• Hustlers-76, Guardians- 73. Last time around, the Hustlers won by 7665 ••• but two alumni, Chris Kates and Steve Edwards, contributed 33 of these points • 1bey were not here for this game, so the Guardians had great expectations. It was a see-saw affair, tied at 26-26 after the first period. But the Hustler _B's won their part of it by 5 points, with some good shooting from Messrs. D'Addario, Smith and Vincent. ~~~'!be Guardian A's made it exciting in the final period, but fell behind in the last two minutes, and could not close the gap. In a world where It• every man for hlm8elf, one e•traordlnary pig dare•to ••k, .. PORK-QIJOI?" Sports a Ye wa we ne An �I - , _:~- _,.,;~,.,. \.;.i,J.i.=~>JI' t1p.'°'-fl Alumni Pat D'Addario and Andy Klipper came through with good, solid·performances tha t contributed much to the Guardian demise. The Hustlers are certainly getting a lot of mileage out of their alumni. Feb. 21 ••• Greenwaves-67(!), Spartans-46. Yes, Dear Readers, the much-maligned Greenwave basketball team is still alive, and well •• • and even flourishing. All they ever neede d was a little h~lp from their ll-team. And th ey finally got it! Thei r B's inherited a 10 point lead ••• and increased it by 3! Messrs. Acosta, Canter, Freche t t e and Sullivan were uncannily accurate wi t h their parabolic trajectories. This di scou ra ged the Spartans, who had not exact ly expec ted this sort of thing. 'Ibey tri e d desperately to re-coup in the last perio d. But alas! There wasn t enough TIME ••• and besides, the WAVL fIDE was unsto ppable now. They took the final period by 28-20. WOMEN·s by Lisa Cobb Tues day, Feb. 17 Furies-3 Amazons-1 The Furies beat the Amazons easily (15-3, 8-15 , 15-4, l~-n). Miss Coffee and Miss Al ers stand out among a team composed of many good players, but Miss Oosterhout is the most fun to watch because of ner serve. Such ca l m, cool delib e ration in her approach. Her care f u l, meas u red s teps remind me of a swimme r going off the high dive. I chin~ it ~ust be i ntimidating because she always n a Kes points with tha ~e~ve. In - ontrn~t to t~e =ool ~cli~er3tion which charac t eri z es the Furies, the Amazons are a riot . Mi ss Sack leads their cheering and appla us e . The y're a close team and nothing gets th e m down. Thursday, Feb. 19 Maenads-3 Kyrnphs-1 The Maenads are another good-spirited lot (Miss Hahn i s a constant source of amusement) and they had good r e ason to b e s o in this game , since they beat ~he Nymphs 15-4, 151 2, 4-15 and 15-10. Miss Polk and Miss Swi nford were particularly adept at setting the ball. In fact, this game had more sets and was all-around more interesting than most volleyball thus far. Of the Nymphs, Miss Kamensky is just plain fantastic, Miss . ... ~ • '.• 1 • 't t .•"' • '-. •, 11- • ••• Late at Night ~o ~he Greenwaves have recently won two games What does this portend? Will this MOMENTUM carry over into the softball season? Can Mr. Slo-pitch, Slo-run, Slo-field Sarkissian regain his old winning form? Can they replace last year's Freshman Flash in the outfield? Can their long-suffering Senior captain, Mr. ficco, go out a winner? M ~sings LEAGUE STANDINGS: Basketball lJruids Hustlers Guardians Spartans Greenwaves W L TP 7 0 21 6 1 19 3 4 13 1 6 9 1 7 10 Vo llei:ba 11 Druids Spartans Guardians Hustlers Greenwaves wL TP 7 1 22 5 3 18 5 3 18 2 6 12 1 7 10 THIS WEEK' S SCHEDULE: Ba ske t bal l ••• Wed. 4:00 Hustlers-Druids Fr ee Throw Tournarnent ••• Thurs. 1:00-6:00 Two - on-Two Tournament ••• Sat. (1:30 ••• Women --- 2:45 ••• Men) Volleyball Bowl Garne ••• Mon . (Mar. 2)-4:00 • Krafft has her moments, like wh(. . ri0 Sf-. i..kes the ball, and _iss Gm- dy and Miss ,.; in look pretty good too. But the Nymphs neve r do a s well as they should consider· ir1q all che talent they have. I don· t. thir :. r ~· "'-! try hard enougn; t:.hey all rely on :.1J ·~a.mensky too muc h. 1 Friday, Feb. 20 Arnazons-2 Maenads-3 The Maenads won the first two games e as ily 15-5 and 15-12, and all looKed well, but the Amazons surprised everyone !.Jy taking t:1e next two games 15-12 and 15-9. The fifth game decided all: the Maenads took it. Miss Tive helped the Amazons make quite a few points with her serve and Miss Ne lson and Miss Nogales were playing well. But o n the Maenad side Miss Polk was making inc r edible saJes and serving with power. Miss Brocknay, Miss Swinford and Miss Cote were controlling the ball and setting beautifully . The Amazo n s were lucky to get as far as they did. Next Week's Schedule: Tuesday Thursday Friday Saturday F ries vs. Nymphs 4:00 Free throw tournament 1:00-6:00 Amazons vs. Nymphs 4:00 Two-on-two basketball tournament �--------------------------~~ GIT YOUR ··soUDARITY .. IUTTONI Show Yow 1.....,art for FREE TRADE UNIONS IN POlANDI ~ by ~ IN POL.MD WATCH CINTD• ., ii"""""""' in~. ~ .... iali I which on huflwt ,..... .....,... ~ end 1 - nde unione , For ..n ~.SCMUl~IWIO.TC"" ...,._.end i......... ..._IN...._.. ...... C-., . . . •1.&a-10: . '\. ~POLAND WATCH CENTER 5011 !forth l'ourth St. Arlin<cfton, ft. 2220J . ---10•-,,. _ Randy White '81 Some of the NICE THINGS at ..• •• BUOOET OINNER BAR SERVICE IN OUR VIMING ROOM SNACK MEt.LI AFTER SEMINARS V~ILA64E IN OUR BAR .. FINE Food In the free throw tournament everyone takes 25 foul shots and the eight highest scores for each team are added together. If only seven people show up from a team then a big fat o gets added to the seven scores, so be sure to come even if you don't think you can make many baskets. Every team needs at least six players to show - up to avoid forfeiting a game in this tournament. For example, two players from the Furies play two members of the Maenads, two different Furies play a game with two Nymphs and two more Furies play two Amazons. The games are played half court to 16 points and the team winning the most games gets the most team points. The rules for the tournament are posted, so take a look at them and plan to play on Saturday. The schedule for Saturday is: 1:30 Nymphs vs. Maenads 1:45 Amazons vs. Furies 2:00 Nymphs vs. Amazons 2:15 Maenads vs. Furies 2:30 Nymphs vs. Furies 2:45 Maenads vs. Amazons SINCE 19%3 J L .TWOFORS" IN OJR COCKTAIL LOlN:iE ~AV-FRIDAY. FREE' THROW TOURNAMENT TWO-ON-TWO TOURNAMENT I am submitting this on behalf of Tadentz Walendowski. Mr. Walendowski is a Polish dissident~ he spoke at our school in September. Anything that can be contributed to help the Polish people seek their freedom is money well spent. Please give what you can. SPECIALS FEATUREV WOMEN'S SPORTS CONT'D 4-6 PM A/tiN ORNK ON THE BAR TWO FOR THE PR ICE OF ONE. <SPECIAL PRICE'..~ DRAUGHT) 61-63 Maryland Avenue Annapolis THE GADFLY is an independent student journal published every Monday while school is in session. It is free for students and faculty of the Annapolis campus. For others, the subscription rate for the second semester is $8. Make checks payable to THE GADFLY. Write: THE GADFLY, Box 52, St John's College, Annapolis, MD 21404 DEADLINE: 6 pm Friday Letter limit: 500 words THE GADFLY STAFF THE GADFLY St. John's College Annapolis, MD 21404 ChaJri.oile BaJr.ham RA:.c.k. Campbell. - EdUoJt Jo na.tha.n Edei.ma.n Emi s . Gug eJt Ha.zen Hammel. Ann H~k. bu, Vu.k.e Hu.ghu Peggy Kemp Kwr..t Sc.hu.leJt Alien Speight Aoi YamamuJUt l6 pfri..rr..ted in the St John' ,6 College p!Vi..rit .6hop by: Ch!Li..h Colby & Ch!Li..h Ma1tk THE GADFLY � 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 Gadfly Description An account of the resource Founded in 1980, The Gadfly is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus. Click on <a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the The Gadfly Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 12 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Campbell, Rick (Editor) Title A name given to the resource The Gadfly, Vol. II, Issue 18 Date A point or period of time associated with an event in the lifecycle of the resource 1981-02-23 Description An account of the resource Volume II, Issue 18 of The Gadfly. Published February 23, 1981. Identifier An unambiguous reference to the resource within a given context Vol. 02 #18 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5f1270e17b8b2f8ee5bc4f497e4cdcce.pdf 9c3da4c87fdbf4a9ade5e55883c94bbb PDF Text Text THE VOL. II, ISSUE 19 THE ST. JOHN'S COLLEGE INVEPENVENT STLJVENT WEEKLY MAR. 2, 1981 On The Program t 0 Have you ever wondered what we're doing in language tutorial? It's certainly not like any language class I've ever had before. We don't learn to speak or write a another language. Although we do learn to read, somewhat, that doesn't seem to be a major concern of the language program. In this conversation between Mr Barr and Mr Taliaferro, the relation of the lanquage tutorial to the program is discussed along wi ·h how language is best taught. This conversation ~oak place in Mr Barr ' s office in McDowell on August 20 , 1938 and was broadcast over WFBR Baltimore. Rick Campbell ' 81 I believe you wanted my c ommen t, Mr . Barr, on the publicity the college has re c eived s i nce it undertook the St. John's Program. Most people have considered it f avorable. I think it has been bad. I think i t has been bad because all this talk of the "hundred great books" must have made a great many people think the Progam was another typical new-fangled educational experiment . The College should have seen to it that there was less talk of the St . John's book-list and more ~nde r s t a ndi n g o f the t utorials in language and mathematics. 1': B: But isn ' t it true that the essence of the St. John's Program is an understanding of the books on the list? Isn't it also true, Mr. Taliaferro, that had the Col l ege a year ago announced that the essence of the New Program wa s a grounding in language and mathematics, your same people would have thought this was the Latin , Greek, and Mathematics that made the last generation stuffy? T: I'm n o t say i n g you s houl d have announced a back-to-the-classics-movement . I admit St.John's is not doing that. Actually, I think there are entirely too many classical Latins on the list now. I'd begin by eliminating Cicero. B: I wonder. The Roman Republic and Empire are part of our intellectual tradition , aren ' t they? I admit somehow Cicero -- happened. T: I think I distrust the historica l pattern. After all, too many things just happen. And incidentally, it's this effort to "cover" the past that the seminar discussions of the books are most likely to get wrecked on . B: I agree. But the seminar discussion mustn't be allowed to get wrecked on coverage. We must see to it that the discussions furnish the student practice in close argument and analysis.And the discussions can ch that in a way that drill in Greek or mathematics cannot do. T: I can imagine nothing more valuable, so long as they never become loose talk. But with the best seminar discussions in the world, we would still need the tutorials. Even if the discussions of the great books gave the student the power to read and speak and write and think, it still wouldn't give him what he can get from a ~igorous drill in mathematics. I don't object to mathematical works being discussed in seminar. But I don't belive y ou would argue for just "discussing" Euclid's Elements. B: I admit the difficulty in mathematics. But how much does a student get out of a Greek tutorial that he doesn't get in other ways out of a properly led discussion? T: I should say he gets another set of language symbols to manipulate. Having to put the same i dea into both Greek and English, instead of just i n English, is a pretty good way to distinguish the idea from t he words you can put it in. B: Granted. Granted. But in a good seminar discussion terms have to be so carefully defined that in effect the student is using several sets of language sybols -- he is speaking several different l anguages , translating from one to the other, all wi thin an English vocabulary. T: I admit his different terms give him different vocabularies. But there the analogy stops. He uses only one set of language rules, the synt a x of English grammar. He gets no comparative gr ammars , so h e never gets the essentials of gramma r i n ge ne ral. B.: I f I we re stubborn, I might try to persuade y ou that even inside English there are several d i ff eren t kinds of syntax. But I won't. I'll admi t t h at s t udying Greek is a quick method to un derstand the basic problems of any language, in~ e l uding your own. And that's precisely why your l anguage tutorials are preparing St. John's students to discuss the great books in seminar and di scuss them ri gorously. T : Bu t I don ' t admit, Mr. Barr , that the language tutor ial is good only in so far as it makes good s emi nar discussions possible. Drill in Greek gives a knowledge of language and a knowledge of language is a good in itself . i---------- B: When it is refined by actually using dis cuss i mportant i deas . Otherwise it's �----------------------grammar and is doomed -- as witness what has happened to the classical languages in the average college. It became memory work. Once it became memory work, we quite properly discarded it, and gave more time to natural science. T: The virtue of memory work depends on what you memorize. Our freshmen in Greek tutorials memorize the difinitions of Euclid in Greek and passages of Plato as well. This year's sophomores are memorizing the original Latin passages of St. Augustine's Confessions. I think the tutori·a 1s have proved to both tuto"rs and students that· this sort of memorizing i s a very different matter from merely memorizing nice sentences about nothing. B: All of which takes time, Mr. Taliaferro. And what are you going to take the time from? The reading of the great books? I'm afraid the language tutorials as you would have them, take too much time. T: I think they take too little. And we could easily get more time by teaching fewer languages. At present the Program gives a year of Greek, a year of Latin, a year of French, a year of German. Why not two years of Greek, and two y ears of French? B: There are two objections in my judgment.First, the primary object of the language tutorials at St. John's is to give students a language sense, not to turn out Greek Scholars or French scholars. Learning the structure of a different language each year forces the attention on that language sense. If they get that sense, they will exhibit i t in their use of English. Which is what we would expect and desire. Secondly, in t h e interest of speed, they are reading all the great books in English translation: the four languages give them enough of the tongues in which the books were originally written to take the curse off the translations. T: As to your first point, that shifting the language from year to year focusses the attention on the language sense rather than specialized knowledge of a given language, I should say that a thorough knowledge of the syntax of Greek and a growing knowledge of Enlish syntax plus a knowledge of the syntax of mathematics would give them enough varations to get what your want. For we mustn't forget that mathematics i s a l anguage too, and a very powerful language at that . B: But why two years for Greek? You 1 re not joining the hue and cry, are you, that you can't learn Greek in a year? T: I certainly am not. You can't learn it in a year the way it's commonly taught. Not by doing s.ixty lines a day. Or by learning a small piece of a verb every two or three weeks, and reading second-rate stuff. Or reciting in large classes. But you can, as we are doing it, that is by doing it rapidly enough to make it interesting. B: Precisely. I congratulate you and the other tutors on the results you've been getting. But isn't your success against you in the present argument, Mr. Taliaferro? T: Sorry, but I don't think it is. I think Greek is more worth studying than Latin, in itself.It's subtler. And it contains better subject-matter. Why take the second best? B: I'm afraid you want a Greek department. These sound like the typical arguments of a college department. And if the St. John's Program develops _departments in the modern . sense, it's cooked, Mr. Taliaferro. _as I'm s e· you know. Just plain cooked-- T: I admit it would be. I'm not arguing for making Greek our pet subject. I'm arguing for due emphasis on solid drill in language and mathematics, a thing that seminar disc u ssion won't give. I'm arguing that in language and mathematics the student will finallv discover basic grammars, and grammars that are - not very far apart either. B: Sorry. I accused you of starting a departmental racket. I was wrong. You are act~ally starting a grammarian's racket. Just as dangerous, I'm afraid. w 1 B s t T: No, I'm merely pointing out the obvious. I admit the tutorials in language and mathematics can be considered as means to an end: they prepare the student to do competent work in reading the books and in discussing them. In that sense the tutorials subserve the seminar. Are subordinate to the seminar, if you like. Without the fundamental drill of the tutorials, I think your seminars would degenerate into tea-table talk about the great books. On the other hand, the seminar serves the tutorials. Without the excitement of seminar discussions, the drill in languages and mathematics would risk losing its point. Finally, I don't admit either tutorial or seminar is an end in itself. Both are a means to make the student think clearly. My only reason for bringing up the problem this evening is that I think the College ought to make it clear, not only to the student but to the public, that both are ne . . ~ded. Then there would be less talk about the hundred best books -- a really detestable phrase -- and more about what the St. John's student really does. B: I admit gladly, Mr. Taliaferro, that the language study and mathematics support the reading of the books on the St. John ' s list. And that the seminar discussions of the books support the drill in language and mathematics. But I should want to add that the scientific laboratory also supports the tutorials in mathematics -- among other thi~gs. And that the formal lecture, once or twice a week, supports every other form of instruction used. Though I should oppose the present college custom of several informal lectures a day, with no chance for the student to talk back and to take intellec tual responsibility. T: All fine. This is a more complete picture than is usually given. That's why people have been suspicious we weren't really reading the more difficult books. I want it known we are not only discussing, but we're understanding. B: But you've omitted one interesting fact about the seminar. The seminar group learns the arts of thinking, by discussing,and I admit the seminar has no patent on teaching people to think straight. But in addition, the students in the seminar are not merely discussing. They are discussing something. And what they are discussing is a number of very great works, works that stand among the greatest products of the human mind. They learn from them what the problems are that every single generation of men has faced, including their own generation. The seminars furnish not merely a teaching method, and a learning exercise. They furnish, through the books, a content, a very rich content . They enable a student to claim the intellectual heritage that is his as a member of a great civilization . I important. But I think to let people suppose p B w b �IONS ON THE EDITOa S �Karl-Friedrich Walling 84 ��best SY~\JTHET IC �the name this year Conference in Balt held at Conventio Friday March 27. present an overview of their to current market trends occareer paths. on such matters as interviews. have a of the and a form. Pre-registra deadline March 12 costs $6. Registration at the door costs $8. CENTER Course probably be SATURDAY time to sign up for it. Cost CHANGES Zenzinger Theodore Steven So So 240 Prince George St. 267-73 4 East Pinkney Hall 36 STRUT YOUR STUFF? the to �11- You .SE.~J W1u...'I'.> ~ovJ j~T ntt E.~~YEJ) Yov t-IA'/t: or PL~5U~5 ~Pr( ~;WHAT A FIJTI LE. Tl1/N6- STuDY'JNc;.. 1$ ••. £.S f>E.C..lAU.. Y INHt:,rJ 1.5 IN Trlf. At~ 1• 5?P-JN<S by Bryce Jacobsen This means that we shall have a play-off game to determine the league championship, on Wed, Mar 4 @ 4. BASKETBALL FREE THROW TOURNAMENT ..• Feb 26 Feb 23 .•. Guardians-78, Spartans-51. The Spartan A's were almost competitive, losing the first period by only tour points, and the last by eight. But ~heir 3's let the game get away from them, ultimately losing 21-6. Some of the Spartans who usually ?lay B were playing A ••• which could have something to do with all this. This was won by the Guardians, with the Hustlers a close second ... followed by the Druids, Greenwaves and Spartans. Mr Rutherford and Mr Zenone cf the Guardians maae 20 out of 25. Mr Sorenson of the Hustlers and Mr Born of the Druids made 19. Mr Mulholland of the Guardians and Mr Maddocks of the Hustlers made 18. Five players achieved that renowned plateau known as double-digit-scorinq ... Messrs. Whalen, Leizman, Schuler, Guaspari and Nau. Others ca.me close, such as Mr Ney and Mr Henry. TWO-ON-TWO TOURNAMENT ••. Feb 28 Still hers a~hieved double-digit-rebounding, double-digit-assists or double-diqit-steals ... but unfortunately, we do not keep records ~n all ~his. Feb 25 ... Hustlers-82, ~ruids-71. Last time the Druids won 62-60, and now the title was on the line ... so we all knew 4t was going tone a -losely contested match-up. For a period it was a standoff, with the two teams tr3dinq baskets, for the most part. But then the Hustler B's, after falling behind, went ahead bv five points in the final moments of the second period. This was all that the Hustlers needed. Once again they matched the Druids in the final period, basket for basket. Eventually the Druids were reduced to fouling ... and finally, after going 6 for 19 at the foul line, the Hustlers started making more foul shots than they missed. Hence their modest lead was increased at the end. How is it that the Hustlers scored 60 points against the Druids in January, and 82 in this game? The score book reveal• that Messrs. Ada.ms, Ewing, ~oynihan, Smith and Wall scored, in toto, 17 points in the firat game ••• and 47 in this one! rhis was won by the Hustlers, with the Guardians a close second. The Spartans were third, the Druids fourtn and the Greenwaves fifth. SOFTBALL will start right Remember to bring a glove long underwear and a warm breezy days. The schedule after Spring Vacation. back with you •.• and some sweat suit for those chilly is already posted. LEAGUE STANDINGS (Final} : BASKETBALL ·Druids Hustlers Guardians Spartans Greenwaves wL 7 7 4 l l l 4 7 1 7 TP VOLLEYBALL w 22 22 16 10 10 Druids Spartans Guardians Hustlers Greenwaves 7 l 5 5 2 l L TP 22 3 18 3 18 6 12 7 10 THIS WEEK'S SCHEDULE: Basketball ... Wed 4:00 Hustlers-Druids SCHEDULE RIGHT AFTER VACATION: Softball·.-.. ~ Wed Thurs Sat 4: 00 Spartans-Druids 4:00 Greenwaves-Guardians 1:30 Hustlers-Spartans 3:00 Greenwaves-Druids �WOMEN'S by Lisa Cobb GLAD RAGS VOLLEYBALL Feb 24 Nymphs-3, Furies-0 The absence of Sue Coffee was evident in this Fury defeat (3-15, 5-15, 13-15). Misses Alers, Stuck a nd Oosterhout made a good attempt to save the Furies, but the Nymphs' serves were hard to return and even harder to set. When Miss Kamensky wa lks up to the serving line the Furies tense up ~11 anticipation. Miss Haskins and Miss Gowdy are prov ing to be formidable Nymph players. They have a lo t of control and can complete a set very effe ctively. Feb 26 FREE THROW CONTEST Maenads •••• 81 Amazons •••• 67 Liz Stuck had the highest Furies .•••• 61 individual score - 17. Nymphs ••..• 59 Feb 27 Amazons-2, Nympha-3 The Nymphs pulled off another victory today, but not without a struggle (15-11, 13-15, 15-5, 11-15, 1 5-10) • Miss Tive and Miss Nogales of the Amazons put some tremendous serves over the net, while Miss Nelson kept the sets going with Miss Viola and Miss Smith's help. However , the Nymphs had quite a batt alion out today. Again Mias Haskins and Miss Gowdy saved the day many times. Miss Abrams scored many points with her soft serves that barely topped the net and fell into the front linesmen's laps, where it's difficult not to tangle ball and body with the net. Feb 28 TWO-ON-TWO CONTEST Scores for individual games: M aenads 16 Nymphs 0 Furies 16 Amazons 6 Amazons 16 Nymphs 14 Furies 17 Maenads 8 Nymphs 16 Furies 2 Amazon a 17 Maenads 2 Final results for team points: Furies •••••• 3 Amazons ••••• 2 M aenada ••••• l ·Nympha •••••• o THE GADFLY St. John's College Annapolis, MD 21404 Vintage Clothes Thu-Sun 12-5 Fleet Street, Annapolis 267-8810 .ON THE SECOND FLOOR Some of the NICE THINGS at .. . BLJtX;ET DINNER . SPECIALS FEATUREV - 1 SNACK MEM.l ..\V~ILAB~E .. I . IN OUR BAR BAR SERV1CE IN OUR VIMING ROOM AFTER SEMI NAR.S ~ :1 .. .1 ANE Food SINCE 19'l3 .TWOFORS. IN Cl.JR COCKTAIL LOl.l\(iE MONDAY-FRIDAY. 4-6 PM A.HY DRNK ON THE BAR TWO FOR THE PRICE OF ONE. <SPECIAL PRICE.~ DRAUGHT> 61- 63 Maryland Avenue Annapolis NEED TUITION MONEY? High earnings plus college tuition nrograrn. Cash orizes for students Company respected nationwide. No exnerience necessary . Fl ex . hrs. part time. Car heloful CALL 263-2622 Non ·Ptol11. Or1. THE GADFLY STAFF llULI( RATE U. S. POSTAGE PA ID PERMIT No. 120 ANNAPOLIS. MO Cha!ttotte Ball.ham Ric.k. Campbeil. - EdU.oJt Jona.than Ede.bnan Emi s. Gug eJL Hazen Hammel. Vu.k.e Hu.ghe.J.> Peggy Kemp KuJLt Sc.hu.leJt Alien Spe..i..ght Aoi Yamamu/l.a. Ann Ht1.6 fUn6 THE GADFLY l6 p-'Llnted bt .the St John, .6 College p!Llnt .6hop by: ChJri..h Colby & c~ MaJLk � 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 Gadfly Description An account of the resource Founded in 1980, The Gadfly is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus. Click on <a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the The Gadfly Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context thegadfly Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 12 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Campbell, Rick (Editor) Title A name given to the resource The Gadfly, Vol. II, Issue 19 Date A point or period of time associated with an event in the lifecycle of the resource 1981-03-02 Description An account of the resource Volume II, Issue 19 of The Gadfly. Published March 02, 1981. Identifier An unambiguous reference to the resource within a given context Vol. 02 #19 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Gadfly Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d404a4a118d8aacae32e33abe58e7f23.pdf cb1ab1c8ee7183426d7d35c286d213d2 PDF Text Text THE VOL. II, ISSUE 20 THE ST. JOHN'S COLLEGE INVEPENVENT STUVENT WEEKLY ~ Polity Elections . .,, . ll POLITY ELECTIONS COMING SOON This semester we will be electing, 1) a Polity Presider.t, 2) a Polity Secretary, 3) a Polity Treasurer, and 4) Polity Justices three (3). Anyone wishing to run for office must never have had polity membership revoked, and must not intend to leave the college before the term of office expires. Those running for the office of Polity President must have been in residence at the College for at least one year prior to the election. In order to have your name placed on the ballot as a candidate for Polity President you must submit a petition of nomination signed by at least twenty (20) members of the student polity. Those running for the office of Polity Secretary, Treasurer or Justice must have been in residence at the college for at least six (6) months prior to the election. In order to have your name placed on the ballot as a candidate for one of these off ices you must submit a petition of nomination signed by at least ten (10) members of the student polity. You may not sign your own petition, nor may anyone sign the petition of more than one person running for the same office. Your name will appear on the ballot as it appears on your petition of nomination. Petitions must be submitted to me, chairman of the Elections Conunittee, no later than Thrusday, March 26, 1981. Late petitions cannot be accepted. Linda L. Mahler '81 Chief Justice of the Polity Court MAR. 2 3, 19 81 .:.. • '- ·on The Program THE RESPONSIBILITIES OF THE LIBERAL ARTIST In this talk, given in June of 1938, Stringfellow Barr talks about the responsibilities of free men and women against the backdrop of the looming war against facism. There was no doubt in the mind of Stringfellow Barr that the place of the liberal artist was the forefront of the battle against totalitarianism. As he makes clear, the battles against facism and conununism is not a battle against discipline and authority, but against the imposition o= authority and discipline by others without your informed consent. Are we at St John's in the forefront of this war? The other day an interesting and curious gift arrived at St John's College. It was a design in the form of a circular seal, and it was the work of a Harvard man who admires the educational program which this College has undertaken and who chose to express his admiration by designing this symbolic seal. In the center of the seal is a pair of scales, or balances. Around it in a circle are placed seven open books, representing the seven liberal arts. And around the open volumes is lettered the motto, FACIO LIBEROS EX LIBERIS LIBRIS LIBRAQUE. I suppose the motto may be fairly translated: "I make free men out of boys by means of books and balances." The punning on the stern of the Latin word for free is a serviceable pun now that liberal education is confronted with a worldwide decline of liberalism. Like most liberals today, I am disturbed by the rise in many parts of the world of government by violence as a substitute for government by reason and consent. But unlike most liberals I know, I am much less disturbed by the overthrow of free government in states that were once democratic than I am by the confusion of the liberal mind in states like ours which are still technically free. You may argue that confusion in the liberal mind disturbs me because I know that such confusion is normally followed by the overthrow of free government. I agree that this is what normally happens; but even if you could assure me that "it can't happen here," I should still be disturbed by the present state of liberalism. Because I agree with those who founded our Republic that what they and we have called free institutions cannot alone and �-2 of themselves make men truly free. Free institutions are a means to an end, not an . end in themselves. The end is the freedom of individual men and women. The real meaning of liberalism lies in the fact that man possesses free will, and that he is really and fully human only when that will is freely exercised. Because he possesses free will, he has the power to choose, to decide. You can prevent my exercising my free will, so far as politics is concerned, by a number of methods. You can seize the government and close the polls. Or you can keep the polls ostentatiously open, and post armed men at them to see that I vote i1A, in any plebiscite you hold. Or you can tell me to vote as I like but that I will lose my job if the wrong man wins. Or you can refrain from threatening my livelihood but see that I am kept misinformed through a censored press, so that I will "freely" choose the things you want me to choose. Or you can let me have all the information I want but see to it that my education is so defective that I lack the intellectual capacity to interpret the information when I get it. The last method would be the subtlest. For I can lose the freedom of my will just as surely through ignorance as through being sent to a concentration camp, and I shall have the added disadvantage of not knowing I have lost it. Don't misunderstand me: concentration camps are not merely disagreeable; they are a genuine check on the freedom of the will; they genuinely close out certain choices. All I am saying is that keeping out of concentration camps is not necessarily achieving freedom. Neither is having access to an uncensored press. Neither are the rights of free speech and free assembly. These things merely widen the choices a free will may make if that will has learned to use and follow reason. It is because of these distinctions that the founding fathers of this republic insisted on the necessity of liberal education. The daily papers suggest that Hitler and Mussolini are doing most of the choosing, most of the deciding, most of the willing these days. The day's news suggests that liberal democracies are paralyzed. If they are, it is because we twentiethcentury liberals have missed the point of our own faith. We have slithered into the belief that liberty meant being left alone, and nothing else. We have come to no longer distinguish between authority and tyranny. We have forgotten that the mind that denies the authority of reason falls under the tyranny of caprice. We have forgotten that he who will not answer to the rudder must answer to the rock. We have therefore allowed totalitarian dictators to take out a copyright on words like authority and discipline, although their tyranny is a caricature of authority and their terrorism is a caricature of discipline. It is high time that those Americans who value liberalism should restate their faith in it, not negatively as we so often do these days, but positively; that we freely and gladly assume the responsibilities of liberty as well as its privileges. For though most liberals today are soft, there is nothing soft about liberalism. I spoke in one of these radio talks of the famous funeral oration which Pericles made over the Athenian dead. At a crucial point in that oration, Pericles boasts of the relationship between the free Athenian and the laws he made and lived by. Last month I asked a New Program student to reduce this paragraph to . .. . ' ' .. ..··· ..... ··,'•" ' .. . ... • • . ... a single sentence, and this is what I got: "We reverence the laws and the laws respect us." r think he did a good job. Pericles was proud of Athenian freedom and insisted it was worth dying for. Our ancestors shared that pride and that insistence. But they and he were proud, not of the absence of discipline or authority, but of the fact that in a society of free citizens discipline and authority are self-imposed. I too should insist they were worth dying for. But I should not want to die for an external discipline imposed on me by tyranny; nor should I want to die for the right to be without any discipline at all. st In c B We liberals have erred, I suspect, through asking too little. We have asked for what animals and small children want, but not what free men and women require. We have shouted hysterically for freedom of speech, a free press, and free assembly, while one by one these freedoms have disappeared in one modern state after another. And we have asked ourselves fearfully whether we too would lose these freedoms. But we have not demanded, as our ancestors did, both for themselves and their children, a mind free fr~m ionor~nce, ~n awaken ed imagination and a disciplined reason, without which we cannot effectually use our other freedoms or even preserve them. We have demanded, quite properly, the right to make our own mistakes, but we have not demanded the capacities that would enable us to understand our mistakes when we have made them. t c s t -p I think this Harvard friend of ours, who has tried to express his conception of what St John's College stands for today, has stated something essential for you and me to understand, not merely because you and I belong to the College which this seal of his celebrates, but because you and I, like him, are free American citizens. I am sorry my translation of the motto he has furnished is so dull: "I make free men out of boys by means of books and balances." I have lost the magnificient Latin punning: FACIO LIBEROS EX LIBERIS LIBRIS LIBRAQUE. These strong Latin words remind us of words the Latins gave us. For we liberals cannot exercize our liberties without knowing how to deliberate. Without that power, we are children. Fortunately, there are books that record for us the deliberations of men who outgrew childhood, who knew how to weigh, to balance choices, to decide. These books are models of analysis, in which issues are clarified, so that real choices, deliberate choices, can be made. They propound and propose alternative solutions to problems that are still with us under different guise. And the different books state alternative issues against each other. And there are not books alone to help us. There are balances. Balances and other laboratory instruments which teach us to measure, to compare, to discriminate, to combine, to understand. The liberal arts, the intellectual arts that liberate the mind, operating through these same books and these same balances, liberalized and humanized our fathers, and their fathers before them. They can liberate our children too. They can make free men out of our children, teach them to live in a liberal democracy, and to make real choices, after due deliberation. Then our children would understand liberalism, where our own sloth and incomprehension have left it languid, vulnerable, irrational, and therefore hysterical. ... . \ . ��6 UNIFIED beginning there ects at rest tended ects in motion tended to soon everything God saw it rest, Then God created And ects at rest tended to rest, But ects motion tended And energy was conserved and momentum was conserved and matter was conserved And God saw that it was conservative. Then God created Einstein, fast straight became curved, the universe was filled God it was some of it was especially Then God created Bohr, And there was the principle And the principle was And things were quantified, were still was to create Furgeson Furgeson have he would have fielded a all would have been one frames, �in consciousness (wnicn implies providinq resistence to thought), and instead endialectical to thdraw into and tJOWer. Tnus is nne the character of the master, so , beconsciousness, is, however, aware cause it is divided against itself. that of its life in connection life. ��- loved the out brontosauruses notebook and for was a is nausea. Even smaller and lizards chameleons their little had ever seen a one terror. nosaurs lo ids The I believe one never sees skeletons of the stree. Occassional one ��--------------------- mittee by laroe corporations mentioned but most people themselves than lose respect working for one's self the industrial You speak of sure you know have in keeping all the obs tuition and still time to get an without spending a lifetime doing it? Prices and wages have changed since you started I you that a service to that should be done to Yours 666 DEAR • CAMPBELL Your letter to Mrs. was greatly offensive in the last Gadfly highly intolerable. First of all President Reagan s cuts are highly detrimental to the as our small community. available must be remembered government such as our own is must be well educated For a be effective the majority. must be to make wise decisions so that their votes used on random guesses towards charismatic seekers; we must be educated to facts determine is for make ment institution that has ever offered benefits is the military. I take moral objection to the It destroys individualism and I feel to be forced into wars that with my If Amer· ica were in danger, her citizens to h aid, but in instances other than this is not a true service to the United States. It's just a vulgar necessity. Why is it that services such as VISTA which are dedicated to helping make America a better place to live in receive most of their money from private donations? And why do t people who service our nation by its peo not receive educational benefits? In how anyone help to serve the United States in the mi tary or VISTA without an education first? ber the first service to one s country is to be educated and to be a and carry out duties. ��by Lisa Cobb WOMEN'S March 17 Furies 2 Maenads 3 The Maenads had to fight hard for this victory (15-10, 17-15, 4-15, 5-15, 15-12). Coffee and Alers of the Furies were playing well and Farrell's serve has gotten quite formidab le. She has mastered the fast, hard serve that skims the net. However, the Mae nads were setting the ball better than usua l, were lucky enough to win that second decisive game and also Brockway's control and consistency helped rackup the po ints. March 19 Nurnphs 3 Maenads 0 If the Maenads had won this game they would have tied with the Furies for first place. But they didn't and surprisingly it was a quick victory for the Nymphs (16-14, 15-12, 15- 6) . Haskins was decidely a factor in the Nymphs success. She plays like Brockway: j control. And again Krafft made some beautiful spikes and Kamenski's serve is still terrif ying. But the Nymphs have had these components before so I'm inclined t o think the Maenads were down more than that t h e Nymphs were up. -- 4i. .~o~ oo • .0 Q 0 0 Q 0 - 0 Q C) 0 0 SOFTBALL : With luck and sunshine next weeks schedule is as follows: Tuesday 4:00 Thursday 2:30 Friday 4:00 Nymphs vs Maenads Nymphs vs Furies Amazons vs Maenads \congratulations to the Furies for taking firs t place in the volleyball season and to the Nymphs for not taking last place. Furies Maenads Nymphs Amazons ... ) 21 19 16 15 ffiau~n10tt 'g CCJottcy CCJ1wits and C))egetobQes tHe vU011~et ffiouse v4""opoQ1s. vUd. 269-0941 ~ c <) Q Q --<» 0 • Orange Juice 1 0 "'O ):::. ~ • Fruit Baskets Vegetables (delivered daily) • Farm Fresh Eggs • Dried Fruits & Nuts • Jellit:s and Jams • Cid.;r <> <> 0 ~<> ~ .ca <a 0 C) . \.!) (squeezed fresh daily in the market) (made to order) • Fresh Fruits & ---- ,. ~ V') ( w ~ 0 2. .. - -' " --- - ".. -- ' <a • ~ 0 • -0 0 "O <> ~ " ~ 0 �collegiate crossword BOX 316 NORTHRIDGE, CALIFORNIA 91328 ACROSS 1 Servile 8 Rich or prominent persons 14 Frequenter 15 Stuffed oneself 17 Classroom need 18 Experienced person 19 Big bundle 20 Knockout substance 22 Suffix : body 23 Basic Latin verb 24 Division of time 25 Insect egg 26 Ship of old 28 Be afraid of 30 Nota 31 Old men 33 Musical pieces 35 Exploit 36 Tennis tenn 37 Disciplined and austere 41 Radio or TV muff 45 Heap 46 Picture game 48 Designate 49 Mr . Gershwin Classified Ads 50 51 52 54 56 57 59 61 Part of USAF science "Aba Honeymoon" Aquatic malTITial fide Cotton cloth Eating place Certain movie versions 62 Howl 63 Most sound 64 Men of Madrid DOWN 1 2 3 4 5 6 7 8 9 10 11 Affair Fort or TV western Edible mollusk Workshop item Mineral suffix With 10-Down, certainty "Searl et Letter" character, et al. Catholic devotion periods Assert See 6-Down Minerals 12 Rank above knight 13 Endurance 16 Relatives on the mother's side 21 Garden tool 27 Sky-blue 28 Gloomy (poet.) 29 "Valley of the-" 30 Relay-race item 32 Conman suffix 34 Prefix: new 37 House bug 38 "The of Penzance" 39 Tuscaloosa's state 40 Most tidy 41 Agencies 42 Site of famous observatory 43 Come forth 44 Payment returns 47 Computer tenn 53 " - for All Seasons" 54 Individuals 55 Mark with lines 56 Heavy knife 58 Past president 60 Wine measure TYPEWRITER FOR SALE Olivetti Lexikon 82 with 10 ribbons, $250. See Rick Campbell in oerson or write to Box 52. THE GADFLY is an independent student journal published every Monday while school is in session. It is free for students and faculty of the Annapolis campus. For others, .; the subscription rate for the second semester is $8. Make checks payable to THE GADFLY. Write: THE GADFLY, Box 52, St John's College, Annapolis, MD 21404 NEED TUITION MONEY? High earnings plus college tuition orogram. Cash orizes for students. Company respected nationwide. No experience necessary. Flex. hrs. part time. Car helnful CALL 263-2622 THE GADFLY St. John's College Annapolis, MD 21404 -N;n -;.,0111 BULK DEADLINE: 6 pm Friday Letter limit: 500 words 0-;~~, RATE U. S. POSTAGE f' A ID PERMIT No 120 ~ .. NAPOLIS. "10 THE GADFLY STAFF I Chcvrl.o tie. Ball.ham I Ric.k Campbell. - EclL:toft Jonathan Edelman Emi s . Gug e..Jt Haze..n Hamme..l Ann H a.MU.Yl.-6 THE GADFLY iJ., pftin.-te..d in .:the. S.t J 0 hn, }., Colie..ge.. pftin.-t .6hop by: ChlrJA Colby Vuf<.e.. Hughe.;., Pe..ggy Ke.mp Kwz;t Sc.huleA Alie..n Spught Aoi YamamuJta & Chfti.6 MaJLk � 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 Gadfly Description An account of the resource Founded in 1980, The Gadfly is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus. Click on <a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the The Gadfly Collection</a> to view and sort all items in the collection. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context thegadfly 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. 16 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/. Creator An entity primarily responsible for making the resource Campbell, Rick (Editor) Title A name given to the resource The Gadfly, Vol. II, Issue 20 Date A point or period of time associated with an event in the lifecycle of the resource 1981-03-23 Description An account of the resource Volume II, Issue 20 of The Gadfly. Published March 23, 1981. Identifier An unambiguous reference to the resource within a given context Vol. 02 #20 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Gadfly Student publication