31 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8616be7620affd9647cda00a38e93976.pdf 43dc63d1b691e6ac9cb09c586ab9eac4 PDF Text Text ST JOHN'S COLLEGE SANTA FE, NEW MEXICO 87501-4599 • (505) 982-3691 Community Events Calendar DECEMBER 1988 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx ~ DECEMBER ~ Friday, ~ PM LECTURE: PETER PESIC, Tutor, St. John's College, will speak on "Identicality and Modern Physics." Free. The Great Hall. = DECEMBER l Saturday, 1:00 5:00 PM BOOK FAIR AND AUTOGRAPH PARTY: To be held at Sanbusco Center to benefit the St. John's College· Library Building Fund. DECEMBER 3 Saturday, 2 ~ ~ PM *FILMS: "Stolen Kisses" 1969 - France - Directed by Francois Truf faut 1 hour, 30 minutes - Color - Subtitled "Hannah and Her Sisters" 1986 - Written and Directed by Woody Allen 1 hour, 47 minutes - Color DECEMBER 6 Tuesday, ~ PM SYMBOLIC HISTORY - THROUGH SIGHT AND SOUND: "The Gothic Wave: - The Spread of Gothic over Europe." Tutor Emeritus CHARLES BELL. Free. Junior Common Room. ~ DECEMBER 7 Wednesday, ~ PM SPECIAL LECTURE: STEWART ROBERTSON, Music Director of the Santa Fe symphony will discuss a particular work garnered from the Symphony program to be performed the following week-end. Free. The Great Hall. �t DECEMBER 9 Friday, ~ PM LECTURE: ALAN WEBBER, Tutor, St. John's College, will speak on "Plato's Republic: Offspring of the Good." Free. The Great Hall. DECEMBER 10 Saturday, 7 & 9 PM *FILMS: "You Can't Take It-withYou" 1938 - Directed by Frank Capra - 2 hours, 8 minutes - Black & White "It's A Wonderful Life" 1947 - Directed by Frank Capra - 2 hours, 12 minutes - Black & White ~ DECEMBER 11 Sunday, ~ PM ST. JOHN'S COLLEGE CHORUS: A concert of Russian sacred music commemorating the lOOOth anniversary of Christianity in Russia. CQnducted by Michael Ossorgin, St. John's ur.or Emeritus. Free. St. Francis Cathedral. DECEMBER 11 Sunday, ~ PM Christmas-Party for all the children of Santa Fe. Magic by Van Warren. Caroling. Storytelling. Refreshments. Everybody is welcome!! Junior Common Room. Celebrate!! Please RSVP to 982-3691 ext. 289. DECEMBER .!1. Tuesday, ~ PM SYMBOLIC HISTORY - THROUGH SIGHT AND SOUND: "Dante - Threshold of 1300: Gothic Synthesis; Revolt of the New Man." Tutor Emeritus CHARLES BELL. Free. Junior Common Room. DECEMBER 20 Tuesday, ~ PM SYMBOLIC HISTORY - THROUGH SIGHT AND SOUND: "Ars Nova (14th century): Heroes InHell, Against the Quietest East." Tutor Emeritus CHARLES BELL. Free. Junior Common Room. �. CONFERENCE CENTER ST, JOHN'S COLLEGE SANTA FE NM 87501 Ms. CHARLOTTE LocKwooD AsK MR, FosTER/Rro GRANDE TRAVEL 333 MONTEZUMA SANTA FE NM 87501 �. ST. JOHN'S COLLEGE SANTA FE, NEW MEXICO FRIENDS OF THE COLLEGE COMMUNITY SEMINAR (RUISE TO THE GREEK ISLANDS, JUNE TUTOR: MR. R. 9 - 20, 1989 THOMAS HARRIS _ _ _ YES, I AM DEFINITELY INTERESTED IN GOING 't/ITH THE SEMINAR GROUP TO THE GREEK ISLANDS IN JUNE, PLEASE RUSH ME ALL INFORMATION, PHONE #_ _ _ __ NAME ADDRESS~~~~~~~~~~~~--------- CITY STATE • ZIP~~ �Los Llanos Bookstore Invites you to attend its Book Fair and Autograph Party Benefiting the St. John's College Library Twenty New Mexico Authors will be Present Los Llanos Bookstore at Sanbusco Saturday, December 3 1:00-5:00 p.rri. �~ 11111111111111111 �ST JOHN'S COLLEGE SANTA FE, NEW MEXICO 87501-4599 • (505) 982-3691 December 1988 Dear Friends: As Chairman of the Board of Visitors and Governors, and as an alumnus of the Graduate Institute, Class of 1979, it is my pleasure to 9reet you this holiday season and to thank you for your continuing support and interest in St. John's College in Santa Fe. This community events bulletin is mailed to friends of St. John's College and, therefore, allows me the opportunity to set the record straight concerning the Board of Visitors and Governors perspective on the resignation of President Michael P. Riccards. Under the leadership of President Riccards, relations between the College and our neighbors in the region have strengthened immeasurably. Members of the Board of Visitors and Governors are deeply grateful for the ~regress that he and other members of the administration have achieved in the last two years. It was to this end that the Board appointed a resident president in Santa Fe in 1986. Our commitment to Santa Fe and the Southwest continues. A Presidential Search Committee chaired by~ Dr. Irwin Hoffman, a Santa Fe resident, is already in the process of finding a new president who will build and strengthen the relationships that have been established. Other local members of that Committee include Owen Lopez, Dean Hag9ard, and James Carey. At this time the Search Committee is receiving'nominations for the new president and we encourage all of our friends, alumni, parents, faculty and members of the Board to submit nominations of those candidates they believe are particularly suited to lead the Santa Fe campus of St. John's College. Your involvement in St. John's College is valued by all of the students, faculty, and staff. On behalf of members of the College community, I would like to invite you to join us in the numerous public events planned for the holiday season listed in the enclosed calendar. Wishing you a happy holiday season and with warm personal regards, Sincerely, ~v~~ A. Scott Kelso Chairman of the Board �DECEMBER 27 Tuesday, ~ PM SYMBOLIC HISTORY - THROUGH SIGHT AND SOUND: "1400 - Pilgrim's-All (Chaucer's World): 'In the Temple Playing'.'' Tutor Emeritus CHARLES BELL. Free. Junior Common Room. *Film Showings: 7 PM & 9 PM+ Admissions: $3, Double Feature $4 The Great Hall opens at 6:45 PM. CHECK SWITCHBOARD FOR LAST MINUTE CHANGES. BEST WISHES FOR A VERY MERRY CHRISTMAS AND HAPPY NEW YEAR FROM ST. JOHN'S FACULTY AND STAFF. �xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx UPCOMING EVENTS January ~ Sunday, 3-5 PM ART GALLERY OPENING RECEPTION: MARK A. VIEIRA, photographer, uses the same lighting, camera, and technology as those used in the tradition of the great Hollywood glamour photographers of the 1930's and 40's. A scholar and collector of the great star photographs by George Hurrell, Clarence Sinclair Bull, and Lee Garmes, among others, Vieira has recently produced a book of prints from his private collection, Hollywood Portraits, illustrated with some of the 9reatest portraits of this American genre. In this exhibition, a group of Vieira's fine photographic prints, a~ong with some of Vieira's contemporary portraits in this style, will be for sale. *xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx a> § Cf) Cf) (") 0 ~ g 0 z :::0 ['J1 0 ~ ~ a � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 9 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Santa Fe Community Calendar, December 1988 Description An account of the resource Event calendar for the Santa Fe campus community, December 1988. 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 1988-12 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_Community_Calendar_1988_12 Calendar https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f2b48596e205315026418470f16330f6.pdf d15426745a3eada560925843bec3700e PDF Text Text St. John' College _ _. . . . ommunity Events February 1988 'lliRCXXli FEBRf.ll>,RY 14 ARI' G\LLERY: Continued showin:J of "Photograt=hic Images Prcdoce:::l by Diverse M?ans," the t=hotograt=hs of GERALD LDVINS, both black ard v.hite ard in color. Art Gallery, Peterson Stu:Jent Center, no admission charge. (fen W=dnes:3ay-Surday, 1-5 p.m. or by ar:poinbrent . *************************************************************************************************** ** WINTER FILM SERIES, 1988: Shakespeare International. Sponsore:::l ** ** by the I:l?an of St. John' s College, films will be shov.n FREF' on ** ** six successive ~s:3ay evenin:Js. Discussion to follow each ** ** showing. Please join us in the Great Hall. ** ** ** FEBRUZ\RY 3 "'Ihe Tamin:J of the Shrew'' (1967). Italian director Franco Zeffirell i ** ** W::rlnes:lay, 7 p .m. guides Elizabeth Taylor and Richard BJrton throt.Bh this conic maze. ** ** ** ** FEBRUARY 10 ** "A Midsurmer Night's Drean" (1935) . USA, directed by fvt:lx Feinhardt & ** W::rlnes:lay, 7 p.m. ** Willian Dieterie. A magnificently entertainin:J adaptation, sta rring ** ** Jates cagney, Dick Fbv.ell, Olivia de Havillard, Joe E. Brov.n, ard ** ** Mickey Iboney as Puck. ** ** ** ** ** ** ** ** ** FEBRUARY 17 W::rlnes:lay, 7 p .m. "Macbeth" (1971). Iblard's Ranan Fblanski adapts the great trage:::ly in** an unusu3l screenplay. ** ** ** W::rlnes:lay, 7 p.m. ** ** *************************************************************************************************** FEBRUARY 24 FEBRf.ll>,RY 2 Tt.Es:3ay, 8 p .m. FEBRf.ll>,RY 3 W::rlnes:lay, 3: 30 p.'TI. "King Lear" (1971). Great Britain, directed by Peter Brook. P3ul Scofield stars for one of the great stage directors of our time. Stark ard beautiful black and Y.hite. SYMB::>LIC HISTORY THR<XJGI SIG-IT AND SCUJD: "Nature, the Perceptive Field" (the organizing universe, Heracli tean celebration). Tuto r Etneritus 01arles Bell. Free. Junior Carmon !ban. LECTURE/DIS:USSION: IY\VID HAWKINSON, City G3.tes Biblical Stlily Center, Minnear:olis, will present "Excdus 1-4. Fbrtrait of the Liberator as a Young Man." Free. Junior Carmon !ban, P2terson Stu:Jmt Center. '!his prOJran is _part of a larger stu:Jy being cordocted this v.eek urder the title "'Ihe Violence of Excdus: Narrative and Law." LErr'URE: HELEN IDRBERG-Hax;E will _ h110lo:JY · -Qei . _ .i , " }a, a rarote area of the oorthern Hi11alayas. Tlis prOJran is co-sr:onsorro by the Santa Fe Council on International Relations ard St. John's Coll93e. R?freshnents will be serve:::l. Free. Junior Cartron Roon, Peterson Stu:Jent Center. FEBRf.ll>,RY 5 Friday 8 p.m. FEBRf.ll>,RY 6 Saturday, 7 & 9:15 p.m. FEBRf.ll>,RY 9 'fues:3ay, 8 p .m. •film showings: 7 PM and 9:15 PM Admission: $3, Double Feature $4 location: The Great Hall Box Office opens: 6:45 PM CHECK SWITCHBOARD FOR LAST MINUTE CHANGES LECTURE/DIS:USSION: Earl Schwartz, City G3.tes Biblical Stu:ly Center, Minnear:olis, will present "Halachah of Self-I:l?fense in Excdus." Free. '!he Great Hall. '!his pr0Jran is part of a larger stu:Jy being cordocted this v.eek urder the title "'Ihe Violence of Excdus: Narrative ard Law." *FILMS: en Black knerica. "Lilies of the Field" (1963) starring Sidney Fbi tier and a charming tevy of nuns. "'Ib Kill a M:x:-kin:Jbid" (1963) with Gregory Feck ard Brock Peters in the screen adaptation of Harper Lee's Pul i tz.er Prizewinning oovel. CEcars all 'round for both films. SYMOOLIC HIS'IDRY THR<XJGI SIG-IT AND SCUID: "1400: Pilgrims All" (the w:::>rld of 01aocer). Tutor Bneritus O'larles Bell. Free. Junior Cartron Roon. Please Post For more information, call 982-3691, ext. 288 �FEBR~ 10 W::dnes::lay, 4 p.m. OOETRY REl\DING: 'IHECXX>RE ENSLIN returns to S.X: to recd his PJetry A resident of rvain, Ehsl in v-.as associate::1 with the Black l'-buntain p:>ets of the 50s arrl corroborated with N=w M2xican Keith Wilson in prcx'locing the 1985 book of p:::etry, M2eti ng at Jal. Free. Jm ior Ccmron Roan. an:1 condoct "A M..lsical Investigation." FEBRUARY 12 Friday 8 p.m. EU;ENE V. 'IHAW, note::1 art dealer, administrator of the Ft>llock-Krasner Foundation to aid vislEl artists, and S.X: alUT111us '47, will present a prcgran Entitled "Jackson Ft>llock am the Art of Drawing." Free. 'lhe Great Hall. FEBR~ 16 'I\Es:Jay, 8 p .m. SYMEOLIC HIS'IDRY THRCXJGf SIG-n' AID SOOND: "Blake: Fire-FU:Jue of Delight." Tutor Etrer i tus Cllarles Bell. Free. Junior Ccmron Roan. FEBR!".V\RY 19 Friday, 8 p.m. CCN:ERT: D\NIEL H-IILLIPS, violinist, will present a recital, featuring t¥.D sonatas by J.S. Bach as v.ell as a nEW v..ork for solo violin by I.Eon Kirchner. 'Ihis fine artist is often heard at the Santa Fe 01amber MJsic Festival as v.ell as the Sp)leto and M:irlboro Festivals. 'Ihe Great Hall. Tickets available at the door: $7/ 3. 50 senior citizens, stt..dents. FEBR!".V\RY 20 Saturday, 7 & LECI'URE: 9: 15 p.m. *FILMS: I Spy: Private Eyes. "'Ihe M3.ltese Falcon" (1941). Johri Huston directs Pogey as San Spade, with F€ter U:>rre, Sydney Greenstreet. N=e::1 v.e say rrore? "Blcde Runner" (1982) • Harrison Ford, pre-Indiana Jones. FEBR!".V\RY 23 'I\Es:Jay, 8 p.m. SYME()LIC HIS'IDRY 'I'HRCU}f SIG-n' AND SOUND: "1500: Expolsive Balance" (Renaissan::e, Protestantisn, the l.'BY w:>rld). Tutor Emeritus 01arles Bell. Free. Junior Carmon Roan. FEBR~ 26 Friday, 8 p.m. LEI::'IURE: FEBR~ 27 Saturday, 7 & 9: 15 p .m. *FILMS: 'Ihe All-American W?stern. "High t'-bon" (1952), Giry Coop?r and an Q:;car • Alan Ladd in "Shane" (1953) , adapted fr an the novel by Santa Fe's OW1 Jack Schaefer. FEBRIJ!\RY 28 Sunday, 3 p.m. CCN:ERT: "'lb Vienna with Love," Part II in a series of three recitals by mezzo-soprano JEANNE ffiEALISH, canprising a Sf!ITlpling fran tv..o rich centuries of Viennese lie::ler. Accanpanie::l by pianist Peter F€3ic, Grealish will i;:erform songs by Brahns, w:>lf, and M:ihler in this si;:ecial scholarship benefit concert. Canplete prcgran available qxm request. Tickets at the door: $5 cdul ts, $3 senior citiZEns. 'Ihe Great Hall. GLENN OXJG-fLIN, professor at Tharas Aquinas College, formerly tutor at St. John's: "Sane Considerations on Aristotelian arrl N=wtonian Place." Frre. Tl"E Great Hall. * * * ** * * ** *** * ****** *** **** *** **** **** ** ** * MAfU--1 1 Tues:Jay, 7: 30 p .m. RABBI Dl\VID RC6EN will si;:eak on "Jews and Jt.Daisn: 'The Four-thousand Year Unbilical Cord." 'Ihis prcgran is sp:msore::1 by the Anti-Defanation Lecgue of B'nai B'rith, Tanple Beth Shalon of Santa Fe, and St. John's College. Ibsen is Director of Interreligious Affairs of the Jerusalan office of ADL. Refreshnents will be serve::1. Free. 'Ihe Great Hall. LECI'URE: St. ohn's ollege Address Correction Requested NON-PROFIT ORGANIZATION U.S. Postage PAID Permit No. 231 Santa Fe, NM � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 2 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Santa Fe Community Calendar, Febuary 1988 Description An account of the resource Event calendar for the Santa Fe campus community, February 1988. 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 1988-02 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_Community_Calendar_1988_02 Calendar https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/80118afda48a8e0c28d928e14f533395.pdf 411c48d4f38af5eb66a9bc6c14179c8a PDF Text Text �.I I Five men, one pursuit: producing The Collegian , ca. 1941 . Annapolis. }ANDARY WEDNES D AY TUES D AY MONDAY SUNDAY 1 2002 T H URS D AY SATURDAY FRIDAY I 2 3 4 5 9 10 11 12 New Year 's Day 6 I 7 8 January Freshmen arrive, Santa Fe Senior essay writing begins, Annapolis -1- 14 13 - 15 16 17 18 23 24 25 19 January Freshmen arrive, Annapolis 20 I I Freshmen read Parmenides, Annapolis 1897: Stringfellow Barr's Birthday - - 21 22 l~ Martin Luth er King, Jr. Day I- 27 28 29 nior essay writing, ntaFe 31 30 For we are made for cooperation ... -Marc11s A 11reliM, Meditationr - - • I �The sol itude of study, ca. 1970. Santa Fe. FEBRUARY SUNDAY MONDAY TUESDAY 2002 WEDNESDAY THURSDAY FRIDAY 1 SATURDAY 2 Thought is an auribute that belongs to me; it alone cannot be .separatedfrom me... I exist... j ust when! think. - Descartes, Afed1ia11ofl.J Senior essays due, Annapolis 3 4 5 6 7 9 Freshman seminar on e nior essays due, Symposium , Santa Fe 10 j 11 Santa Fe 12 13 14 Ash Wednesday 15 16 22 23 Valentine's Day + 17 18 19 20 21 26 27 28 nior orals begi n, Annapoli .< Presidents' Day 24 25 Senior orals begi n, Santa Fe • �Coupled oscillators: one body can transfer energy to anothe r, ca. 1975. Annapolis. 2002 MARCH SU ATURDAY FRI D AY THURSDAY WE D NESDAY TUES D AY MONDAY DAY 1 2 8 9 14 15 16 21 22 I 23 Man, then, is .so happily constituted that he ha.s no exact principle oftruth, and .several excellent ones offalsehood -Pascal, Pen.J'ees -----~ 3 4 5 6 10 l 11 12 13 I I I 17 1 18 -+-19 I I i 20 --- I 1895: con Buchanan's birthday Spring begi ns St. Patrick's Day 24 25 26 Sophomore read Montaigne, Annapolis \ 28 27 31 Easter Junior and ophomorc essays due, Annapolis Passove r begins • l- 29 �A tutor, a student, dialectic. Coffee Shop conference, ca. 1976. Santa Fe. A SUNDAY MO DAY 1 p RI L TUESDAY 2 WEDNESDAY 3 8 Daylight avi ng T ime Freshman essays due, Annapolis begin 15 14 THURSDAY FRIDAY S AT URDAY 5 6 11 12 13 18 19 4 Sophomore orals begin, Santa Fe Sophomore enabling essays due, Santa Fe 7 2002 9 10 16 ___ ,_ 21 I 22 23 24 27 25 I I Freshman and Junior essays due, Santa Fe 28 29 Croquet Match, Annapolis 30 One man in his time play.s many paru. - Slwke.Jpeare, A.s JOu Like ft ------~ - - - - - -·- - - - --- �Thought and conversation: intersections of one and many. The Coffee Shop, ca. 1960. Annapolis. MAY SU DAY TUES D AY MONDAY WE D 2002 ES DAY THURSDAY FRIDAY SAT URDAY --- - 1 2 3 4 For there i.s no retreat that i.s quieter or freerfrom trouble than a mans own .soul.. Realicy. Annapoli; -Marcus AureliaJ; Medi1arion.r Algebra 11 •st, anta Fe 5 7 6 Don Rag>. Annapolis 12 13 8 9 Freshman and Junior Don Rags, Santa Fe Final Annapolis seminar> on Phaedrus, Tempest, Huckleberry Finn, Phaedrus 15 14 Commencement, Annapolis J 16 10 Realicy, anta Fe 17 Final Santa Fe seminars on Philoctetes, Tempest, Huckleberry Finn, The Dead Mo ther's Day 19 20 26 27 l 21 22 23 28 29 30 I Me mo rial D ay L 11 18 Commencement~ 24 25 anta Fe �The compan ionsh ip of a book, ca. 1975. Annapolis. }UNE TUES D AY MONDAY SUNDAY 2002 WEDNESDAY F RIDAY THURSDAY Behind the newspaper Julian was withdrawing into the inner compartment ofhis mind where he spent most ofhis lime. - Flannery 0 'Connor, Every thing Tlzat Rise.s Must Converge 3 2 4 110 9 17 16 18 6 7 12 13 14 -ho Tl- _l 5 19 SATURDAY 8 15 Flag Day 21 22 1 Graduate Institute Convocation, Santa Fe Graduat Institute Convoc-ation, Annapolis Fa th er 's Day 24 23 30 Summ er begin 25 27 26 ---1 I Summer Alumni Week l , Santa Fe - -- L_ 28 29 �23 definitions, 5 postulates, 5 common notions - Euclid I, 47. Undated . Santa Fe. }ULY MONDAY SUNDAY 1 TUESDAY 2 2002 WEDNESDAY THURSDAY 3 5 ln dependcncc 8 9 10 14 15 16 17 21 22 23 24 28 29 30 31 7 FRIDAY 11 SATURDAY 6 I lomec·oming Weekend, Santa Fe Day 12 13 19 20 26 27 um mer Alumni Week 2, Santa Fe 25 What we do not under.stand we do notpo.s.seJ·.s. -Cicero �One path , many steps. Search and Rescue Team. Undated. Santa Fe . Au SUNDAY GUST TUESDAY MONDAY 2002 WEDNESDAY FRIDAY THURSDAY 1 2 8 r9 SATURDAY 3 As a body we incorporate every member as an indivisible part ofthe whole. - Rou.ueau, Tl1e Social Contract 4 5 I 6 r I 10 Graduate Institute Commencement. Santa Fe and Annapolis 11 12 13 14 15 16 17 22 23 24 - 18 19 25 26 21 ~+--~~~~~~~~f--~~~~~~~----<~~~~-- 27 Freshmen arri ve, Santa Fe 28 29 1 30 31 -- �' I ' ••t ............ ....,•••• ... ' .. --, ' ' So many books... so little time. Undated. Annapolis. 2002 SEPTEMBER SUNDAY 1 MONDAY 2 TUESDAY 3 WEDNESDAY 4 THURSDAY 5 FRIDAY SATURDAY 7 6 Ro h Hashana begin at Labor Day sundown 8 9 10 15 16 17 23 24 11 12 19 14 13 -S-o 21 Yom Kippur begins ar sundown 22 25 26 27 28 I 29 30 Art is a human activity havingfor it.s purpo.se the tran.smis.sion to others ofthe highest and bestfeelings to which men have arisen. -Toifto)' �.. '•,: > . ..... ''1& Twelve strings, two players: unison and harmony. Undated. Santa Fe. 2002 OCTOBER SU TUESDAY MONDAY DAY 1 WEDNESDAY 2 THURSDAY 3 SATURDAY FRIDAY 5 4 Homccomi11g Weekend, Annapolis 6 13 7 14 8 15 9 10 16 --+17 23 24 30 31 12 11 L_ 18 19 25 26 Columbus Day observed 20 21 27 28 29 Though leaves are many; the root is one. -Yeau Daylight Savings Time ends Halloween . . �Camaraderie in Campbell. Undated . Annapolis. 2002 NOVEMBER MONDAY SUNDAY TUESDAY WEDNESDAY THURSDAY SATURDAY FRIDAY I 1 2 8 9 Even if (the vinue.s) are many and various~ all ofthem have one and the sameform which makes them virtues. -Plato, Meno --- 4 3 - - ~ 5 I 6 7 I Election Day 11 10 1 17 I 12 14 13 15 I 16 I Veterans' Day _ 18 - -- - 20 19 -- - 21 22 ~ I 23 - I I 24 25 26 28 27 I __L 29 HanukkaJ1 begins at Thanksgiving • S LUldOWll I 30 -- �4' Many voices, one song. Freshman Chorus, ca. 1955. Annapolis. DECEMBER SUNDAY MO DAY TUESDAY 2002 WEDNESDAY THURSDAY FRIDAY SATURDAY ----~- 1 2 3 4 5 6 7 11 12 13 14 18 19 20 21 25 26 27 28 + 8 10 15 '11 - 22 24 + Christmas 29 Kwanzaa begins 31 Arz arise.s whenfrom many notion.s gained by exp erience onejudgement about a c!a.s.s ofo~/ect.s i.s produced - Ariuot!e, i1e1ap/1_prci �• About the people and the photogTaphs: The photos used in this calendar are from the St. John's College archives in Annapolis and Santa Fe. Some of the photos have notes written on the back identifying the subjects or the photographer, others do not. Alumni who can explain the situation of any of the photos, or know who any of the mystery people are, or think the people are other than those identified can write The College Magazine (Box 2800, Annapolis, MD 21404) or e-mail bgoyette@sjca.edu. Front cover: The McDowell stairs. one of the students are identified; there's no photo credit. January: The students are Irving Lewis, Vernon Pagett, Atwood Garis, Danny Hill, and Peter Jackson; there's no photo credit. February: either the student nor the photographer i identified. March: Barbara Leonard is on the left; there's no photo credit. April: Eva Brann is in the center; the photo is by Marion Warren. May: The student is Kevin St. John , the tutor is Tom Slakey; the photo is by Betty Lilienthal. June: The student is Patricia Joyce; there's no photo credit. July: The students are not identified; the photo is by Betty Lilienthal. August: The students are not identified; the photo is by Betty Lilienthal. September: No identification; no photo credit. October: The students are not identified. The photographer is Sheldon Heitner. November: Neither the students nor the photographer is identified. December: Victor Zuckerkandl leads the chorus; the photo is by Marion Warren. This page: The student is not identified; the photo is by Betty Lilienthal. Back cover: The tudent is David Kulko; the photographer i not identified. One reader. Undated. Santa Fe. �� 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 Philanthropia Calendars Description An account of the resource Monthly calendars coordinated by Philanthropia, the Alumni Development Council. Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 15 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Philanthropia Calendar, January 2002 – December 2002 Description An account of the resource St. John’s College, Philanthropia Calendar, One and Many, January 2002 – December 2002 Creator An entity primarily responsible for making the resource Philantropia 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 2002 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 2002_One_and_Many Calendar https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b239d4dc63cb71be6fe667e3c6cad823.pdf 58add8cee73d0899b09bfa8626539b8c PDF Text Text • T E H • LIFE 0 F T H E PROGRAM january 2 0 I december 0 S!JOHN'S College ANNAPOLIS· SANTA FE 3 �Molecule modeling- images of the world ofmatter. JANUARY 2 0 0 3 MONDAY SUNDAY TUESDAY Nature resolves everything into its component atoms and never reduces any thing to nothing. WEDNESDAY THURSDAY 2 I FRIDAY 3 SATURDAY 4 - Lucretius, On the Nature ofthe Universe New Year's Day 5 6 7 8 1643: ewto n' Birthday 9 IO II I6 I7 I8 25 T85r : Fo ucault proves earth's rotation in Par is I2 I3 I4 I5 1897: Stringfellow Barr's Birthday I9 20 2I 22 23 24 28 29 30 3I Martin LLLther King Jr. Birthday (obser ved) 26 27 Long Weekend begins, Annapolis • �A community oflearners congregates in Santa Fe Hall. FEBRUARY 2003 MONDAY SUNDAY TUESDAY WE DNESDAY THU RSDAY FRI DAY SATURDAY I If the soul is moved, the most probable view is that what moves it is sensible things. - Aristotle, On the oul Senior Essays due, Annapoli' 2 3 4 5 6 7 8 9 IO II I2 I3 I4 IS I6 I7 I8 I9 20 Free Friday, Santa Fe Senior Essays due, Santa Fe Vale ntine's Day 1564: Galileo's Birthday 2I 22 aturday eminar. An napolis 1827: Francis Scott Key delivers his discourse on education at St. Anne's Senior Orals begin, Annapolis President's Day 23 1868: W.E.B. DuBois' Birthday 24 1909: McDowell Hall burned 25 26 27 chUich 28 Spring Break, Annapolis �Jokes and smokes in the Coffee Shop, in the days when an ashtray had an eidos. MARCH 2 0 0 3 SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY They could describe an entertainment with accuracy, relate an anecdote with humour and laugh at their acquaintance with spirit. SATURDAY I - Austen, Pride and Prtjudice 2 3 4 5 6 7 8 I3 I4 I5 1879: Einstein's Birthday Spring Break heb.-ins, anta Fe 2I 22 1945: First Policy adopted Senior Orals bcg1n. anta Fe IO 9 I6 Ash Wednesday II I8 I7 I2 I9 20 1895: Scott Buchanan's Birthday Purim begins at sundown St. Patrick's Day 23 First Day of Spring 24 25 ophomore enabling essay , Annapolis 30 1732: Haydn's Birthday 3I 26 27 28 29 �------ --- MAY 2 0 0 3 SUNDAY TUES D AY M ON D AY WE D NESDAY To what purpose, then, is reason appointed by nature? To a proper use ofthe phenomena ofex istence. THU R SDAY I FRIDAY 2 SATURDAY 3 - Epictetus, M oral Discourses Reality weekend begi ns, Annapolb 4 5 6 8 7 9 IO eminars end in Annapolis with Plzaedrus, The Tempest, Dem Rag week begins, II Annapolis I856: Fre ud's Bin hday I2 I3 Algebra LCSL, Santa Fe Huckleberry Fi/111 I5 I4 I6 I7 Commencemt•nc. Annapolis I8 Reality weekend begins, Sama Fe Don Rag> begin, Santa Fe Mother's Day I9 20 2I 22 23 24 eminars end in Santa Fe with Plziloccetes, The 25 Victor ia Day (Canada) GI Dinner, Santa Fe Senior Din ner. Sama Fe 26 27 28 Tempest, Huckleberry Finn, 7YleDead 29 Memorial Day (obse rved} • Commencement, Santa Fe 30 3I �.L A tutor, a text, a tutorial, a blackboard - a plein air classroom. JUNE SUNDAY MONDAY I 8 9 TUESDAY 2003 WEDNESDAY THURSDAY FRIDAY 3 4 5 6 IO II I2 I3 SATURDAY 7 Flag Day IS Fa ther's Day 20 Graduate Institutt· Convocation. Annapolis 2I First Day of Summer 22 GI Summer Convocation, anta Fe 1712: 30 Rousseau's Birthday Books! 'tis a dull and endless strife:/Come, hear the woodland linnet, How sweet his music! on my life, /There's more of wisdom in it. - Wordsworth, " The Tables Turned" Summer Alumni Proi,'Tam. Week r begins, Santa Fe • �Studying epistemologyfrom the Greeks to Heidegger doesn 't mean learning comes any easier. JULY SUNDAY MONDAY TUESDAY I 2003 WEDNESDAY 2 THURSDAY 3 FRIDAY 4 SATURDAY 5 Homecoming Weekend begins, Santa Fe Independe nce Day 6 7 8 9 IO II I2 I4 IS I6 I7 I8 I9 2I 22 23 24 25 26 Summer Alumni Program. Week z. Santa Fe I3 Summer Classics begins, Santa Fe 20 January Freshman orals begin, Santa Fe 27 28 29 30 Last day of classes for January Freshmen. Annapolis 3I I don 't like work ... but I like what is in the work the chance to find yourself. - Conrad , H eart ofDarkness • �Amid the bustle ofthe Coffee Shop, a moment ofshared insight. AUGUST 2 0 0 SUNDAY MONDAY TUES D AY WEDNESDAY THURSDAY No one would choose the whole world on condition ofbeing alone, for humans are political creatures whose nature is to live with others. FRIDAY SATURDAY I 2 8 9 - Aristotle, Nicomachean Ethics 3 4 5 6 7 Graduate Institute Commencement, Annapolb IO II I2 I3 I4 IS I6 Graduate Institute Commcnccmem, Santa Fe I7 I8 I9 20 2I 22 23 24 25 26 27 28 29 30 3I Con\'ocation and classes begin, Santa Fe Convocation, Annapolis 1749: Goethe's Birthday 1871: Rutherford's Birthday �The 1937 catalogue, the first for the New Program, outlines three kinds of tutorials: language, mathematics, and writing. SEPTEMBER SUNDAY MONDAY I TUESDAY WEDNESDAY 2003 THURSDAY FRIDAY SATURDAY 2 3 4 5 6 9 IO II I2 I3 Labor Day 7 8 I lomecoming Weekend begins, An napolis I4 IS I6 I7 I8 I9 20 2I 22 23 24 25 26 27 1888: T.S. Eliot's Birthday 28 1937' First Convocation. the new Program Autumnal Eqwnox 29 30 Rosh Hashanah begins at sundown We naturally believe we are more capable ofreaching the center ofthings than ofembracing the circumference. - Pascal, Pensees �Going over the proof one more time ... OCTOBER 2 0 0 SUNDAY MONDAY TUESDAY The end ofstudy should be to direct the mind toward the enunciation ofsound and correct judgments ... WEDNESDAY THURSDAY I FRIDAY SATURDAY 3 4 IO II - Descartes, Rules 5 6 7 8 9 Yorn K.ippur begins at sundown Parents Weekend. Santa Fe i964: t. John's College, anta Fe, dedicated I2 I6 I7 1844: Columbus Day (observed) 20 tandard Time begins 1787: First of the Federalist Pape rs published 2I ietzsche's Birthday Long Weekend. anta Fe 22 Community Seminar Day, Santa Fe Parents Weekend. Annapolis Halloween �Trekking to the library through winter '.s long shadows. DECEMBER 2 0 0 SUND AY M O N D AY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY I 2 3 4 5 6 7 8 9 IO II I2 I3 I4 IS I6 I7 I8 I9 20 1775: Jane Auste n's Birthday 2I 22 23 29 Hanukkah begins at unclown 25 26 emester ends in unta Fe. 24 Winter Solstice 28 Annapoli 27 Chrisanas 30 3I "Whatfreezings have I felt, what dark days seen! "What old Decembers bareness everywhere! - Shakespeare, Sonnet 97 �• About the people and the photographs The photos selected for this calendar are from the St. John's College archives in Annapolis and Santa Fe. Many are undated and the identities of students are unknown. Alumni who can identify mystery people or explain the situation in the photograph are invited to do so. Write The College magazine (Box 2800, Annapolis, MD 21404) or e-mail Rosemary Harty at reharty@sjca.edu. Cover photo: Students in Santa Fe, 2002. Photo by Howard Korn. January: Neither individual is identified, undated. Photo by Marshall Lasky, class of1959. February: Santa Fe, undated. Photo by Marion Warren. March: Coffee Shop conviviality, 1950s. Photo by Allan Dorfman. April: Senior Orals, undated. Tutors are (1. tor.): Nick Maistrellis, Walter Sterling, and Michael Blaustein; the waiting student i unidentified. No photo credit. May: Reality in Annapolis, circa 1980. No photo credit. June: Santa Fe, undated. Photo by Betty Lilienthal. July: Classroom concentration, undated. No photo credit. August: The Annapolis coffee shop, 2002; students are not identified. Photo by Howard Korn. September: Santa Fe, undated. No photo credit. October: Students in Santa Fe, undated. No photo credit. November: In Santa Fe, 1966. The student is Constance Weigle Mann. Photo by Marion Wanen. December: The path to Woodward Hall, Annapolis , formerly the library, undated. No photo credit. Inside back cover: Santa Fe, 1970s. No photo credit. Back cover: Annapolis seminar photo of unidentified students, 1963. Photo by Marion Warren, published in The Saturday Review. FE ANNAPOLIS SANTA Mailing address: St. John's College Box2800 Annapolis, MD 21404 St. John's College rr6o Camino Cruz Blanca Santa Fe, NM 87505-4599 Phone numbers: Admissions 4ro-626-2522 Admissions 505-984-6060 Advancement 4ro-626-2507 Advancement 505-984-6ro9 Alumni 4ro-626-2531 Alumni and Parent Activities 505-984-6ro3 Annual Fund 4ro-626-2534 Annual Fund 50 5-984-6099 Career Services 4ro-626-2500 Career Services 505-984-6066 The Dean's Office 4ro-626-25II The Dean's Office 505-984-6070 Graduate Institute 4ro-626-2543 Graduate Institute 505-984-6083 Greenfield Library 4ro-626-2548 Meem Library 505-984-6042 The President's Office 4ro-626-25Io The President's Office 505-984-6098 Communications 443-7I6-4orr (The College magazine) Public Relations 505-984-6ro4 (The College magazine) www.sjca.edu www.sjcsf.edu The Lite of the Program '"\Ve do ... experience a kind of question which. as it were. tends to smash the bounds that limit us. \Ve do occasionally stop altogether and face the familiar as if for the lirst time - anything: a person. a street, the sky, a fly. The overwhelming impression on such occasions is the strangeness of the thing we contemplate. This state of mind requires detachment. and 1 am not at all certain to what extent \Ve can contrive its presence. We suddenly do not feel at home in this world of ours. \}\Tc take a deep look at things, at people, at words, with eyes blind to the familiar. We re-fleet. Plato has a word for it: met.astrophe or periagogc, a turnabout. a conversion. \Ve detach ourselves from all that is familiar to us; we change the direction of our inquiry: we do not explore the unknown any more; on the contrary. we convert the known into an unknown. We wonder. And we burst with that inexorable question: \Vhy is that so? ... But this 'why' I am talking about now is of a different kind. It. docs not lead to any discovery or recovery. 1t calls myself in question with all my questioning. lt compels me to detach myscl f from myself, to transcend the limits of my horizon: that is. it educates me." From ''The Idea of Liberal Education," in The Lff/111-r•s and 1,'ssays· of/arnb Klein, Robert B. \\' illiamson and Elliott Zuckerman. Editors. Website: A note about the dates in the calendar: Dates of seminars and class happenings are approximate. The complete academic calendar and seminar reading lists for both campuses are listed in full on the web sites at www.sjca.edu and www.sjcsf.edu . �This calendar is coordinated by Philanthropia, the Alumni Development Council. � 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 Philanthropia Calendars Description An account of the resource Monthly calendars coordinated by Philanthropia, the Alumni Development Council. Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 13 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Philanthropia Calendar, January 2003 – December 2003 Description An account of the resource St. John’s College, Philanthropia Calendar, The Life of the Program, January 2003 – December 2003 Creator An entity primarily responsible for making the resource Philanthropia 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 2003 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 2003_The_Life_of_the_Program Calendar https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/badaf4812ee920ff6b711d5be0062ca8.pdf 7d1589d8a48e45517659d680cc247c3f PDF Text Text �D rawing the human fo rm in a Santa Fe fin e arts class. JANUARY SUNDAY MONDAY TUESDAY DECEMBER 2003 M T w Th F s 2 9 16 23 30 3 4 7 14 21 28 1 8 15 22 29 5 12 19 26 6 13 20 27 10 11 17 24 31 18 25 WEDNESDAY THURSDAY FRIDAY SATURDAY I 2 3 3 9 IO I5 I6 Annapolis: Febbies arrive 1897: Stri ngfellow Barr birthday Freshmen arrive 2I 22 23 24 30 3I FEBRUARY 2004 s 4 2004 l 8 15 22 29 M T w Th F s 2 9 16 23 3 10 17 24 4 5 12 19 26 6 13 20 27 7 14 21 28 5 11 18 25 New Yea1·'s Day 1806: Acl of t805 cuts state fund ing for St. John's 6 7 Eastern Orthodox Chri tmas II I2 I3 Annapolis: Graduate Institute Convocation I3 I9 20 Santa Fe: January Marti n Lu lher King Jr. bi rt hday (observed) Santa Fe: January Freshmen and Graduate Institute Convocation 25 26 Ch inese, Korean, Vietnamese ew Year 27 28 29 Santa Fe: Algebra test Absence ofhaphazard and conduciveness ofeverything to an end are to be found in Natures works in the highest degree, and the resultant end ofher generations and combinations is a form of the beautiful. - Aristotle, On the Parts ofAnimals �Admiring the poetry ofmathematics. FEBRUARY SUNDAY MONDAY I .2004 TUESDAY W E DNESDAY 3 4 THURSDAY S ATU RDAY 6 5 7 Annapolis: Longweekend begins Eidal-Adh a 8 FRIDAY 9 IO II Annapolis: Senior Essays due I3 I.2 Valentine's Day 5 .20 .2I 1909: McDowell Hall burns Santa Fe: Spanish Colonial Arts Market and Library Book Sale Muharram, Islamic New Year 1564: Galileo birthda Santa lie: Senior essay due President ' Day (observed) .2.2 1961: Board selects Santa Fe for second campus 29 Santa Fe/ Annapolis: Transfer lottery Ash Wednesday s 4 11 18 25 JANUARY 200 4 M T w Th F 1 2 7 5 6 8 9 12 13 14 15 16 19 20 21 22 23 26 27 28 29 30 MARC H 2004 s s M T w Th F s 2 9 16 23 30 3 4 7 14 21 28 1 8 15 22 29 10 11 17 24 31 25 5 12 19 26 6 13 20 27 3 10 17 24 31 18 Then nothing should be more sternly laid down than that the inhabitants ofy ourfair city should by all m eans learn geometry. - Plato, Republic �Balcony discourse, Santa Fe. MARCH 2 0 0 4 SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I 2 3 4 5 Santa Fe: January Freshmen don rags 7 8 Annapolis: Spring Break begins 9 IO II I3 I2 Ig38: Buchanan elected to Board of Visitors and Santa Fe: Spring Break begins Governors IS SATURDAY I8 I6 20 St. Patrick's Day 1895: Scott Buchanan birthday 2I First Day of Spring 22 Ig25: Flannery O'Connor birthday FEBRUARY 2004 30 Annapolis: Sophomore enabling essays due Santa Fe: Eastern Classics preceptorials begin x596: Descartes bur.bdey San ta : Com rnllf111¥ s M T w Th 1 8 15 22 29 2 9 16 23 3 4 10 11 17 24 18 25 5 12 19 26 F 6 13 20 27 APRIL 2004 s 7 14 21 28 s 4 11 18 25 M 5 12 19 26 T 6 13 20 27 w Th 7 14 21 28 1 8 15 22 29 F 2 9 16 23 30 SeminarDa Man has a propensityfor living in society, for in that state he feels himselfto be more than man: i.e.,feels himselfto be more than the development ofhis natural capacities. - ImmanuelKant,PerpetualPeace s 3 10 17 24 �Venturing an interpretation, Santa Fe. APRIL 2 0 0 4 SUNDAY TUESDAY MONDAY MARCH 2004 MAY 2004 s M T w Th F s 2 9 16 23 30 3 4 7 14 21 28 1 8 15 22 29 5 12 19 26 6 13 20 27 10 11 17 24 31 18 25 4 WEDNESDAY s 2 9 16 23 30 M 3 4 10 11 17 24 31 18 25 5 w T 5 12 19 26 Th 6 13 20 27 F s 7 14 21 28 1 8 15 22 29 THURSDAY FRIDAY 3 I 1938: Jacob Klein emigrates to the United States 6 8 rms 9 Palm Sunday DayUght Savi ngs T im e begi ns II Good Friday Passover begins at sundown I.2 I5 I3 I6 Easter I8 .20 .2I .2.2 1963: Groundbreaking for Santa Fe campus Santa Fe: Eastern Classics orals begin Santa Fe: Don rags begin For all true thought remains open to more than one interpretation - and this by reason ofits nature. - Martin Heidegger, What Is Called Thinking? SATURDAY Santa Fe: Community Seminar Day IO �Admitting you don't know can be the biggest challenge ofall. MAY 2 0 0 4 SUNDAY MOND A Y APRIL 2004 s M T w Th 4 5 12 19 26 6 13 20 27 7 14 21 28 1 8 15 22 29 11 18 25 2 W E DN E SD AY T UE SD A Y TH U RSDAY FRID AY JUNE 2004 F 2 9 16 23 30 s 3 10 17 24 s M T w 6 13 20 27 7 14 21 28 1 8 15 22 29 2 9 16 23 30 Th 3 F 4 10 17 18 24 25 11 I s 5 12 19 26 4 3 1786: Premiere of Mozart's Le nozze di Figaro 6 5 7 1856: Sigmu nd Freud birthday II 9 IO Mother's Day Annapolis: Don Rag Week SAT U RD AY Santa Fe: Algebra Test I3 I2 8 I5 Annapolis: Senior seminar I6 ends with Phaedrus Santa Fe: Reality Weekend 20 2I 22 Santa Fe: Senior seminar Santa Fe: Graduate Institute Annapolis: Commencement dinner Santa Fe: Senior dinner ends with Woolf's Mrs. Dalloway Santa Fe: Commencement Memorial Day (observed) Santa Fe: January Freshmen second term begins 1917: Barr enlists in the army If a man will begin with certainties, he shall end in doubts; but if he will be content to begin with doubts he shall end in certainties. - Francis Bacon, The Advancement ofLearning • �Gathering/or a mountain excursion duringfreshman orientation, Santa Fe. JUNE SUNDAY 6 MONDAY 7 TUESDAY WEDNESDAY THURSDAY FRIDAY SATU RD AY I 2 3 4 5 8 9 IO II I2 1947: St. John's repels Naval Academy takeover I3 i 623: Blaise Pascal birthday Flag Day 20 2I Father's Day First Day of Summer Santa Fe: Graduate Institute Convocation Annapolis: Graduate Institute Convocation 22 r607: Francis Ba<'on receives office of Solicitor-General MAY 200 4 30 s 2 9 16 23 30 Santa Fe: Summer Alumni Program begins M 3 10 17 24 31 T 4 11 18 25 w 5 12 19 26 Th 6 13 20 27 JULY 2004 F s 7 14 21 28 1 8 15 22 29 s 4 11 18 25 M 5 12 19 26 Time was, blest Power! when youths and maids/Atpeep of dawn w ould rise, And wander forth, in forest glades/Thy birth to solemnize. - William Wordsworth " Ode Composed on a May Morning" • T 6 13 20 27 w Th F s 7 14 21 28 1 8 15 22 29 2 9 16 23 30 3 10 17 24 31 �- - - -- Follies with a patrioticflair, Annapolis. JULY 2 0 04 SUNDAY MONDAY TUESDAY 6 13 20 27 M T w Th 7 14 21 28 1 8 15 22 29 2 9 16 23 30 3 10 17 24 WEDNESDAY AUGUST 2004 JUNE 2004 s - --- _,.. .,, F 4 11 18 25 s s M T w Th 5 12 19 26 1 8 15 22 29 2 9 16 23 30 3 10 17 24 31 4 5 12 19 26 11 18 25 F 6 13 20 27 s THURSDAY FRIDAY SATURDAY I 2 3 7 14 21 28 1937' Barr and Buchanan take office 4 5 Independence Day Santa Fe: January Freshmen annual essays due II I2 6 I3 Santa Fe: Summer Classics begins 7 I4 8 Santa Fe: Homecoming begins 9 1696: King William's School established by Petitionary Act Santa Fe: Summer Alumni Program ends I5 I6 IO I7 Bastille Day (France) 20 2I 22 3I Santa Fe: Graduate Institute orals begin The most naturalprivilege ofman, next to the right of acting/or himself, is that ofcombining his exertions with those of his fellow creatures and ofacting in common with them. - Alexis de Tocque~lle, Democracy in America ~ �An enforced state ofrest in Peterson Student Center. AUGUST 2 0 0 4 SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I 2 3 4 5 6 IO II I2 I3 SATURDAY 7 Santa Fe: January Freshmen don rags begin 8 9 Santa Fe: Graduate Institute Annapolis and Santa Fe: Graduate Institute runn er Commencement I6 20 2I 22 Annapolis: Convocation 29 30 3I Santa Fe: Co~munity Service Day Santa Fe: Convocation SEPTEMBER 2004 JULY 2004 s 4 11 18 25 M 5 12 19 26 T 6 13 20 27 w 7 14 21 28 Th 1 8 15 22 29 F 2 9 16 23 30 s s M T w Th 7 14 21 28 1 8 15 22 29 2 9 16 23 30 3 10 17 24 31 5 12 19 26 6 13 20 27 F 3 10 17 24 Every body continues in its state ofrest, or ofuniform motion in a right line, unless it is compelled to change that state byforces impressed upon it. - Isaac Newton, Principia s 4 11 18 25 �Sf:iidcat ,.lmfJloltm en f-.: (JJ1wca1~ In search ofgainful employment in the days before Career Services. SEPTEMBER SUN D AY M O N D AY TUES D AY AUGUST 2004 M T w Th F s 1 8 15 22 29 2 9 16 23 30 3 4 5 12 19 26 6 13 20 27 7 14 21 28 5 11 17 24 31 18 25 WE D NES D AY OCTOBER 2004 s 10 2004 6 s M 3 4 10 11 17 24 31 25 18 T 5 12 19 26 w 6 13 20 27 Th F s 7 14 21 28 1 8 15 22 29 2 9 16 23 30 7 THURSDAY FRIDAY SATURDAY I 2 3 4 8 9 IO II 24 25 Labor Day I2 I6 Rosb Hashanah begin s at s undown I9 20 2I 22 23 First Day of Autumn 19370 First term of the New Program begins 26 27 28 29 Yom ((jppur begins at sundown 30 Nobody but a beggar chooses to depend chiefly upon the benevolence ofhis fellow-citizens. • - Adam Smith, Wealth ofNations �Celebrating a basketball victory in front ofMcD owell Hall, 1946. OCTOBER MONDAY SUNDAY T UE SDAY SEPTEMBER 2004 s 5 12 19 26 M 6 13 20 27 WEDN E SDAY TH U RSD AY NOVEMBER 2004 T w Th F s 2 9 16 23 30 3 4 7 14 21 28 1 8 15 22 29 10 11 18 17 24 2004 25 s M T w Th F s 2 9 16 23 30 3 10 17 24 4 7 14 21 28 1 8 15 22 29 5 12 19 26 6 13 20 27 11 18 25 FRID AY SATU RD AY I 2 Annapolis: Homecoming 1964: Santa Fe campus opens 3 4 5 6 8 7 Santa Fe: Parents Weekend begins IO II I2 Columbus Day (observed) Santa Fe: All College Seminar 9 Annapolis: Long weekend begins I3 I6 Ramadan begins Santa Fe: Long weekend begins 20 2I 22 23 30 3I Halloween Standard Time begins I7870 First Federalist Papers published Santa Fe: Community Seminar Day Santa Fe: Community Seminar Day Not because Socrates said so ... I look upon all men as my compatriots ... - Michel de Montaigne, "OfVanity" �Pondering Archimedes in freshman laboratory, Annapolis. NOVEMBER 2 0 0 4 SUNDAY MONDAY TUESDAY WEDNESDAY I .2 3 THURSDAY 4 All Saint 'Day 7 8 FRIDAY SATURDAY 5 6 Annapolis: Parents Weekend 9 IO II Eastern Classics orals begin Veterans Day I3 I.2 1908:R11therford announc-es isolation of a single atom of matter 354: t. Augu•une I5 hirtbday I6 .20 Santa Fe: Don rags begin .2I .2.2 1793: First Commencement at St. John's r819: Mary Anne Evan• birthday .28 29 Annapolis: Don rags begin r57r: Johannes Kepler birthda) Thanksgiving Day 30 OCTOBER 2004 s 3 10 17 24 31 M 4 11 18 25 T 5 12 19 26 w 6 13 20 27 DECEMBER 2004 Th F s 7 14 21 28 1 8 15 22 29 2 9 16 23 30 s 5 12 19 26 M 6 13 20 27 T w Th F s 7 14 21 28 1 8 15 22 29 2 9 16 23 30 3 10 17 24 31 4 11 But what, then, am I? A thinking thing, it has been said. But what is a thinking thing? It is a thing that doubts, understands, conceives, affirms, denies, wills, refuses; that imagines also, and perceives. - Rene Descartes, Meditations 18 25 �Trees along the path to Pinkney Hall bear the weight ofa w inter snowfall. DECEMBER 2 0 0 4 MONDAY SUNDAY TUESDAY NOVEMBER 2004 JANUARY 2005 s M T w Th F s 2 9 16 23 30 3 4 7 14 21 28 1 8 15 22 29 5 12 19 26 6 13 20 27 5 10 11 17 24 18 25 WEDNESDAY 6 s 2 9 16 23 30 M T 3 4 10 11 17 24 31 18 25 W. Th 5 12 19 26 6 13 20 27 F s 7 14 21 28 1 8 15 22 29 I THURSDAY .2 FRIDAY SATURDAY 3 4 Santa Fe: Algebra Test 7 8 9 IO II Hanukkah begi ns at sundown I5 I.2 Annapolis and Santa Fe: End of first seme ter 20 .2I .2.2 Christmas First Day of Winter 1946: Barr steps down as president While the earth remaineth, seedtime and harvest, and cold and heat, and summer and winter, and day and night shall not cease. - Genesis �About the people and the photogTaphs The photos elected for this calendar are from the St. John's College archives in Annapolis and Santa Fe. Many are undated and the ide ntities of students are unknown. Alumni who can identify mystery people or explain the situation in the photograph are invited to do o. Write The CoLLege magazine (Box 2800, Annapoli , MD 21404 ) or e-mail Rosemary Harty at reharty@ jca.edu. Cover photo: Unidentified tudents in laboratory in Annapoli s, undated. o photo credit. January: Unidentified student in life drawing class for senior art practica, Fine Arts Building, Santa Fe, undated. Photo by Antun Turok. February: Unidentified students, undated. Photo by Clarence B. Garrett. March: Unide ntified students with Bountiful Harvest, Peter on Student Center balcony, Santa Fe, circa 1975· Photo by Betty Lilienthal. April: Students (1. tor.) Sigrid Niel on , Hugh Hazelrigg, Shirley Cu hing, Lee Tepper, in seminar in Santa Fe, circa 1968. Photo by Marion Warren. May: Unidentified tudent on the balcony outside the dining hall, Santa Fe, circa 1985. o photo credit. June: Stude nts (1. tor.) Jose (J.R.) Martinez, Meghan Williams, Brenda Burger, unide ntified, Sasha Seyb , Liz Thompson, and Jake Keller at freshman orientation , Santa Fe, 1994· o photo credit. July: Unidentified men in a 1940 variety show. Photo by Clarence B. Garrett. August: Unidentified students from the classes of1978and1979 lined up in Peterson Student Center, Santa Fe, circa 1976. o photo credit. September: Students are (l. tor.) Alber t H . Jaeggin and Andrew C. Sherrard , both of Annapolis, class ofI94r. o photo credit. October: Freshman seminar team after they beat the sophomore se minar team. Students are (l. tor.) John Wallace, Charles Eunick, John Patton , Philip Scott, David Weinstein , Alan Lawrence, and Clark Cridland. Photo by Allan P. Hoffman , J\49. November: Students aJ:e (1. tor.) Hudson Keithley, John M. Gordon , Anita Jane Gerber, Emily M. Martin, and Joyce Kittel, all of the class ofI955, the college's first to graduate women ; Annapolis. Photo by Marion Warren. December: Aftermath of the blizzard, Annapolis, 2003. Photo by MaJ·ylrene Ruffin , Ao 4 . Inside back cover: Unidentified student , Annapolis. Photo by Marion Warre n. FE A NNAPOLIS SANTA Mailing address: St. John's College Box2800 Annapolis, MD 21404 St. John's College n6o Camino Cruz Blanca Santa Fe, NM 87505-4599 Phone numbers: Admissions 410-626-2522 Admissions 505-984-6060 Advancemen t 410-626-2507 Advancement 505-984-6109 Alumni 410-626-2531 Alumni and Paren t Activities 505-984-6103 Annual Fund 410-626-2534 Annual Fund 505-984-6109 Career Services 410-626-2500 Career Services 505-984-6066 Communications 443-716-4on (The College magazine) Dean 50 5-984-6070 Dean 410-626-25n Graduate Institute 410-626-2543 Greenfield Library 410-626-2548 President 410-626-2510 Web site : Graduate Institute 505-984-6083 Meem Library 505-984-6042 President 50 5-984-6098 Public Relations 505-984-6104 (The College magazine) www.stjohnscollege.edu A note about the dates in the calendar: Dates of seminars and class happenings arc approximate. The complete academic calendar and cminar reading lists for both campu c are listed on the Web ite at www. tjohn collcgc.edu . • �This calendar is coordinated by Philanthropia, the Alumni Development Council. BrLANTHROPIA ALUMNI DEVELOPMENT COUNCIL • � 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 Philanthropia Calendars Description An account of the resource Monthly calendars coordinated by Philanthropia, the Alumni Development Council. Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 15 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Philanthropia Calendar, January 2004 – December 2004 Description An account of the resource St. John’s College, Philanthropia Calendar, January 2004 – December 2004 Creator An entity primarily responsible for making the resource Philanthropia 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 2004 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 2004_Philanthropia Calendar https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/bd0a65926580c1f2473c26ad04503f91.pdf e73d5781e58bc56f449f32b0803505cb PDF Text Text GALILEO TWO NEW SCIENCES RABELA/5" �The foundations of the examined life - Tutor Sam Kutler and the eide. Ca. 1977, Annapolis. }ANDARY S U NDAY MONDAY 1 TUESDAY 2001 WEDNESDAY THURSDAY FRIDAY SAT U RDAY 2 3 4 5 6 9 10 11 12 13 19 20 New Year's Day 7 8 Freshman seminar on Senior essay writing begins, Annapolis 14 15 i 21 A111;gone, Annapolis 16 18 17 Martin Luther King, Jr.'s birthday 1897: Stringfellow Barr's birthday S.oio< ='Y=itiog bogio•, Inauguration Day Santa Fe 22 23 j ;4 - - 25 26 27 First Dante seminar, sophomores, Santa Fe 28 29 30 31 T!tere 1j a jati· 1i.re!f a {{Ood tiseff and.so onjor all the 1h1i1gs 1ha1 tee .rel down as many ..... Plato, Republic �The foundations of science - Analyzing spectra in lab. Ca. 1968, Santa Fe. FEBRUARY TUESDAY MONDAY SUNDAY 2001 1 SATURDAY FRIDAY THURSDAY WEDNESDAY 2 3 /Jenee u·e must beliere t!wt all .Jcie11ce.1 are .JO til{eN01111ected that it is much easier to .ituc~r t!1em all togetlzer 1/w11 10 1:iol(//e O!l{~/rom all tile otl1er.J. Descartes, Rules/or the Direction ofthe Mind cnior essays due, Annapolis 4 6 5 7 8 9 10 I S:~r 11 Lincoln's Birthday 18 13 12 _l_ 19 14 Valentine's Day 20 21 27 28 Presidents' Day Senior orals begin, Annapolis 25 26 ~nior orals bei,>in. Santa Fe Ash Wednesday [ 22 23 24 essays due, Santa Fe �The foundations of mathematics - Demonstrating in a sophomore math tutorial. 1973, Annapolis. MARCH MONDAY SUNDAY TUESDAY 2001 ---1 1 --- I I lusscrl. 7/ie Origin of Geometry Junior Seminar on Don Giomnni, Annapolis \ 4 5 8 12 13 14 1 1899: Jacob Klein's birthday 10 9 l -----+---- 11 3 I 2 I The P; 'flwgorean tl1eorem. indeed a/I qfgeomeaJ~ e.rist.s on~r O!IC'e, 110 111a11er /1ou· qfien or e1·e11 1i1 1d1a1 /a11g11age it ma;' he e.1pre.J:red 7 SATURDAY FRIDAY THURSDAY WEDNESDAY \ 1s 17 St. Patrick's Day 1985: Scott Buchanan's birthday 18 19 21 22 24 28 29 31 Senior Seminar on ' The Brothers K. Annapolis 25 26 I Sophomore essays due, Annapolis 27 Seniors r~ad Freud, Santa Fe J �APRIL SU MONDAY DAY 1 2 TUESDAY 3 2001 WE D NES D AY 4 T H URSDAY 5 SATURDAY FR I DAY 6 7 Sophomore essays due, Santa Fe Daylight Savings Time begins 8 Freshma n and Ju nio r essays due, Annapolis Pa ove r begin s at sundown Jun ior begin Kam , Annapoli s 9 10 11 16 17 18 12 13 14 20 21 27 28 Passover Palm Sunday 15 Ea ter 22 Senior Semina r on nze Bear, Annapol is 23 24 Freshman and junior essays due, Santa Fe. 1724: Kant's birthday 29 1616: Death of hakespeare and Cervantes Fifth Semin ar on Aristotle's Ethics, Santa Fe Croquet Match St. John's vs. Navy 30 It is only by rhe pracuce oftlze liberal arrs rlzat 1he lwmon animal becomes afree ma11. Ir is only by dirciplLize 1i11hese arts 1ha1 spti"iwal moral and civil liberties can be aclzieved and preJ·erred Scott Buchanan, 1937 SJC Catalogue �The foundations of language - Tutor Elliott Zuckerman and Milton. Ca. 1986, Annapolis. MAY TUESDAY MONDAY SUNDAY 1 WED 2 2001 3 SATURDAY FRIDAY THURSDAY ESDAY 4 5 T/1ere are so many !luizgs betll'een lleal'en and earth of zdzidz 011/y 1/1e poets llal'e dreamed ietzsche, Thu '}Jake Zarathustra Reality, Annapolis 1469: Machiavelli 's birthday 7 6 13 --+.4 8 9 15 16 17 12 Reality, Santa Fe 18 19 Final seminars in Sama Fe -f,hil~'""· 1'mp<,,, B""'° ereno, The Dead) Commencement, Annapolis 27 11 Final seminars in Annapolis (Plioedrus. Tempest, Huck Finn, Phaedrus) Mother's Day 20 10 21 I 28 Me morial Day Observed 22 29 l23 J 30 24 31 Commencement, anta Fe 25 26 �The foundat ions of music - Tutor David Stephenson leading Freshman Chorus. 1998, Annapolis. }UNE TUESDAY MONDAY SUNDAY 2001 11ark lzo1c one .Jfring. r1ree1 lwsband to another, lrike-i each 1/1 eaf'lz by muwal 01de11lzg, R.e.1embltl1g .sire and c/11/d and /zapp) ·mother, llf lw, all 1/1 one, one plea.itl1g note do stlzg. SATURDAY FRIDAY T H URS D AY WE D NES D AY 1 2 8 9 Shakespeare, Sonnet VIII 3 4 5 I6 7 1637: Descartes' Discourse on Method published 10 11 12 13 14 l 15 16 22 23 Flag Day 17 18 19 20 21 Father's Day 24 25 27 28 1712: Rousseau's birthday 30 �The foundations of Western thought - Reading a great book by the fishpond . Ca. 1989, Santa Fe. }ULY MONDAY SUNDAY 1 I 2 TUESDAY 3 2001 WEDNESDAY 4 Independence Day -- THURSDAY 5 FRIDAY 6 7 14 1686: First publication of Newton's Principia 8 9 10 11 12 13 15 16 17 18 19 20 24 25 22 29 -· h3 30 SATURDAY 27 28 31 There if 110 retreat that is qaieter orfreer jivm l!Vllbfe tlzan one.j· Oll'IZ soul. Marcus Aurelius, Meditations �The foundations of friendship - Tutor Bill Pastille advising in the Coffee Shop. 1998, Annapolis. Au SUNDAY MONDAY GUST TUESDAY 2001 WEDNESDAY THURSDAY 1· FRIDAY 2 3 9 10 - SATURDAY I 4 I No one tcou!d d100Je 10 lr'rr 1rithot11Jiie11c/.J ece11 (file had all the 01/1ergood 1htil[ff. Arist0tle, Nicomacltean Ethics I 6 5 7 8 11 GraduaLe lnstiltltc 386: AugusLinc's episode in the Garden 12 14 13 15 16 commencemeru, Annapolis and Santa Fe 17 18 --- -19 20 -- 21 22 23 24 29 30 31 25 1882: Nietzsche completed U1e Cay ScimCP ) 26 - 27 28 I - �' \ I \ The found at ions of the visual arts - Learning to "see" in a life drawing class. 1986, Santa Fe. SEPTEMBER SUNDAY MONDAY TUESDAY 2001 WEDNESDAY THURSDAY FRIDAY SATURDAY 7l1e aniJr appea/.J to titat pan <?/ our be1i1g 1dud1 1:J not dependent 011 1cisdom ... lie .Jpmkr to our appetitefar delig/11and1co11de1: Josep h Conrad 3 2 9 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22 Seniors perform Millikan oil drop experiment 16 17 1908: Minkowski delivers "'Space and Time" lecture in Cologne 23 24 26 27 / / 30 Yom Kippur • 28 29 �The physical found ations of the college - The western campus under construction. 1963, Santa Fe . OCTOBER SUNDAY MONDAY TUESDAY 1 2 2001 WEDNESDAY THURSDAY 3 4 FRIDAY 5 SATURDAY 6 I I - 7 ~ 8 + 9 11 12 18 19 20 26 27 1964: Convocation opening Santa Fe campus Columbus Day 14 10 -- 15 16 17 ,___ 21 23 ------ 24 25 I I 1888: 11.G. Liddell completed abridged Greek lexicon I 28 29 30 31 I I I Paml/el.J!raiglu !tize.J· are .r1raiglt1 lti1e.J· uludz, betizg 1i1 the.mmep lane and beti1gprodaced 1i1dc:fi11ilely 1i1 bot/1 dirertions, do 1101111ee1one another tiz either d1i-ec1iorz. Euclid, Elements, Definition Daylight Savings Time ends Halloween -~ -- �The found ations of society - A waltz party in the Great Hall. 1956, Annapolis. NOVEMBER SUNDAY MONDAY TUESDAY 2001 WEDNESDAY THURSDAY FRIDAY SATURDAY 1 2 3 8 9 10 To be.Jo11d C?/da11ci11g 1cas a ce11a1i1 .Jtep Lou'ard.Jjallin.g 1iz loce. Jane Au sten, Pride andPrttJ udice 4 5 6 11 12 13 14 15 16 17 19 20 21 22 23 24 Veterans Day 1789: Procession from King William 's School to open St. Jo hn's College 18 Thanksgiving 25 26 27 28 _ _ _L 29 l 30 �The found ations of li berty - The Liberty Tree, W inte r. 1974, Annapolis. 2001 DECEMBER SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY Man u·as bomjh:e, and lze is eret)'Zchere 1i1 c/1(1/iM. 7/Jo.re 1d10 !luiz!.: themselre.s the masters (y· others are indeed greOLer slore.r than they Rousseau, The ocial Contract 2 4 3 5 6 7 8 13 14 15 22 ____,_____ 10 9 11 12 Hanukkah -- 16 / 23 / 17 18 19 20 21 24 25 26 27 28 / / / 30 / ew Year's Eve 31 183 1: Darwin set sail on the Christmas Beagle �Academic Calendar - Annapolis, 2000 - 2001 August22 Upperclass registration First faculty meeting February 5 Senior classes begin with seminar February9 Fine Arts program begins August 23 Freshman registration Convocation February 19 August24 Freshman and transfer students orientation. Classes begin with seminars Senior orals begin Last day to apply for transfer to Santa Fe February 26 Lottery for transfers to Santa Fe March 1 Deadline for financial aid applications for continuing students March 2-18 Spring Vacation (except January Freshmen) March 9-18 Spring Vacation for January Freshmen August 30 Graduate Institute registration .. . convocation ... classes begin September 8 Fine Arts program begins September 22-24 Homecoming October 6-9 Long Weekend October 26 Preceptorials begin November 3-5 Parents' Weekend March 26 Sophomore enabling essays due November 21 Fine Arts program ends April 2 Junior and Freshman essays due April 9 Advance deposit due for 2001-02 November18,20,21 Don Rags November 22-26 Thanksgiving April 28 Fine Arts program ends December 13, 14 Don Rags May7-ll Don Rags December 14 Last day of first semester MaylO Last day of classes Dec. 15-Jan. 7 Winter Vacation Mayll End of second semester January 8 Second semester registration May13 Commencement Jan. 8-Feb. 3 Senior Essay writing May21 January 8 Graduate Institute registration ... convocation ... classes begin January Freshman second semester begins June 18 January 15 January Freshman registration ... convocation ... first seminar Graduate Institute registration ... convocation ... classes begin July27 January 16 January Freshman orientation January 17 January Freshman tutorials and labs begin Last day of class for January Freshmen January Freshman second semester ends August 9 February 2-5 Long Weekend (does not apply to January Freshmen) Graduate Institute summer term ends August 10 February 3 Senior Essays due Graduate Institute commencement Academic Calendar - Santa Fe, 2000 - 2001 August22 Freshmen arrive August24 First faculty meeting. Registration for Freshmen, Sophomores and first term Graduate Institute students. Convocation First seminars January 22 January Freshman registration ... convocation ... classes begin February9 Free Friday February 10 Senior Essay due February 12 Last day to apply for transfer to Annapolis Deadline for financial aid applications for continuing students August 25 Registration for upperclass students Opening lecture August26 On-Campus Community Services Day February26 Senior Essay oral examinations begin August28 Graduate student registration GI classes begin February26 Faculty seminar day March 10-25 October 10 All-College Seminar Day Spring Vacation (except for January Freshmen) March 17-25 Spring Vacation for January Freshmen March 26 Graduate Institute preceptorials begin April 2 Sophomore enabling essays due October 13-16 Long Weekend October 20-22 Parents' Weekend October 23 Junior and Senior first semester essays due Preceptorials begin Oct. 25-Nov. 9 Junior and Senior oral examinations October 30 Freshman first semester essays due November 1 Fall Community Seminar Day November 1-10 Freshman oral examinations November 8-21 Sophomore oral examination November 13-17 Freshman Don Rags November 15 Deadline for reserving a place in second semester class November 23-26 Thanksgiving Nov. 28-Dec. 8 Sophomore Don Rags and Junior conferences December 14 Last day of first semester Dec. 15-Jan. 14 Winter Vacation January 15 Registration, classes begin Jan. 15-Feb. 9 Senior Essay writing January 19 January Freshmen arrive ... orientation April 5-19 Sophomore oral examinations April 7 Community Seminar Day April 9 Advance deposits due April 16 January Freshman first semester essays due April 23-27 Sophomore enabling Don Rags April 23 Freshman and Junior essays due April 25-May 2 Freshman and Junior oral examinations May8 Freshman and Junior Don Rags begin May17 Second semester ends May18 Commencement June 17 Graduate Institute convocation and first seminar August 2 January Freshman summer vacation begins August 10 Graduate Institute commencement The founders of the New Program Stringfellow Barr and Scott Buchanan. Ca. 1940. A note about the dates in the calendar: Dates of seminars and class happenings are approximate. The complete academic schedule is listed on this page. The schedule for academic year 2001-2002 was not set at press time. Seminar readings and college event dates are listed in full on the Web sites at www.sjca.edu and www.~jcsf edu. Campus Information - Annapolis Mailing Address: St. John's College Box2800 Annapolis, MD 21404 Phone Numbers: Admissions - 410-626-2522 Advancement Office - 410-626-2507 Alumni Office - 410-626-2531 Annual Fund - 410-626-2534 Dean's Office - 410-626-2511 Graduate Institute - 410-626-2543 Greenfield Library - 410-626-2548 Placement Office - 410-626-2500 President's Office - 410-626-2510 PR Office (The Reporter) - 410-295-5554 Web site: www. ~jca.edu Campus Information - Santa Fe Mailing Address: St. John's College 1160 Camino Cruz Blanca Santa Fe, NM 87501-4599 Phone Numbers: Admissions - 505-984-6060 Advancement Office - 505-984-6109 Alumni Office - 505-984-6103 Annual Fund -505-984-6099 Dean's Office - 505-984-6070 Graduate Institute - 505-984-6083 Library - 505-984-6042 Placement Office -505-984-6066 President's Office - 505-984-6098 PR Office (The Reporter) - 505-984-6104 Web ite: www.sjcsf.edu �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Philanthropia Calendars Description An account of the resource Monthly calendars coordinated by Philanthropia, the Alumni Development Council. Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 15 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Philanthropia Calendar, January 2001 – December 2001 Description An account of the resource St. John’s College, Philanthropia Calendar, Founders and Foundations, January 2001 – December 2001 Creator An entity primarily responsible for making the resource Philanthropia 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 2001 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 2001_Founders_and_Foundations Calendar https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c2ea5c26b8dcec4745c0ae71db25c33c.pdf 14fd98ba5efb0f3472243ee490b4f14d PDF Text Text ,---i · .. "r S!JOHN'S COLLEGE ANNAPOLIS· SANTA FE September 1999 - December 2000 Calendar ~ - .- .. . �The St. John's seminar chair, found in every classroom SEPTEMBER TUESDAY MONDAY SUNDAY 1999 SATURDAY FRIDAY THURSDAY WEDNESDAY 1 2 3 4 8 9 10 11 August 26-lst seminar, Annapolis & Santa Fe August 30-Graduate Institute classes begin, Annapolis & Santa Fe 5 7 6 Freshmen read · The Odyssey Labor Day 12 14 13 15 · 16 Rosh Hashanah 17 18 24 25 . 19 21 20 28 27 23 1937: New Program begins with 20 freshmen Yom Kippur 26 22 29 30 All men by nature desire to know. Last Hegel seminar for seniors -Aristotle, Metaphysics �The cupola and dome of McDowell Hall, Annapolis, ca. 1937 1999 OCTOBER SU DAY MONDAY TUESDAY WED ESDAY TH U RSDAY FRIDAY S AT URDAY r Can you tell me, Socrates, whether virtue is acquired by teaching 1 2 or bypractice; or ifneither by Leaching nor practice, then whether it comes to man by nature, or in what other way? Octoberfest, Santa Fe · · · · -Plato, ll1eno 3 4 5 10 11 12 1964: Convocation to open an ta Fe campus All-College Seminar Day, Santa Fe Columbus Day 18 17 6 19 1806: Hegel completed Preface tO Phenomenology 20 / 26 25 7 8 9 14 15 16 Freshman lab on beef heart and sheep pluck Parents' Wcckt·nd. Santa re 21 22 23 28 29 30 Freshmen Don Rags, ama Fe Juniors read Leibniz's Monadology 24 Homecoming in Annapolis · · · · · · · · · · · · 27 / / / ····· · Halloween 31 I st semester essays due, Santa Fe Junior and senior orals beb.;n, Santa Fe Preceptorials begin, Annapolis Parents' Weekend. Annapolis · · · · · · · · · · · �Weigle Hall bell tower, Santa Fe NOVEMBER SUNDAY WE DN ESDAY TUESDAY MONDAY 1 1999 2 THURSDAY SATURDAY FRIDAY 4 5 6 11 12 13 19 20 Election Day 7 10 9 8 .. 14 15 Veterans Day 16 17 18 Algebra test, Santa Fe Sophomores read Don Rags begin, Annapolis De Anima 21 22 - 24 23 1654: Pascal's "second conversion" 28 29 25 26 - ---i----- 27 Thanksgiving 30 And so we ourselves try to increase continuously our love ofthe discipline ofthings which are always what they are... l -Ptolen1y, The Almagest �The Coffee Shop in Annapol is, ca. 1956 DECEMBER SU MO DAY DAY TUESDAY 1999 WE D NESDAY 1 THURSDAY 2 FRIDAY SATURDAY 4 3 All our reasoning co1nes down to .surrendering to feeling. - Pa cal, Pensee 5 6 12 13 7 Hanukkah 8 9 15 16 10 11 -1 17 18 Sympos;um seminar 19 20 I 21 22 25 Christmas 26 27 28 29 31 New Year' Eve �Winter in Santa Fe 2000 JANUARY TUESDAY MONDAY SUNDAY WEDNESDAY FRIDAY THURSDAY SATURDAY l 1 Signs are s1nall, measurable things, but intnpretations are illimitable... -George Eliot, Middlemarch 2 3 4 5 9 10 11 12 '6 13 8 14 15 1897: Stringfellow Barr's birthday 18 17 New Year's Day 7 Senior essay writing begins, Annapolis 16 I 19 22 20 Martin Luther King Jr.'s birthday January Freshmen orientation begins, Santa Fe Senior essay writing begins, Santa Fe 25 24 23 30 / 31 26 28 27 Juniors begin Kant 29 �Junior laboratory, Santa Fe MARCH SUNDAY MO DAY TUESDAY The iolwle burden ofphilosophy seems to consist in this-from the phenomena ofmotions to investigate the forces ofnature. and thenfrom tlwseforces to dnnonstrate the other phenomrna ... ,.ewton, Principia 2000 WE DNESDAY 1 THURSDAY FRIDAY 2 Don Ciol•anni seminar 5 6 7 8 12 13 14 15 4 3 ---- 9 SATURDAY 1899: Jacob Klein's birthday 10 11 ""'w"'""'" 1 16 ----------.17 18 St. Patrick's Day ~ 1895: Scott Buchanan's birthday _,__ 19 20 21 22 23 24 26 27 28 29 30 31 Sophomore essays due, Annapolis ____ 25 �Croquet Match, St. John's vs. Navy, Annapolis Ap SU MONDAY DAY TUESDAY RI L 2000 WEDNESDAY THURSDAY FRIDAY SATURDAY 1 That Aprille with his shoures soote/Tlze drogfzte of ll1arclz lzath perced to the roote, And bat/zed evety ueyne in swiclz licour,/Of wlziclz vertu engendred is the flour. .. -Chaucer, Canterbury Tales 2 4 3 10 6 7 8 Junior and Freshman essays due, Annapolis Sophomore enabling _::'.'."YS due, Santa Fe I 9 5 -;----- 11 12 13 14 15 18 19 20 21 22 Juniors derive Maxwell's wave equations 17 16 23 24 25 26 27 1724: Kant's bi rthda} Good Friday Passover begins Easte r 28 29 / / 30 Junior and Freshmen essays du~. anta Fe Croquet match (tentative date), Annapolis �The fish pond, Santa Fe MAY TUESDAY MONDAY SUNDAY 2000 SATURDAY FRIDAY THURSDAY WEDNESDAY -- 1 1469: Machiavelli 's birthday 8 7 -- 14 Final Seminars in Annapolis (Phaedrus, The Tempest, Huck Finn, Pluiedrus) ~ • 18 17 16 15 13 12 11 Enabling meeting, Santa Fe - Real icy, Annapolis Sophomores read Macbeth 10 9 I 5 4 3 2 Realicy, Santa Fe -- 20 19 I Final Seminars in Santa Fe Mother's Day Commencement, Annapolis '""""'""· 11• I 23 22 21 1'mp"~ Commencement, Santa Fe Benito Cereno, The Dead) - 25 24 26 27 I 30 29 28 31 One must still have chaos in oneseifto be able to gi?.ie birth to a dancing star. I Memorial Day I -Nietzsche, Thus Spa ke Zaratlzustra �Soccer in the shadow of the mountains, Santa Fe }UNE SU DAY TUESDAY MONDAY 2000 WEDNESDAY THURSDAY FRIDAY SATURDAY 1 2 3 8 9 10 In childhood itseif.' .. 1 loved not study, and hated to be forced to it. -Augustine, The Confessions 4 5 I 7 6 1637: Descartes' Discourse on Method printed -- 12 11 13 - 14 - t 15 16 Flag Day 18 Father's Day 25 20 21 22 12 3 I 27 28 29 30 19 1623: Pascal's birthday 26 1 1967: First Graduate lnsrirute classes held, Sama Fe j 1712: Ro usseau's birthd ay 17 �The view from McDowell, Annapolis, ca. 1930 2000 }ULY SUN D AY MONDAY TUESDAY WE D NESDAY THURSDAY FRIDAY SATURDAY 1 1aturally in.} a state ofperfectfreedom to order their action.s and dispose of their /Mn possessions and persons as they see fit, within tlze bounds oj'tlze law ofnature. -Locke, Second Treatise of Government 2 4 3 I 5 10 11 7 8 13 14 15 1686: First printing of Newton's Principia Independence Day 9 6 12 SurnnH'r Alurn1iT Program , Santa Ft• · · · · Homt"<·oming. \V1~·keml Santa FP · · · 1 16 18 _ _ _J____ ,- / 23 24 / / / / 30 / 31 25 20 19 Sumnwr Alumni Program. Santa Ft• 21 22 28 29 · · �The conversation continues, Santa Fe Au 2000 2 1 7 6 5 4 3 Learning is ever in the freshness ofits youth, even for the old. -Aeschylus, Agamemnon SATURDAY FRIDAY THURSDAY WED ES DAY TUESDAY MONDAY SUNDAY GUST Graduate Institute commencement, Annapolis + 8 I 12 11 10 9 T ~ 386: Augustine's episode Graduate Institute in the garden commencement, Santa Fe~ ______ + 13 14 16 17 18 19 20 21 23 24 25 26 1882: Nietzsche completed The Gay cien.ce 27 _J 28 29 30 31 I ~L l 1 �Studying in the library, Woodward Hall, Annapolis, mid- I960s 2000 SEPTEMBER MONDAY SUNDAY TUESDAY WEDNESDAY FRIDAY THURSDAY SATURDAY 1 2 8 9 It is easy to see that thou art not used to this business ofadventures; those are giants [not windmills}; and ?ftlzou art afraid... betake thyself to prayer while l engage them inj['erce and unequal combat. -Cervantes, Don Qui.rote 5 4 3 6 7 1812 : Gen. Kutozov defeated by Napoleon Labor Day -- 10 11 12 13 14 15 16 17 18 19 20 21 22 23 l 1908: Minkowski delivers "Space and Time" lecture in Cologne 24 ..... 25 . . . .. ... 26 27 Homecomin ~in Annapol.ts · · · · 28 30 29 I .... . . . I Rosh Hashanah �Seminar, Santa Fe 2000 OCTOBER SUNDAY MO DAY TUESDAY 1 2 3 8 9 10 WEDNESDAY THURSDAY r 5 I 12 11 FRIDAY SATURDAY 6 7 13 14 20 21 Yom Kippur J1miors begin Pri11dpw lab with Columbus Day 15 16 romting bucket cxpt•riment 18 17 19 cniors perform Millikan oil drop experiment 22 23 24 25 '26 Parent.'' \Veekend. Santa Fe • • · · 27 30 · 28 1888: II . G. LiddeU complcLCd abridgement of Greek lexicon 29 · · · · · Parents' Weekend, Annapolis . . (te/l/atfre date) 31 TV/zen the eye ofthe soul is really buried in a barbaric bog, .. . ·l dialectic gently draws itj'ortlz and leads it up above... Halloween -Plato. Republir �• Academic Calendar-Annapolis, 1999 - 2000 February4 Fine Arts program begins August25 Upperclass registration First faculty meeting Freshman registration February5 February7 Senior Essays due Senior classes begin with seminar Convocation Freshman and transfer students February21 August26 Senior orals begin Last day to apply for transfer August24 orientation August30 Classes begin with seminars Graduate Institute registration ... February28 March 3-19 convocation ... classes begin September 10 October 1-3 October 8-11 October 28 October 29-31 November20 November 20, 22,23 Fine Arts program begins Homecoming Long Weekend Preceptorials begin Parents' Weekend March 27 Fine Arts program ends April 3 Januai·y Freshmen Sophomore enabling essays due Junior and Freshman essays due Advance deposit due for 2000-01 Don Rags April 10 April 29 May8-12 Don Rags Mayll Mayl2 Last day of classes End of second semester May14 May22 Commencement January Freshman second semester June 12 begins Graduate Institute Senior Essay writing January 10 Graduate Institute registration ... convocation ... February 4-7 applications for continuing students Spring Vacation for Jan. 10-Feb. 5 January 18 January 19 Spring Vacation (except Jan. Freshmen) Deadline for financial aid March 10-19 November 24-28 Thanksgiving December 15, 16 Don Rags Last day of first semester December 15 Seminars meet on Wednesday December 16 Winter Vacation Dec. 17-Jan 9 Second semester registration January 10 January 17 March 1 to Santa Fe Lottery for transfers to Santa Fe classes begin January Freshman registration ... convocation ... first seminai· registration ... convocation ... labs begin Long Weekend (does not apply to (I) Alumni shall be life-long members ofthe College, since St. John's College is a community not limited by geographical location orfixed periods oftime. -St. Johns College Polity classes begin July 28 Last day of class for January Freshmen January Freshman second semester August 3 ends Graduate Institute summer term August4 ends Graduate Institute commencement January Freshman orientation January Freshman tutorials and Fine Arts program ends Article xrv, The A lumni: A note about the dates in the calendar: Dates of seminars and class happenings are approximate. The complete academic schedule is listed on this page. Seminar readings and college event dates are listed in full on the websites at www.sjca.edu and www.sjcsf.edu. Jan. Freshmen) Academic Calendar- Santa Fe, 1999 - 2000 August24 August 25 Freshmen arrive January 17 Freshman Orientation begins Jan. 17-Feb. 11 August26 First faculty meeting January21 January 24 Registration for Freshmen and first term Graduate Institute students Convocation August27 First seminars Registration for upperclass students Opening lecture August28 On-Campus Community Services Day August 30 Graduate student registration ... classes begin October 12 All-College Seminar Day Octboer 8-11 October 15-17 Long Weekend Parents' Weekend October 20-26 October 25 Freshman Don Rags Junior and Senior first semester essays due Oct. 27-Nov. 11 November8 November9 Preceptorials begin Junior and Senior oral examinations Freshman and Sophomore first semester essays due Fall Community Seminar Day November 10-23 Freshman and Sophomore oral examinations February 11 February 12 February 14 Registration, classes begin Senior Essay writing January Freshmen arrive .. .orientation convocation ... classes begin Free Friday Senior Essays due Last day to apply for transfer to Annapolis February28 March 8 Faculty seminar day Mar. 11-26 SpringVacation (except for Jan. Freshmen) March 20-28 March 27 Spring Vacation for January Freshmen Graduate Institute preceptorials begin Sophomore enabling essays due Community Seminar Day Sophomore oral examinations April 10 April 17 Senior Essays oral examinations begin Advance deposits due January Freshman first semester essays due April 20-21, 24-28 Sophomore enabling Don Rags April 24 Freshman and Junior essays due Freshman and Junior oral examinations Deadline for reserving a place in second semester class November 25-28 Thanksgiving Apr. 26-MaylO May9 May18 May20 Nov. 30-Dec. 9 Sophomore Don Rags and Junior conferences June 18 Graduate Institute convocation December 16 August 3 January Freshman swnmer vacation Dec. 17-Jan. 16 Last day of first semester Winter Vacation January 14 Convocation for Graduate Institute August 11 begins Graduate Institute commencement November 19 Mailing Address: St. John's College Box 2800 Annapolis, MD 21404 January Freshman registration ... Deadline for financial aid applications for continuing students April 3 April4 April 6-20 Campus Information - Annapoli Freshman and Junior Don Rags begin Second semester ends Commencement and first seminar P hone Numbers: Admission - 410-626-2522 Advancement Office - 410-626-2507 Alumni Office - 410-626-2531 Annual Fund - 410-626-2534 Dean' Office - 410-626-2511 Graduate Institute - 410-626-2543 Greenfield Library- 410-626-2548 Placement Office - 410-626-2500 Pre ident's Office - 410-626-2512 PR Office (The Reporter) - 410-626-2539 Website: www.~jca.edu Campus Information - Santa Fe Mailing Addres : St. John' College 1160 Camino Cruz Blanca Santa Fe, NM 87501-4599 P hone Number : Admissions - 505-984-6060 Advancement Office - 505-984-6109 Alumni Office - 505-984-6103 Annual Fund-505-984-6099 Dean's Office - 505-984-6070 Graduate Institute - 505-984-6083 Library - 505-984-6042 Placement Office -505-984-6066 President's Office - 505-984-6098 PR Office (The Reporter) - 505-984-6104 Web ite: wuw.sjcsf.edu �Photo credits: balance: John Bildahl; chairs: Peter Howard; McDowell dome: St. John's College Archives; Weigle tower: St. John's College Archives; Annapolis coffee shop: Marion Warren; winter in Santa Fe: Suzanne Cooper; waltz party: Peter Howard; junior lab: Steve Woit (The Lawlor Group); croquet: Barbara Goyette; fish: Guy Ambrosino; soccer: Steve Woit (The Lawlor Group); McDowell doorway: Francis Pickering, St. John's College Archives; hiking: Steve Woit (The Lawlor Group) ; library: St. John's College Archives; seminar: Peter Howard; Randall door: John Bildahl; stone seal: Marion Warren. St. John's College · Annapolis, MD · Santa Fe, NM � 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 Philanthropia Calendars Description An account of the resource Monthly calendars coordinated by Philanthropia, the Alumni Development Council. Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 16 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Philanthropia Calendar, September 1999 – December 2000 Description An account of the resource St. John’s College, Philanthropia Calendar, September 1999 – December 2000 Creator An entity primarily responsible for making the resource Philanthropia 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 1999 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 1999-2000_Philanthropia Calendar https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f429bbb2f2b659527f2e4b469024beb2.pdf 0cd7188297cf9a2e4223ce17c3d8bfba PDF Text Text ST. JOHN'S COLLEGE S NTA ANNAPOLIS .FE COMMUNITY EVENTS SEPTEMBER 1997, SANTA FE STILL LIVES - QUIET PLACES JUDITH TOBIN, OIL PAINTINGS Tobin, a local artist, paints fruits, vegetables, flowers, churches and other "quiet" subjects with an intensity of color and subtlety that make them come alive. Tobin says that in creating this series she was drawn to "the way light and shadow transform simple objects into things of mystery removed from human presence." Exhibit opens with a reception from 5 to 7 p.m. on Friday, September 5, in the Fireside Lounge, and continues through September 25. GALLERY HOUR : Friday-Saturday, 5-8 p.m.; Sunday, 1-5 p.m. The gallery is located on the second floor of Peterson Student Center. For more information, please contact Ginger Roherty at 505-984-6099. �Admission is free to all lectures. EROTICS AND HEROICS IN GENESIS Mark Shiffman University of Chicago 8 p.m., Friday, August 29, in the Great Hall. 1-6 BUTTERFLIES ON THE BRAIN: ON NEURONS, NEUROANATOMY AND CONSCIOUSNESS George Aigla 8 p.m., Friday, September 12, in the Great Hall. JOB'S LEVIATHAN Robert Sacks 8 p.m., Friday, September 19, in the Great Hall. READING PLUTARCH LIKE A BOOK Linda Wiener 8 p.m., Friday, September 26, in the Great Hall. KATHY MCINTOSH, HARPSICHORD, AND STEVE ROSENBERG, RECORDER 8 p.m., Saturday, September 27, in the Great Hall. Admission is $10. Films are shown in the Great Hall of Peterson Student Center. Admission is $3 per feature or $4 for both. Refreshments are available, including popcorn with real butter, candy, natural sodas and herbal teas. The film society is an independent organization run entirely by students. SATURDAY, AUGUST 30 7 p.m., DELICATESSEN, France, 1991, directed by Jean-Pierre Jeunet and Marc Caro 9:15 p.m., MILLER'S CROSSING, USA, 1990, directed by Joel Coen SATURDAY, SEPTEMBER 6 7 p.m., PATTON, USA, 1970, directed by Franklin J. Schaffner SATURDAY, SEPTEMBER 13 7 p.m., DESTRY RIDES AGAIN, USA, 1939, directed by George Marshall 9:15 p.m., WITNESS FOR THE PROSECUTION, USA, 1957, directed by Billy Wilder 24 7 p.m., CLEAN SHAVEN, USA, 1994, directed by Lodge Kerrigan WEDNESDAY, SEPTEMBER �ST. JOHN'S COLLEGE SANTA FE ANNAPOLIS COMMUNITY SEMINAR DAY 4:30 - 6:30 P.M. TUESDAY, NOVEMBER 4 Community Seminar Day offers the opportunity to read and discuss great books at St. John's College. Participants choose one of th 16 topic Ii ted below, read the a igned text in advance, and then join with other on eminar day in a di cussion of the work. The seminars are open to people of all educational and professional backgrounds. No previou knowledge of the subject or author is required. All classes are conducted and led by members of the St. John's College faculty. Seminar do tend to fill very quickly, so you should register as soon as po sible to ensure a space. To regi ter, please return the enclosed form along with a $10 registration fee. We also accept registration by phone with a major cred it card. The fee is non-refundable unless the seminar of you1· choice is full and you have not indicated a second choice . We cannot accept regi trations without payment. Following the seminars, participant are invited to attend a free reception in the Great Hall, which is located upstair in Peter on Student Center. Usher will be on hand to direct you to your classroom. 1. GIORGIONE, "SLEEPING VE US," AND MANET, "OLYMPIA" Wt- will look at two deeply intere ting painting of female nudes. We will compare these two painting , one from the 1500' and the other from the 20th century, looking for in ight into the visual art of painting. Tutor: Jim ohn T ex t: olor copie available in the book tore. Room: TBA �2.WALLACE STEVENS, "THE MAN WITH THE BLUE GUITAR" Tutor: Josh Kates Text: Photocopy available in the bookstore Room: TBA 3. ST. BASIL THE GREAT, ''ON THE HOLY SPIRIT" Written in the fourth century, this work by a major patristic theologian explores the persona of the Holy Spirit in relation to the Trinity, on the one hand, and the Church on the other. Tutor: James Carey Text: Any edition Room: TBA 4. CAMUS, "THE MYTH OF SISYPHUS" Camus suggests that we can be unconscious and blissful, as in a drugged stupor, or we can be conscious of the human condition. If we are unconscious, we feel the human tragedy. But Camus says we can feel real joy if and only if we are conscious. How? Tutor: Michael Bybee Text: Any edition Room: TBA 5. SOPHOCLES, OEDIPUS AT COLONUS Sophocles returns to the Oedipus story after Oedipus has spent many years wandering, to set forth Oedipus' death and mystifying legacy. Tutor: Basia Miller Text: David Grene translation Room: TBA 6. EURIPIDES, THE BACCHAE For the ancient world, this is the definitive presentation of the Dionysian myth, and thus of the god to whom all tragedies were dedicated. It reveals the horror at the root of all tragedy. Tutor: David Starr Text: Any edition Room: TBA 7. E.T.A. HOFFMAN, "THE SANDMAN" A terrifying story of torn-out eyes and optical prostheses. Tutor: Thomas Scally Text: Any edition Room: TBA 8. FIRST SAMUEL The Biblical account of the origin of the monarchy in Israel. Tutor: Frank Pagano Text: Any edition Room: TBA 9.SHAKESPEARE,OTHELLO Othello is Shakespeare's great drama of evil and sexual jealousy. Tutor: James Wilkinson Text: Newest Arden edition, edited by Room: TBA E.A.J. Hoffman, recommended 10. JOB The seminar will explore the great text of human suffering, which asks the question of God: "Why do the just uffer?" Tutor: Maren Cohn Text: Any edition Room:TBA �- - - ------------------------------~ 11. PAUL'S LETTER TO THE ROMANS In his letter to the Romans, Paul attacks justification by works while advocating predestination and justification by faith. He further argues that hecau e the law first posits sin as sin, transcending the law through faith leads to a state of grace in which "nothing is unclean in itself." To what extent does this radical freedom beyond the law epitomize Christian salvation and to what extent does it unleash the potential for politically dangerous form of indulgent self-righteousness? Tutor: Leonard Ortmann Text: Any edition Room: TBA 12. LEO STRAUSS, NATURAL RIGHT AND HISTORY With the coming of historicism and relativism is there anything left to he said in defense of the ideas of natural law and natural right? This will he a brief introduction to the thought of Leo Strauss, perhaps the most important, as well as the most controversial, political philosopher of the 20th century. Tutor: John Agresto Text: Chicago University Press Assignment: Introduction and Chapter 1 Room: TBA 13. TOCQUEVILLE, DEMOCRACY IN AMERICA Tocqueville visited America in 1830, and as he says himself, his thoughts on democracy go far beyond mere reportage of his journey. Tocqueville's observations, analy is, hopes and fears retain enduring intere t for all who care about the future of democracy in America and the world. Tutor: Stephen Van Luchene Text: Vol. 1, Vintage edition required Assignment: Introduction and Chapters 13-16 Room: TBA 14. HENRY JAMES, DAISY MILLER The unconventional behavior of an attractive, young American woman, Daisy Miller, both scandalize and intrigues the Europeans whom he meets. Her end certainly reveals her to have been mistaken in one crucial decision. Is she a ort of tragic heroine, or merely a mi guided fool? Tutor: Janet Dougherty Text: Daisy MiUer and Other Stories Room: TBA 15. LEIBNITZ, MONADOLOGIE A philosophical synthesis of only 22 pages of central importance in We tern thought and a critical influence on modern scientific and organic thinking. Tutor: Charles Bell Room: TBA Text: Photocopy available in the bookstore 16. SEMINAR TO BE CONDUCTED IN SIGN LANGUAGE Epictetus - Philosopher of Stoicism Epictetus was horn a slave hut managed to get an education and became a freedman and a philosopher. He was exiled from Rome because the Roman emperor saw Stoic philo opher a enemies of tyranny. Stoic philosophy, of which Epictetu i one of the best repre entatives, wa a major part of the thought of the ancient GrecoRoman world. Tutor: amuel Johnson Text: Photocopy will be ent to you Room: TBA Note: This seminar will he conducted in Sign and i intended for native users of ign. Other interested person . should contact the tutor. �E R G s I R T A T I 0 N Your enrollment will be confirmed Make check payable to St. John's College Texts are available in the t. John's College Bookstore Open Monday - Friday 8:45 a.m. - 8 p.m. (Closed 4 - 4:45) Open Saturday 1 - 7 p.m. For bookstore information, plea e call 984-6056 Detach and mail completed form with $10 enrollment fee to: Fall Community Se:rninar Day Public Relations St. John's College 1160 Camino Cruz Blanca, Santa Fe, w Mexico 87501 For information call 984-6104; deadline to enroll i October 24 Please enroll me in the following Community Seminar. (Indicate fir t and econd choice. If registering for more than one person, put initials next to each one.) 1st choice_ _ _ _ _ _ _ _ _ _ _ _ _ _ 2nd choice_ _ _ _ _ _ _ _ _ _ _ __ Name(s) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Address _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ City _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ State_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Zip_ _ _ _ _ _ _ _ _ _ __ Work Phone Please charge my: Home Phone_ _ _ _ _ _ _ _ _ _ _ __ D VISA 0 MIC 0 American E pres Name a it appears on card _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Card#_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Expiration date_ _ _ _ _ __ Amount ~-------Signature _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ �FALL 1997 COMMUNITY SEMINAR SERIES For more than 15 years, the Community Seminar Series has been making seminars on the great books taught by St. John's tutors available to Santa Feans for modest class fees . However, rising costs associated with this program make it necessary for us to raise the class fees for the first time in six years. The increase will be phased in over the next two years. For the 1997-98 academic year, community seminars will be $20 per class meeting. The following year the rate will move to $25 per class meeting. If you have any questions about the Community Seminar Series or the fee structure, please call the Communications Office at 505-984-6104. We appreciate your support for the Community Seminar Series and look forward to-seeing you at class this fall. Proust, Remembrance of Things Past, Vol I Proust's Remembrance o/Things Past is justly considered by many to be the greatest novel of the 20th century, ut some readers hasten to begin it on their own. This seminar hopes to be an introduction to this wonderful work by taking the first part, "Swan's Way," without rushing, and taking the time to savor Proust's magnificent style and appreciate the author's grand and eloquent project of recapturing the past. TUTOR: Jim Cohn SESSIONS: Six Wednesdays, 4:30 - 6:30 BEGINS: October 1 TEXTS: Moncriess and Kilmartin translation ROOM: TBA FIRST ASSIGNMENT: TBA FEE: $120 2 Scientific and Religious Skepticism TUTOR: SESSIONS: TEXTS: FIRST ASSIGNMENT: ROOM: ~1 Bybe• Tuesday -9 kespeare's , 11amlet, acts I ana 11 TBA l. .1d Othe BEG! ;canes' FEE: October 7 itions $160 The Gospel &the Epistles of St. John the Divine: On the Incarnation of the Word of God 3 We shall consider John's writings with a view to seeing who he thought Jesus was. If the class likes, we may also read St. Athanasius on the subject. TUTOR: David Starr SESSIONS: Six Tuesdays, 5-7 p.m. BEGINS: October 7 TEXT: I suggest reading two or more of the following translations, although I recommend King James and the Douay-Rheims versions: King James, Douay-Rheims, Revised Standard, American Standard, New American and New English. Avoid paraphrases, expansions and versions promising great contemporary relevance. FIRST ASSIGNMENT: Gospel according to St. John, Chapters 1-6 ROOM: TBA FEE: $120 �4 Faulkner, Go Down Moses TUTOR: SESSIONS: BEGINS: TEXT: FIRST AsSIGNMENT: ROOM: FEE: ~1 Rawr Wedne~ s, p.m. ober 1 1U1Y edition "Was" TBA $140 5 Homer, Iliad The Iliad lies at the foundations of Western thought and literature. It is a delight to read and discuss as well. TUTOR: Maren Cohn SESSION : Six Tuesdays, 4:30-6:30 p.m. BEGI September 30 TEXT: Fagles, Fitzgerald or Lattimore translation FIRST AsSIGNMENT: Books 1-4 ROOM: TBA FEE: $120 6 Tocqueville, Democracy in America Tocqueville visited America in 1830 and published the first two volumes of his reflections in 1835. As he says himself, his thoughts on democracy go far beyond mere reportage on his journeys. Tocqueville's observations, analysis, hopes and fears retain enduring interest for all who care about the future of democracy in America and the world. TUTOR: Stephen Van Luchene Six Wednesdays, 4-6 p.m. SESSIONS: BEGINS: October 1 TEXT: Any edition FIRST AsSIGNMENT: TBA ROOM: TBA FEE: $120 7 Goethe, Faust Goethe's Faust is, in some mysterious way, an archetypal fable of Western culture. Since my student days I have read and re-read the German. Teaching the work I have searched for a tolerable translations, and for my Symbolic History show - Faust: Creative War of Spirit - I have translated various crucial passages for both sense and for poetry. For a close reading and discussion of Part I and selections from Part II, I will add much of this supplementary material, often using Xeroxes of parallel texts. TUTOR: Charles Bell Eight Wednesdays, 4-6 p.m. SES IONS: October 8 BEGINS: Any translation TEXT: FIRST ASSIGNMENT: Begin with Faust in his study ( cene 1) and read through Scene 4, the pact with Mephistopheles. ROOM: TBA FEE: $160 �Texts are available in the St. John's College Bookstore Open Monday - Friday, 8:45 a.m. - 8 p.m. (Clo ed 4 - 4:45) Open Saturday, 1 - 7 p.m. For bookstore information, call 984-6056 Detach and mail completed form with enrollment fee to: Fall Community Seminar Series St. John's College, 1160 Camino Cruz Blanca, Santa Fe, New Mexico 87501-4599 You will receive a confirmation card with your room number, recommended text and first assignment two weeks before the beginning of the eminar. For information or to register with a credit card, call 984-6104. Please make checks payable to St. John' College. Deadline to enroll is September 15, 1997. Plea e enroll me in the following Community Seminar. (Indicate First and Second choice) If registering for more than one person, put initials next to each one. 2nd choice_ _ _ _ _ _ _ _ _ _ _ _ __ Address_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ City _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ State_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Zip _ _ _ _ _ _ _ _ _ _ _ __ Work Phone______________ Home Phone_ _ _ _ _ _ _ _ _ _ _ _ __ Please charge my: D VISA D M/C D American Express Nameasitappearsoncard_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _~ Card#_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Exp.date_ _ _ _ _ _ __ Amount$ _______ Signature_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ �Graduate study in Eastern Classics centered on the reading and discussion of the fundamental texts from INDIA CHINA JAPAN with language study in classical Chinese and Sanskrit, leading to a master of arts. Contact: The Graduate lnstitute-CSS, St. John's College Santa Fe, New Mexico 87501 505-984-6083 �Sponsored by the St. John's College Film Society and made possible in part with the support of the Cultural Services of the French Embassy, The Centre National du Cinema, and FACSEA (Society for French American Cultural Services and Educational Aid). Admission is $3. Wednesday, October 8 7 p.m., LA CITE DES ENFANTS PERDUS (The City of Lost Children), France, 1996, directed by Jean-PierreJeunet and Marc Caro LIBRARY & FINE ARTS GU IL D ST. JOHN'S COLLEGE LIBRARY & FINE ARTS GUILD The guild, formed in 1994, includes both the Library and Art Gallery committees, and has a membership of 190. Its mission is to enhance and strengthen the library's resources, services, facilities and community outreach; to showcase nationally recognized artists, as well as students and art societies; and to promote an appreciation of and interest in the fine arts. Once a year, membership in the guild is open to the public. New members are now invited to join and current members are invited to renew their memberships. Individual membership is $15, family is $20, and business is $100. If you are interested in renewing your membership or joining, you may request an application form by calling Ginger Roherty at 505-984-6099 . .ANNuAL LIBRARY BOOK SALE 10 a.m. to 5 p.m., Saturday and Sunday, October 11 and 12, in the Ault-Evers Room in Meem Library. All sales benefit the library. Special reference, out-of-print, art books and collectibles. Hardcover books $2; paperbacks $1; music scores $2; sheet music $.25; records (per disc) $.50. THIRD .ANNuAL SPANISH COLONIAL ARTS MARKET 10 a.m. to 5 p.m., Saturday, October 11, on the Lower and Upper Placita. Come view, admire and purchase works from some of New Mexico's most gifted Spanish artists. Several different art forms will be featured. Among the represented artists, several have exhibited or have permanent pieces in the Smithsonian Institution in Washington, D.C. Several also have won the Governor's Award, and the Grand Prize and First Prize awards at the Traditional Spanish Market. Invited artists include: Marie Romero a h, Ramon Jose Lopez, Felix Lopez, Monica Sosaya Halford, Eliseo and Paula Rodriguez, Charlie Carrillo, David Nabor Lucero, Filimon Aguilar, Lawrence Baca, Jimmie and Debbie Trujillo, Kathleen Sais Lerner, Don Sandoval and others. �U. S. Postage ST. JOHN'S COLLEGE SANTA FE A NAl"OLI S 1160 Camino Cruz Blanca Santa Fe, New Mexico 87501 Please call 984-6104 to be placed on the mailing list. Published ten times each year by the Public Relations Office. Printed by and with generous support from Academy Printers, Albuquerque, New Mexico. PAID Non-Profit Organization Permit No. 231 Santa Fe, NM � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 12 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Santa Fe Community Calendar, September 1977 Description An account of the resource Event calendar for the Santa Fe campus community, September 1977. 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 1977-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_Community_Calendar_1977_09 Calendar https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/09d959efc74f7e3bb5d47889fed444ba.pdf 857e9bb7144f7389180e9cf3ed4d7fd9 PDF Text Text ST. JOHN'S COLLEGE SANTA FE ANNAPOLIS COMMUNITY EVENTS JULY/AUGUST 1997 Shakespeare in Santa Fe, in association with St. John's College, is proud to present THE WINTER'S TALE Directed by Nagle Jackson Friday, Saturday and Sunday nights July 6th through August 17th The Bard's late play is a romantic adventure filled with jealous fury, magical sea voyages, young love and the healing powers of time. Come early and enjoy savory, gourmet picnic dinners by Wild Oats Dining, along with Renaissance entertainment, starting at 6 p.m. Performances begin at 7:30 p.m. in the St. John's College Meem Library Courtyard. General admission is free. Preferred seating is available with a contribution of $15 or $25 per person. For more information, call 982-2910. CHILDREN'S FAIRY TALE HOUR Charming tales for the little ones presented by Shakespeare in Santa Fe's Summer Intern Program. 6 p.m. Wednesday, August 6 and 13. Admission is free. �PETER RUTA, OIL PAINTINGS "Landscapes" A retrospective of landscapes from the last 15 years, the exhibit will provide a capsule history of Santa Fe's growth. Exhibit opens with a reception on Friday, July 11, from 5 to 7 p.m. in the Fireside Lounge, and continues through July 27. KATHLEEN GRAY SCHALLOCK, OIL PAINTINGS SYLVIA AARONSON, PHOTOGRAPHY Exhibit opens with a reception from 5 to 7 p.m. on Friday, August 8, in the Fireside Lounge, and continues through August 28. GALLERY HOURS: Friday-Saturday, 5-8 p.m.; Sunday, 1-5 p.m. The gallery is located on the second floor of Peterson Student Center. For more information, please contact Ginger Roherty at 505-984-6099. Admission is free to all lectures. SUPPLIANTS, TRAITORS AND SILENT WITNESSES: OEDIPUS' HORIWN Basia Miller 3 p.m., Wednesday, July 2, in the Junior Common Room. TBA 3 p.m., Wedne day, July 16, in the Junior Common Room. ARISTOTELIAN MIND Frank Hunt 3 p.m., Wednesday, July 23, in the Junior Common Room. THE DESIGN OF THE ODYSSEY Peter Pesic 3 p.m., Wednesday, July 30, in the Junior Common Room. "I SING OF A.RMS AND A MAN": ON VIRGIL'S A.ENIED Claudia Honeywell 3 p.m., Friday, August 8, in the Junior Common Room. ON THE DISCOVERY OF NATURE James Carey, Dean of the College 8 p.m., Friday, August 22, in the Great Hall. TBA 8 p.m., Friday, August 29, in the Great Hall. Admission is free. THE CREATION OF SPANISH HERITAGE ON THE UPPER Rio GRANDE Charle Montgomery, Department of Hi tory, University of Fl rida The le ture will be followed by a reception. 7:30 p.m., Wednesday, July 16, in the rear Hall. The peaking Volume Lecture erie i ollcge Library and Fine Arts uild. pon ored by the t. John' �FALL 1997 COMMUNITY SEMINAR SERIES For more than 15 years, the Community Seminar Series has been making seminars on the great books taught by St. John's tutors available to Santa Feans for modest class fees. However, rising costs associated with this program make it necessary for us to raise the class fees for the first time in six years. The increase will be phased in over the next two years. For the 1997-98 academic year, community seminars will be $20 per class meeting. The following year the rate will move to $25 per class meeting. If you have any questions about the Community Seminar Series or the fee structure, please call the Communications Office at 505-984-6104. We appreciate your support for the Community Seminar Series and look forward to seeing you at class this fall. l Scientific and Reli~ous Skepticism If my senses sometimes deceive me, can I ever have knowledge of the exterior world? What are the scope an limits of empirical knowledge? And if"the Devil has the power to assume a pleasing shape," can I ever have religious knowledge? What do Shakespeare and Descartes teach us about scientific skepticism and religious skepticism? TUTOR: Michael Bybee SESSIONS: Eight Tuesdays, 7-9 p.m. BEGINS: October 7 TEXTS: Shakespeare's Hamlet and Othello; Descartes' Meditations Hamlet, acts I and II FIRST AsSIGNMENT: ROOM: TBA FEE: $160 The Gospel and the Epistles of St. John the Divine: On the Incarnation of the Word of God 2 We shall consider John's writings with a view to seeing who he thought Jesus was. If the class likes, we may also read St. Athanasius on the subject. TUTOR: David Starr SESSIONS: Six Tuesdays, 5-7 p.m. BEGINS: October 7 TEXT: I suggest reading two or more of the following translations, although I recommend King James and the Douay-Rheims versions: King James, Douay-Rheims, Revised Standard, American Standard, New American and New English. Avoid paraphrases, expansions and versions promising great contemporary relevance. FIR T ASSIGNMENT: Gospel according to Sr. John, Chapters 1-6 ROOM: TBA FEE: $120 �3 Faulkner, Go Down Moses On the surface, this cycle of seven short stories concerns the relacionship between blacks and whites in the post-Civil War South. Lurking underneath, however, one is confronted with the limitations of justice, honor and freedom. Faulkner is ultimately concerned with che nacure of woman and man, and whac ic means co love and endure. TUTOR: Michael Rawn Seven Wednesdays, 4-6 p.m. SESSIONS: BEGINS: Occober 1 TEXT: Any edicion "Was" FIRST AsSIGNMENT: TBA ROOM: FEE: $140 4 Homer, Iliad The Iliad lies at che foundacions ofWescern thoughc and licerature. It is a delight co read and discuss as well. TUTOR: Maren Cohn SES IONS: Six Tuesdays, 4:30-6:30 p.m. BEGINS: September 30 TEXT: Fagles, Ficzgerald or Lacrimore cranslacion FIRST AsSIGNMENT: Books 1-4 ROOM: TBA FEE: $120 S Tocqueville, Democracy in America Tocqueville visiced America in 1830 and published the first two volumes of his refleccions in 1835. As he says himself, his choughcs on democracy go far beyond mere reportage on his journeys. Tocqueville's observations, analysis, hopes and fears retain enduring interest for all who care about the future of democracy in America and the world. TUTOR: Stephen Van Luchene Six Wednesdays, 4-6 p.m. SESSIONS: Occober 1 BEGINS: TEXT: Any edition FIRST ASSIGNMENT: TBA ROOM: TBA FEE: $120 6 Goethe, Faust Goethe's Faust is, in some mysterious way, an archetypal fable of Western culture. Since my student days I have read and re-read the German. Teaching the work I have searched for a colerable cranslations, and for my Symbolic Hiscory show - Faust: Creative War of Spirit - I have translated various crucial passages for both sense and for poetry. For a close reading and discussion of Part I and selections from Part II, I will add much of this supplementary material, often using Xeroxes of parallel texts. TUTOR: Charles Bell Eight Wednesdays, 4-6 p.m. SES IONS: BEGI Occober 8 TEXT: Any translation Begin with Faust in his study ( cene I) and read through Scene 4, the pact with FIRST As IGNMENT: Mephistopheles. ROOM: TBA F E: $160 �Texts are available in the St. John's College Book tore Open Monday - Friday, 8:45 a.m. - 8 p.m. (Closed 4 - 4:45) Open Saturday, 1 - 7 p.m. For bookstore information, call 984-6056 Detach and mail completed form with enrollment fee to: Fall Community Seminar Series St. John's College, 1160 Camino Cruz Blanca, Santa Fe, New Mexico 87501-4599 You will receive a confirmation card with yom· room number, recommended text and first assignment two week before the beginning of the seminar. For information or to register with a credit card, call 984-6104. Please make check payable to St. John's College. Deadline to enroll is September 15, 1997. Please enroll me in the following Community Seminar. (Indicate First and Second choice) If registering for more than one per on, put initials next to each one. Name (s) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Address_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ City _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ State_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Zip _ _ _ _ _ _ _ _ _ _ _ __ Work Phone.______________ Home Phone._ _ _ _ _ _ _ _ _ _ _ __ Please charge my: 0 VISA O MIC 0 American Exprt> · Nameasitappear oncard _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _~ Card #:_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Exp. clatt> _ _ _ _ _ _ __ Amount$._______ S i g n a t u r e · - - - - - - - - - - - - - - - - - - - - - - �Graduate study in Eastern Classics centered on the reading and discussion of the fundamental texts from INDIA CHINA JAPAN with language study in classical Chinese and Sanskrit, leading to a master of arts. Contact: The Graduate In titute-CSS , St. John's College Santa Fe, New Mexico 87501 505-984-6083 �FRED HERSCH, JAZZ PIANO With numerous personal albums, performance and producing credits on another 80 albums, and two Grammy nominations to his name, Fred Hersch has, as The New Yorker wrote, stepped "into the front rank of today's pianists." 8 p.m., Monday July 28, in the Great Hall. $15 for general admission; $35 for reserved seating (reserved seating tickets also include a CD of Hersch's 1995 performance at St. John's College) . CHARLES BELL Tuesdays at 8 p.m. in the Private Dining Room. Admission is free. July 1: THE DARK AGES: Luminous! The world scene, birth of a culture July 8: CYCLF.S: Patterns of history, early civilizations; where are we now? July 15: 1600: THE TRAGIC DIVIDE (SHAKESPEARE): Vortex of transformation July 22: GREECE: THE TRAGIC MYTH AND DEED: Homer to Plato, fruit of the fall July 29: 19TH CENTURY: LoADED DREAM: Romantic, Realist, Symbolist, Socialist August 5: PASCAL'S REVERSAL: Baroque antinomies of reason and faith August 12: THE LARGER DECLARATION: America against the ferment of Europe August 19: 0 WESTERN STAR (WHITMAN'S AMERICA): Trial and the will to affirm August 26: FACE AND LANDSCAPE: A resume of man and the world, 1000 to the 1900s THE AGE OF INNOCENCE (1993) Director Martin Scorsese's sumptuous adaptation of Edith Wharton's Pulitzer Prize-winning novel about repressed emotion in a conventionbound society. 7 p.m., Monday, July 14, in the Great Hall. Admission is free. ST. JOHN'S COLLEGE LIBRARY LIBRARY & F I N E ARTS G UI LD & FINE ARTS GUILD The guild, formed in 1994, includes both the Library and Art allery committees, and has a membership of 190. Its mission is to enhance and strengthen the library's resources, services, facilities and community outreach; to showcase nationally recognized artists, as well as students and art societies; and to promote an appreciation of and interest in the fine art . Once a year, member hip in the guild is open to the public. New members are now invited to join and current member are invited to renew their memberships. Individual membership is $15, family i $20, and business is $100. If you are interested in renewing your membership or joining, you may request an application form by calling inger R herty at 505-984-6099. �ST. JOHN'SCOLLEGE ~\r-.T\ F l , • 1160 Camino Cruz Blanca anta Fe, New Mexico 87501-4599 Please call 984-6104 to be placed on the mai ling list. Published ten rimes each year by rhe Public Relations Office. Printed by and with generous support from Academy Printers, Albuquerque, New Mexico. U. S. Postage PAID Non-Profit Organization Permit No. 231 Santa Fe, NM � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 8 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Santa Fe Community Calendar, July 1977 - August 1977 Description An account of the resource Event calendar for the Santa Fe campus community, July 1977 - August 1977. 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 1977-07 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_Community_Calendar_1977_07 Calendar https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/df3c451946dc7742240337d1d731eb30.pdf ca137da293748080567646b5536f6a9d PDF Text Text ST. JOHN'S COLLEGE SANTA FE ANNAPOLIS JUNE 1997 EARTH SHRINES Mireya Cirici, oil paintings Inspired by the Mexican altars erected for the Day of the Dead, Cirici spent four years painting this series, which attempts to explore man's connection to the divine. This wi ll be Cirici's first exhibit in Santa Fe. Exhibit opens with a reception Friday, June 6, from 5 to 7 p.m. in the Fireside Lounge and continues through June 26. GALLERY HOURS: Friday through Saturday, 5 to 8 p.m.; Sunday, 1 to 5 p.m. The Gallery is located on the second floor of Peterson Student Center. For more information, p lease contact Ginger Roherty at 505-984-6099. �SHAKESPEARE IN SANTA FE, IN ASSOCIATION WITH ST. JOHN'S COLLEGE, IS PROUD TO PRESENT THE WINTER'S TALE Directed by Nagle Jackson Friday, Saturday and Sunday nights July 6 through August 17 The Bard's late play is a romantic adventure filled with jealous fury, magical sea voyages, young love and the healing powers of time. Come early and enjoy savory gourmet picnic dinners by Wild Oats Dining, along with Renaissance entertainment starting at 6 p.m. Performances begin at 7:30 p.m. in the St. John's College Meem Library Courtyard. General admission is free. Preferred seating is available with a contribution of $15 or $25 per person. For more information call 982-2910. TEA AND SHAKESPEARE Join Shakespeare and St. John's, with special guest Nagle Jackson, director of The Winters Tale, for a few words about the Bard - his wit and wisdom, poetry, truth, and continued relevance in our lives today. 4 to 5:30 p.m., Saturday, June 21, in the St. John's College Coffee Shop. Call 982-2910 for reservations. Admission is $9. CHILDREN'S FAIRY TALE HOUR Charming tales for the little ones presented by Shakespeare in Santa Fe's Summer Intern Program. 6 p.m., Wednesdays, August 6 and 13. Admission is.free. Admission is free. THE MYTH OF SANTA FE: CREATING A MODERN REGIONAL TRADITION Chris Wilson, University of New Mexico. The lecture will be followed by a reception and book signing. 3 p.m., Sunday, June 22, in the Great Hall. The "Speaking Volumes" Lecture Series is sponsored by the St. John's College Library and Fine Arts Guild. Admission is free to all lectures. THE SPIRIT OF AMERICAN CONSERVATISM: OR, IF YOU THINK COMBINING ATHENS AND JERUSALEM IS HARD, TRY ADDING PHILADELPHIA John Agresto, president, t. John's College, 3 p.m., Wednesday, June 18, in the Junior Common Room. Goo OF ISAAC Phil Lecuyer, 3 p.m., Wednesday, June 25 , in the Junior Common Room. ON OEDIPUS REx Basia Miller, 3 p.m., Wednesday, July 2 , in the Junior Common Room. �CHARLES BELL Tuesdays at 8 p.m. in the Private Dining Room. Admission is free. June 3: 1600: THE TRAGIC DIVIDE (SHAKESPEARE): Vortex of transformation June 10: BAROQUE FORMULATION: Quixotic rebirth, Cartesian consciousness June 17: EARLY CHRISTIANITY: From the origins to the fall of Rome June 24: 1400: PILGRIM'S ALL (CHAUCER'S WORLD): "In the temple playing" July 1: Cycles: Patters of history, early civilizations; where are we now? FRANZ SCHUBERT Peter Pesic, piano D. 946; SONATA IN B-FLAT, D. 960 8 p.m., Friday, June 20, in the Great Hall. THREE PIANO PIECES, Admission is free. BEGINNING LIFE DRAWING CLASS THE ART OF SEEING Six Saturdays, June 21 through July 26, 1 :30 to 3:30 p.m., $90. This class will focus on concepts such as contours, negative space and proportion as a way of learning to see and draw the human figure. For more information on the class, please call Michele Beinder at 4664872. To register call the Student Activities Office at 984-6139. Registration deadline is June 14. LANDSCAPES Peter Ruta, oil paintings A retrospective of landscapes from the last 15 years, the exhibit will provide a capsule history of Santa Fe's growth in that time. Exhibit opens with a reception Friday, July 11, from 5 to 7 p.m. , in the Fireside Lounge and continues through July 27 . FRED HERSCH, JAZZ PIANO With numerous personal albums, performances and producing credits on another 80 albums, and two Grammy nominations behind him, Fred Hersch has, as The New Yorker said, stepped " into the front rank of today's pianists. " 8 p.m., Monday, July 28, in the Great Hall. Call for ticket information. �U. S. Postage PAID ST. JOHN'S COLLEGE S ' TA FF. • ANNAPOLIS 1160 Camino Cruz Blanca Santa Fe, New Mexico 87501-4599 Please call 984-6104 to be placed on che mailing list. Published ten times each year by the Public Relations Office. Printed by and with generous support from Academy Printers, Albuquerque, New Mexico. Be dre .T a circle th at ~hut me sutHeretic, rebel, a thing te fleut. But Leve and I had the '.Tit te '.Yin: we drew a circle that teek him in. 1 - 0 Ed\Yin Markhi;..m Non-Profit Organization Permit No. 231 Santa Fe, NM � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 4 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Santa Fe Community Calendar, June 1977 Description An account of the resource Event calendar for the Santa Fe campus community, June 1977. 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 1977-06 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_Community_Calendar_1977_06 Calendar https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/72aee6e936c16584e45fa99f01b713a7.pdf 01b4e76bde3aa2e4bd3d83f8d62d47b1 PDF Text Text St.Tohn'u.---------------------------------------~ C"ollege ~-ommunity Events October 1987 OCTOBER 2 Friday, 8 p.m. OCTOBER 3 Saturday, 7&9:15 p.m. ~ ~ LECTURE: "On Euclid I-35: Equality and Identity" by Mr. David P. Jones, St. John's College tutor. Free. The Great Hall. *FILMS: Vive La France! "Jules and Jim" (Truffaut, 1961) and "Black Orpheus" (Camus, 1959). The Great Hall. OCTOBER 4 Sunday, 3-5 p.m. GALLERY RECEPTION: Dedication and blessing of fresco mural in Peterson Student Center by artist Frederico Vigil. Other artists also represented in the gallery exhibit: Bernadette Vigil, oil painting; Anthony Carl Tsosie, sculptor and builder; Miguel Baca Chavez, writer, composer. On display in the art gallery, Peterson Student Center, through October 31, Wednesday - Sunday, 1-5 p.m. or by appointment. OCTOBER 6 Tuesday, 8:15 p.m. SYMBOLIC HISTORY THROUGH SIGHT AND SOUND: "Michelangelo-Storm Center" (man, style, culture, world-soul). Dr. Charles Bell presents this new, slide-enriched version of his show. Free. Junior Common Room. OCTOBER 13 Tuesday, 8 p.m. SYMBOLIC HISTORY THROUGH SIGHT AND SOUND: "FaustArchetype" (cresting in Goethe, Beethoven, Hegel). Dr. Charles Bell. Free. Junior Common Room. OCTOBER 16 Friday, 8 p.m. LECTURE: OCTOBER 17 Saturday, 7&9:15 p.m. To Be Announced. Free. The Great Hall. *FILMS: A Charlie Chaplin Festival. The Little Tramp stars in "The Gold Rush" (1925) and "City Lights" (1931). With shorts: "The Immigrant" (1917), "The Pawnshop" (1916), "One A.M." (1916). The Great Hall. OCTOBER 20 Tuesday, 8 p.m. LECTURE/SLIDE SHOW: Susan A. Kuss, artist and teacher, will use historical and contemporary paintings in her presentation, "The Art of Light and Color". Free. The Great Hall. OCTOBER 20 Tuesday, 8 p.m. SYMBOLIC HISTORY THROUGH SIGHT AND SOUND: "Cycles" (patterns of history, early civilizations, the Vicoquestion). Dr. Charles Bell. Free. Junior Common Room. OCTOBER 23 Friday, 8 p.m. CONCERT: The Stanford String Quartet. This performance supported, in part, with funds provided by the Western States Arts Foundation, The New Mexico Arts Division, and the National Endowment for the Arts. Beethoven: Quartet in F, Op. 18 No. 1 Bartek: Quartet No. 4 Dvorak: Quartet No 10 in E-flat Tickets available at the door: $7, $3.50 students/senior citizens. The Great Hall. *Film showings: 7 PM and 9:15 PM Admission: S3 . Double Feature $4 Location: The Great Hall Box Office opens: 6:45 PM CHECK SWITCHBOARD FOR LAST MINUTE CHA GES Please Post fur more information, call 982-3691, ext. 288 �OCTOBER 24 Saturday, 7&9:15 p.rn. *FILMS: Dance the night away with Fred and Ginger! "Swing Time" (1936) and "Top Hat" (1935), with a short tribute to Big Band music, "Cab Calloway and His orchestra in Hi-De-Ho" (1937). The Great Hall. OCTOBER 27 Tuesday, 8 p.rn. SYMBOLIC HISTORY THROUGH SIGHT AND SOUND: "Greece, the Tragic Myth and Deed" (Homer to Plato). Dr. Charles Bell. Free. Junior Common Room. OCTOBER 30 Friday, 8 p.m. LECTURE: To Be Announced. Free. The Great Hall. NOTE: The Calendar of Events is now mailed only to those patrons who responded to last month's request to remain on the list. We welcome newcomers, and will gladly reinstate others who may have previously found it difficult to contact us. Should you know anyone who might enjoy the Calendar, please encourage that person to contact the public relations office, extension 288. St. ohn's ollege 1160 Camino de la Cruz Blanca Santa Fe, New Mexico 87501 Address Correction Requested BULK RATE U.S. POSTAGE PAID PERMIT 0. 231 SA TAFE, M � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 2 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Santa Fe Community Calendar, October 1987 Description An account of the resource Event calendar for the Santa Fe campus community, October 1987. 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 1987-10 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_Community_Calendar_1987_10 Calendar https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/76ce04b15d1e35ba8250e89ca708ef12.pdf 2a3946c7df09d0ae5985280f7541d269 PDF Text Text St.John' ~-------------------------------------------.. C"ollege..... ~ ~ ~~C-:ommunity Events ~ September 1987 AUGUST 28 Friday, 4 p.m. CONVOCATION: P. Riccards. Welcome address to new students by President Michael The Great Hall. AUGUST 30 Sunday, 3-5 p.m. GALLERY RECEPTION: ~nvitational show sponsored by the Santa Fe chapter of the American Institute of Architects, curated by Gretchen Bergen. On display through September 30, Wednesday - Sunday, 1-5 p.m. or by appointment. Glass art also on exhibit at Armory of the Arts, August 18-September 15. SEPTEMBER 2 Wednesday, 8 p.m. CONCERT: Pianist Peter Pesic, musician-in-residence, will play the first of four Schubert concerts, in which he will perform the composer's complete piano sonatas. Sonata in E-flat, Op. 122 Sonata in a, Op. 142 Sonata in D, Op. 53 In honor of the 50th anniversary of the Great Books Program; proceeds to benefit the St. John's scholarship fund. Admission by volunteer donation. The Great Hall. SEPTEMBER 4 Friday, 8 p.m. DEAN'S ANNUAL LECTURE: Free. The Great Hall. SEPTEMBER 5 Saturday, 7&9:15 p.m. *FILMS: Opening American Classics bash. John Sayles' "The Brother From Another Planet" and Jonathan Demme's "Something Wild." The Great ·-Hal This-year, c-ar-tool'ls anEl traile1 , pl a NEW projec-tor and sound system. SEPTEMBER 9 Wednesday, 8 p.m. CONCERT: Pianist Peter Pesic, musician-in-residence, will play the second of four Schubert concerts, in which he will perform the composer's complete piano sonatas. Sonata in C [unfinished] Sonata in G, Op. 78 Sonata in c, Op. post. In honor of the 50th anniversary of the Great Books Program; proceeds to benefit the St. John's scholarship fund. Admission by volunteer donation. The Great Hall. SEPTEMBER 11 Friday, 7 p.m. *FILM: Vittorio de Sica's "The Bicycle Thief." This is an AllCollege Seminar film and will be shown FREE OF CHARGE. The Great Hall. SEPTEMBER 12 Saturday, 7&9:15 p.m. *FILMS: An evening with Alfred Hitchcock: "Spellbound." The Great Hall. SEPTEMBER 16 Wednesday, 8 p.m. LECTURE: "Sherlock Holmes" by John Bennett Shaw, owner of the world's largest collection of Holmes memorabilia, including 12,000 publications on Holmes, Watson, and their creator, Sir Arthur Conan Doyle. Free. The Great Hall. SEPTEMBER 17 Thursday, 7 p.m. BICENTENNIAL CCJo1MUNITY CELEBRATION: Keynote address by St. John's President Michael P. Riccards, speaking in honor of the Constitution, on this, the anniversary of the Bicentennial Celebration. Co-sponsored by the Santa Fe Bicentennial Committee and the Santa Fe Public Schools. Music, refreshments. Free. The Great Hall. SEPTEMBER 18 Friday, 8 p.m. LECTURE: "Knowledge and Faith" by Dean James Carey. To Be Announced: Free. "Rebecca" and The Great Hall. CONTINUED *Film showings: 7 PM and 9:15 PM Admission: $3, Double Feature $4 location: The Great Hall Box Office opens: 6:45 PM CHECK SWITCHBOARD FOR LAST MINUTE CHANGES Please Post For more information, call 982- 3691, ext. 288 �SEPTEMBER 19 Saturday, 7&9:15 p.m. *FILMS: Great films of India directed by Satyajit Ray: of Apu" and "Two Daughters." The Great Hall. SEPTEMBER 20 Sunday 2-5 p.m. WISH FOR THE WORLD AUCTION: Live and silent auctions, complimentary refreshments. Auctioneer Richard Sealey. Merchandise, art\oA'.>rk, services. Admission $5. The Great Hall. For further infonnation call 982-4931. SEPTEMBER 23 Wednesday, 8 p.m. LECTURE: "Glass and New Mexican Artists" by Susan Campbell, in coordination with the current art gallery display. Free. Junior Corrrnon Room. SEPTEMBER 23 Wednesday, 8 p.m. CONCERT: Pianist Peter Pesic, musician-in-residence, will play the third of four Schubert concerts, in which he will perfonn the composer's complete piano sonatas. Sonata in a, Op. 164 Sonata in A, Op. 120 Sonata in A, Op. post. In honor of the 50th anniversary of the Great Books Program; proceeds to benefit the St. John's scholarship fund. Admission by volunteer donation. The Great Hall. SEPTEMBER 25 Friday, 8 p.m. LECTURE: Professor Ben Bart of the University of Pittsburgh will discuss Flaubert's Madame Bovary. Free. The Great Hall. SEPTEMBER 26 Saturday, 7&9:15 p.m. *FILMS: Classic American Romance: "Annie Hall." The Great Hall. SEPTEMBER 30 Wednesday, 8 p.m. CONCERT: Pianist Peter Pesic, musician-in-residence, will play the final of four Schubert concerts, in which he will perfonn the composer's ccmplete piano sonatas. Sonata in B, Op. 147 Sonata in a, Op. 42 Sonata in B-flat, Op. post. In honor of the 50th anniversary of the Great Books Program; proceeds to benefit the St. John's scholarship fund. Admission by volunteer donation. The Great Hall. "The World "It Happened One Night" and � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 2 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Santa Fe Community Calendar, September 1987 Description An account of the resource Event calendar for the Santa Fe campus community, September 1987. 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 1987-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_Community_Calendar_1987_09 Calendar https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/91bd76d9a0f59a60f7d523c56f3f8b45.pdf 267c03206db43b04ada67ffad660b376 PDF Text Text St.John'~c----------------------------------------..~ C"ollege ~~c-:ommunity Events ~ ~ April 1988 APRIL 1 Friday, 8 p.m. LECTURE: FRANK PAGANO, tutor at St. John's College, will discuss "Homer and Austen on the Woman (and the Man)." The Great Hall. Free. APRIL 2 Saturday 7 & 9:15 p.m. *FILMS: Tennessee Williams Lives! "Suddenly, Last Sumner" (1959) Elizabeth Taylor, Montgomery Clift and Katharine Hepburn in this psychological drama, directed by Joseph Mankiewicz. "A Streetcar Named Desire," directed by Elia Kazan and starring Marlon Brando, Vivien Leigh, Kim Hunter and Karl Malden. Academy Award-winning film version of Pulitzer Prize-winning play. One of the greatest, ever. APRIL 3 Sunday, 8:30 p.m. INDEPENDENT FILMS PROGRAM: Animation. $1. The Great Hall. APRIL 5 Tuesday, 8 p.m. SYMBOLIC HISTORY THROUGH SIGHT AND SOUND: "The 19th Century: Voltaire's Smile" (the shadow-haunted game of reason). Tutor Emeritus CHARLES BELL. Free. Junior Corrrnon Room. APRIL 8 Friday, 8 p.m. LECTURE: RICHARD FERRIER, Thomas Aquinas College, will discuss "Viete and Modern Mathematics." Free. The Great Ha 11. *FILMS: Ealing Studios, Alexander Mackendrick and Alec Guiness. "The Man in the White Suit" (1952). This social sa ire points up he a 1ding y of r1tafn's class war. "The Ladykillers" (1955), Sir Alec and Peter Sellers star, but 77-year old Katie Johnson steals the show. APRIL 10 Sunday, 2-4 p.m. ART GALLERY OPENING RECEPTION: St. John's Student Art Show. Multi and mixed media. Art Gallery, Peterson Student Center, no admission charge. Open Wednesday-Sunday, 1-5 p.m. or by appointment. Exhibit from April 4-29. APRIL 12 Tuesday, 8 p.m. SYMBOLIC HISTORY THROUGH SIGHT AND SOUND: "The 19th Century: The Loaded Dream" (Romantic and Realist, Symbolist and Socialist). Tutor Emeritus CHARLES BELL. Free. Junior Corrrnon Room. APRIL 15 Friday, 8 p.m. LECTURE: THOMAS HARRIS, tutor at St. John's College, will discuss "Descartes: Trans it ion to Modernity." Free. The Great Hall. APRIL 16 Saturday 7 & 9:15 p.m. *FILMS: Hitchcock Encore! "Rear Window" (1954),the suspense-romance classic, starring James Stewart and Grace Kelly. "Vertigo" (1958), an eerie tale of passion. This time it's hero Stewart trying to overcome both his fear of heights and an obsession for Kim Novak. APRIL 17 Sunday, 8 p.m. CONCERT: THE SANDIA QUARTET, a new quartet of musicians fro m the New Mexico Symphony Orchestra. Quartet members are JOSEPH ZOECKLER and SOPHIA SILIVOS, violinists; RICHARD WAUGH, viola; and JOAN ZUCKER, cello. They will perform Mozart's Duo in G, K.423; Beethoven's Quartet, op. 18 No. 5; Bartok's Duos; and will be joined by guitarist ROBERT BLUESTONE for Boccerini's Guitar Quintet. Tickets available at the door: $6 adults, $3 senior citizens/students. The Great Ha 11. *Film showings: 7 PM and 9:15 PM Admission: $3, Double Feature $4 lDcation: The Great Hall Box Office opens: 6:45 PM CHECK SWITCHBOARD FOR LAST MINUTE CHANGES Please Post For more information, call 982-3691, ext. 288 �APRIL 19 Tuesday, 8 p.m. SYMBOLIC HISTORY THROUGH SIGHT AND SOUND: "The Baroque Formulation (against exploratory Renaissance, Cartesian consciousness}: Descartes." Tutor Emeritus CHARLES BELL. Free. Junior Conmon Room. APRIL 22 Friday, 8 p.m. LECTURE: JOHN WHITE, tutor at St . John's College, Annapolis campus, will discuss "On Imitation" (Plato). Free. The Great Ha 11. APRIL 23 Saturday 7 & 9:15 p.m. *FILMS: Focus on Director Hal Ashby. "Harold and Maude" {1971). A wealthy, death-obsessed adolescent (Bud Cort) f al ls in love with a free-spirited octogenarian (Ruth Gordon }. "Being There" (1984), literally and figuratively, a story of Chance. Peter Sellers in his last and possibly best role. APRIL 24 Sunday, 3 p.m. CONCERT: "To Vienna with Love," the third and final part of a recital series by mezzo-soprano JEANNE GREALISH and pianist PETER PESIC. Comprising a sampling from two rich centuries of Viennese lieder, this special scholarship benefit concert will feature music by Mahler, Berg and Schonberg. Complete program available upon request. Tickets at the door: $5 adults, $3 senior citizens/students. The Great Hall. APRIL 24-25 Sunday, Monday SPRING CAMPUS TOUR: For prospective students and parents. For further information contact: Admission Office, ext. 231. APRIL 26 Tuesday, 8 p.m. SYMBOLIC HISTORY THROUGH SIGHT AND SOUND: "The Atomic Age: Post-War." Tutor Emeritus CHARLES BELL. Free. Junior Conmen Room. APRIL 29 Fr id ay , 8 p . m. LECTURE: CARY STICKNEY, tutor at St. John's College, will discuss "Euripides' Hippolytus." Free. The Great Hall. APRIL 30 Saturday, 7 p.m. *FILM: Closing Night. "Zorba the Greek" (1964). Alan Bates and Anthony Qu i nn enact a real celebration of life. We hope the spirit of this film will last you until our return next fall. That's All, Folks! St. John's fn College Dlill 1160 Camino de la Cruz Blanca Santa f.e, Nc-w Mexico 87501 Address Correction Requested NON-PROFIT OAGANIZATtON U.S. Postage PAID Permit No 231 Santa Fe, N.M � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 2 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Santa Fe Community Calendar, April 1988 Description An account of the resource Event calendar for the Santa Fe campus community, April 1988. 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 1988-04 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_Community_Calendar_1988_04 Calendar https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/df900d358d7884318c9738407eccf77a.pdf d159abb0d361104655ee76ae96c1bac3 PDF Text Text Community Events Calendar SEPlOOER 1988 August 26 Friday. 4 PM OJNVOCATION: Welcare address . f.Orew students by President Michael P. Riccards. The Great Hall. August 27 Saturday. 7 & 9 PM *FILMS:-yrRepo Man" aoo "Blood Siill>Te:"' The Great Hall. Septarber 2 . Friday. 5-7 PM AAT GM.LERY CJ>ENING RECEPTioN:' SN.LY ~INER, artist and TITustrator of children's bOOks; oil paintings; about today's i ssues inside and rut; spi ri tua 1 and aooti ora1 1andscapes that take fonn throUgh animals, people and nature. Exhibit fran Sept.arOer 2-30, Wednesday thrrugh Sunday, 1-5 PM. t- Septarber 2 Friday, 8 PM LECTURE: Tutor Rroert Bart Free. The Great Ha 11. wrirspeak <Jl "Art and tile Arts. II *Film Shcwings: 7 PM & 9 PM+Adni ssion: $3, Druble Feature $4 The Great Hall opens at 6:45 PM. ~Ea< SWIT0100AID FOO LAST MINUTE OWIJES. �Septamer 3 Satllrday, 7 & 9:15 PM *FIUi\S: "Local Hero" arid 'The cOCa."'Tc>TaKid." The Great Ha11. Septarber 10 Satllrday, 7 & 9::ll PM *FIU'1S: ''ErNorte" and "Kiss or "The Spiderwanan." The Great Ha11. Septarber 13 Tuesday, 7:30 PM Coocemea Citizens Nuclear Safety (COlS) is spoosoring a j:X.Jblic rreeting to disruss the Waste Isolation Pilot Project. Dining Hall. WIPP tm1mr: ror * Sept.erOer 14 SPECI.AJ... LECTURE: Wednesday. 8 PM KENNE'ffi J. AAROW, N00el Prize w·.nner and Professor of Econanics at Stanford University will speak oo the tq:>ic "Ratiooality of Self and Others." Part of the Santa Fe Institllte Lectllre Series. Free. The Great Hall. * Septarber 16 Friday, 8PM LECTURE: Tutor David Bolotin will speak rn 'The Coocems of Odysseus: An Introduction to the Odyssey." Free. The Great Hall. �* SeptarDer 17 TRINITY Saturday, 9 N+-5 PM FoRiJ~ SYr..POSIUM: '1re Pat.fiHon Trinizy: Tre Ctlallenge---of the Nuclear Age" Co-Spoosored by St. John's College. Speakers include: John R. Bode, M.S., Vice President for Strategic Architectures, !D1 Corporation; Dr. Elise Brulding, Professor E:!Te-ita, DartTwth College, and a Quaker theolO<Jian; Dr. RO<Jer Hagengruber, Vice President for Exploratory Systens, Sandia National Laboratories; Dr. RC9er Mcrris, author, fClt'1rer senior staff 11Bltler oo the Na tiona 1 Seruri 1;Y Crunci 1 and a Reagan Ac:tni ni strati oo critic; Matthew t'urphy, M.A., Public Infonmtioo Officer, U.S. Arms Control and Disarmairent Agency, and a catholic lay scholar oo war and 'ethics; and Dr. Rebert Nelsoo, Earth and Planetary Scientist, Jet Prcpulsion Laboratory, Galifornia Institute of Technology, and a Union of Concerned Scientists' Representative. A reception and buffet dinner wi 11 foll°"' the syrrposi lJTI and be reld at the Marilyn Butler Fine Arts Gallery, 225 Galisteo Street, starting at 6 PM. Theodore Lockwood, President of the Amand HCllT'll:?r United World College will be the dinner speaker. Tickets are $25 per person. Call 986-07(.)<J for reservations. Septarber 17 Saturday, 7 & 9:15 PM *FIU'1S: "Charade" and "North by Nort:twe"St1' Tre Great Hall. ~ Septart>er 23 Friday, 8 PM . THE OEAN'S!V-JNUAL LECTURE: Dean Jcrres Garey will speak on 'Hegel's Systen: A Synoptic Expositioo." Free. · The Great Hall. �Sept.arber 24 Saturday, 7 & 9:15 PM *FILMS: "Sugar Cane Alley" ariT ~heRedBa 11 oon/Spi ri t of the Beehive." The Great Hall. > Septarber 28 Wednesday. 8 PM SPECI/!J.. LECTURE: PJJPERT s-!ELDRME;° British biologist and author, will discuss his rao1 book, The Presence of the Past. Sheldrake prq>0ses that llBOOry iS'Tnherent m nature, and that nature is not governed by changeless laws, but rather by habits, aoo points tcwird a ~ and truly evolutionary understanding of rurselves and of the world. Co-Spoosored by International Synergy Institute and Sol Y Samra. $5 at the door - St. John's students half price. The Great Hall. ~ Sept.arber 30 Friday, 8 PM LEClllRE: Peter Widulsld, Professcr of HLJTBnities at Fordham University will speak oo "An Introduction to Hegel 1 s Philosq>hy of Right." Free. The Great Hall. > 0 0 ~ (/1 (/1 () 0 ~ g 0 z ~ 0 ~ ~ 0 � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 4 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Santa Fe Community Calendar, September 1988 Description An account of the resource Event calendar for the Santa Fe campus community, September 1988. 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 1988-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_Community_Calendar_1988_09 Calendar https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7af1252d32069e43a1e01c8c43da8115.pdf 39c044f2a0fd8835a8b9f57ffc1b19cf PDF Text Text .. St. John'~----------------Ll>llege mmunity Events May 1988 MAY 3 Tuesday, 8p.m. SYMBOLIC HISTORY THROUGH SIGHT AND SOUND: "The Larger Declaration" (American Revolution against European ferment). Tutor Emeritus CHARLES BELL. Free. Junior Common Room. MAY 4 Wednesday, 8 p.m. READING: MILLICENT DILLON, author of "A Little Original Sin: The life and Work of Jane Bowles." Author of both novels and short stories, Dillon has won the coveted 0. Henry Prize for short story writing. She will read from her most recent work. Free. Senior Common Room. MAY 6 Fr id ay , 8 p • m. CONCERT: Pianist MAYA HOFFMAN will be heard in recital, in a program of works by Rameau, Beethoven, Schonberg, Chopin and Lizt. Israeli-born, Hoffman made her debut in Town Hall and subsequently appeared with the Boston Symphony and in Europe. Now making her home in Santa Fe, she is often heard and much admired for her artistry. The Great Hall. Admission is by voluntary donation, proceeds to benefit St. John's College. MAY 7 Saturday, 8 p.m. PLAY: The Bacchae, by Euripides. Not your ordinary production. Alexander Bellas directs a cast of St. John's College students and tutors in a total theater work, incorporating dance, original live music, special lighting, poetry and the essential ecstatic nature of the human body to bring about a katharsis for both actor and audience. Outdoors, on the Placita of Peterson Student Center. Gate admission charge, $5 (SJC students free). MAY 8 Sunday, 5-7 p .m. ART GALLERY: OPENING RECEPTION: NATALIE OWINGS, sepia-tone Southwestern photography. This special show and sale will benefit the National Parks and Conservation Association. Art Gallery, Peterson Student Center. No admission charge. Open Wednesday-Sunday, 1-5 p.m. or by appointment. Exhibit from May 2-31. MAY 10 Tuesday, 8 p .m. SYMBOLIC HISTORY THROUGH SIGHT ANO SOUND: "1600: The Tragic Divide" (Shakespeare, the vortex of transformation). Tutor Emeritus CHARLES BELL. Free. Junior Co1T111on Room. ***************************** * COMMENCEMENT EVENTS 1988 * ***************************** MAY 15, Sunday 1:00 p.m. BACCALAUREATE SERVICE: Episcopal. Church of the Holy Faith. Speaker: THE REVEREND PHILIP WAINWRIGHT, Rector. 3:00 p.m. COMMENCEMENT EXERCISES: Campus Placita. Speakers: E. BROWN, Tutor, STUART BOYD, Tutor and Resident Psychologist. 4:00 P.M. RECEPTION: SAMUEL The Great Hall, Peterson Student Center. ****************************** MAY 20-22 Friday-Sunday MLAND OF ENCHANTMENT" WRITING CONFERENCE: Sponsored by the INTERNATIONAL WOMEN'S WRITING GUILD, a 10-year old organization providing the impetus for women writers to publish. For further information on attendance or day registration, telephone Hannelore Hahn: (212) 737-7536. �MAY 21 Saturday,7:30 p.m. LECTURE/RECEPTION: DOROTHY SPRUILL REDFORD, genealogist, author, lecturer. Her work, "Somerset Homecoming Day," has been compared to Alex Haley's Roots. Redford, a Somerset Place slave descendant, researched the genealogy of the slave population held on one of North Carolina's grand plantations. The Gr eat Hall. Admission at the door: $6. MAY 28 Saturday CONCERT: Guitarist PIERRE BENSUSAN returns to Santa Fe fo r 2 perfonnances only. His influences range from cl assical to modern jazz, to the trad i ti.onal music of Europe , Nort h Africa, Brazil,· Argentina, India and beyond. His compositions have been defined as orchestral music for electracoustic guitar and voice. The Great Hall. Tickets available at all Giant Outlets, 2 Downtown Subscriptions: advance tickets $11, $12.50 at the door. 8 p.m~. 10 p.m. PLEASE NOTE : This MAY CALENDAR OF EVENTS is the last to be issued until September, 1988. Should you know of anyone who might enjoy receiving the Calendar, please pass along this copy and encourage that person to contact t he public relations office, extension 288, to have their name added to the mail ing 1i st. ***************************** * SCHEDULE OF SUMMER EVENTS * ***************************** JUNE 3 Sunday, 3-5 p.m. ART GALLERY OPENING RECEPTION: CLIFF GOFF, sculpture, pottery, Southwest motif painting. Exhibit from June 1-30. 9 a.m.-3:30 p.m. JUNE 6-10 HIGH COUNTRY SOCCER CAMP: Day Camp, open to boys and gi rl s age 12 years or above. Instructors: TOM RENFRO, JIM WIESEN, MIKE GRAY. Cost: $75, includes lunch, snacks. For application information, phone SJC, extension 289. JULY 8 Sunday, 3-5 p.m. ART GALLERY OPENING RECEPTION: SYLVIA GORMLEY, wa t ercolor scenes of New Mexico. Exhibit from July 1-28. JULY 15 Friday, 8 p.m. CONCERT: Pianists VITYA VRONSKY and PETER PESIC will pe rform sonatas by J.S. Bac h, a rr ~n ged for 2 pianos by V. Babin. Admission is free, donations are gratefully accepted to benefit the SJC scholarship fund. The Great Hall. JULY 31 Sunday, 3-5 p.m. ART GALLERY OPENING RECEPTION: MARTIN KIM, multi-dimensional collages about language. Exhibit from July 29-August 12. AUGUST 14 Sunday, 3-5 p.m. ART GALLERY OPENING RECEPTION: NEW MEXICO COUNCIL ON PHOTOGRAPHY, show and sale of works by photographers attending this Annual Workshop. Exhibit from August 14-19. 1 ;~:~;~.~~ US Postage PAID Permit o 231 Santa Fe NM Address Correction Requested � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 2 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Santa Fe Community Calendar, May 1988 Description An account of the resource Event calendar for the Santa Fe campus community, May 1988. 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 1988-05 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_Community_Calendar_1988_05 Calendar https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/00690617ce9e01573dfcd7e8bc3f0610.pdf ed4bc5647a757347772b9f81566ebf05 PDF Text Text )'; LETTERSfrom . S~TJta Fe APRIL 1991 ST. JOHN'S COLLEGE, SANTA FE, NEW MEXICO j,_,; ,_- y .ta. l,;,1.1 ''1,j< John Agresto \ r.,; :,_ _ DIVERSITY' MULTICULTURALISM, AND E very now and then the academic community, as if in one spirit and one voice, turns to a new idea and, in virtually the twinkling of an eye, anoints that new notion with the oil of truth and the water . of orthodoxy. In our day this new truth is diversity. Diversity has a pleasing resonance to it. It sounds wholesome and right. It fits right into all the most contemporary trends in academic life: the proliferation of electives, the movement from colleges to universities . to multiversities, the triumph of relativism, and the liberation of the dormitories. If one can still use it as a term of praise, diversity sounds so ' 'American.'' The opposite of diversity sounds so rigid, so nasty, so reactionary that it surely has few if any adherents-classics, core curricula, coherence, canons. . . . With pluralism and diversity all the rage, who today dares talk of required courses ... except perhaps by some kind of odd paradox where the newly righteous might talk about requiring diversity everywhere. Indeed, it is amazing to behold how, in the name of diversity, all heterodox opinions are quickly being pushed out. If I am critical of the academy's newfound infatuation with diversity, I am critical only in part, since I do believe that we, as Americans and as educators, have an interest in upholding the principle of diversity. Diversity is a key element of this civilization, and one deserving of serious respect. Indeed, liberal education was always thought to be grounded in a kind of diversity-the belief that, through the study of the various arts and sciences, small and closed minds could be enlarged and opened, that new ideas would replace old prejudices and that we might begin to rise from opinion to knowledge- that we might see the world asd see it whole. Yet, today, diversity in academe hardly ever means the presentation of new perspectives, challenging ideas or divergent philosophies. It almost everywhere means dismantling the tradition of academic studies and erecting on its ruins courses that more neatly fit in with our contemporary ideas of class, .tlfblic f'1~~ c•aAL EDUCATION race, gender, and oppression. Almost everywhere "diversity" is code for the propagation of exactly its opposite-standardized exposure to contemporary ideology and to the politically oorrect. The greatest stumbling block to the new orthodoxy of diversity is still the notion of a liberal education, still the remnant of the old idea of a coherent curriculum built around a core of courses in Western Civilization, classical humanities, mathematics, the sciences, and the great books. There once was a time when enlightened opinion wanted such courses to be offered to everyone- rich and poor, high and low. Now the academy fluctuates between thinking there really are no such things as "great books," to thinking that the tradition is surely pernicious, at least in so far as it undermines the demands of contemporary pluralism and sensitivity regarding diversity. A Western Tradition of Diversity But of all the things that could be said in favor of the bookish tradition of the West and the traditional curriculum of studies, let me mention just one-diversity. Unlike contemporary "diversity, " liberal education always started with a respect for the diversity of outlook and ideas. For example, the past and its authors were studied not so much because they were like us as unlike us. Aristotle and Augustine defend social orders radically different from our own. Sophocles and Homer find praiseworthy or contemptible things quite at odds with current tastes. Dante and St. Paul are far more countercultural than Herbert Marcuse and Frantz Fanon any day. It was always understood that there was no learning the core of our own opinions without considering the divergent ideas of those radically different from ourselves. So, if it is diversity we are looking for-and we should be-the traditional curriculum is far livelier, far more radical, than today's academy is generally prepared to admit. So, properly understood, true diversity lies at the heart of Continued on page 2. INSIDE: THE DEATOWER "''I# t.::.?J I I" f. J I I �Diversity A Message from the President Contintv.dfrom page I . Dear Friends: Within the last year, "diversity" and "multiculturalism" have become the most important words in all of contemporary higher education. A quick review of the literature might even lead a person to think that an education in ''diversity'' was the primary goal of all learning. Indeed, as one college president quoted in these pages asserts, "no college or university can any longer call itself great unless its administrators, faculty, program and students fully reflect the rich, multicultural diversity of contemporary America.'' The error, the danger, the explicit misunderstanding of what liberal education is all about contained in that statement is what prompted the theme of this newsletter. On a related topic, after the last newsletter appeared, higher education became embroiled in what the press always seems to refer to as a "flap" over the question of minority scholarships. Donald Stewart and Linda Chavez were kind enough to write articles for our newsletter taking opposing viewpoints on this subject. I am especially grateful for their agreeing to do so on very short notice. Our selection of reprinted articles also includes an address by Donald Kagan, Dean of Yale College and one of our new trustees at St. John's. Finally, this newsletter contains a short, original essay by one of our tutors, David Bolotin, on the radical nature and radical consequences of the new diversity. Despite difficulties elsewhere, all seems well here in Santa Fe. The program continues to attract students in record numbers. One of our seniors is a new Rhodes Scholar-the first from our campus. And this June will mark the start of our first summer session for adults: a series of non-credit, week-long seminars on works from Plato to Heidegger. The summer will also find us hosting a free, six-week, public Shakespeare festival in the courtyard of our beautiful new library. Meanwhile, I wish you well, and I look forward to hearing from you about this issue. education. Education is meant to transform us, or at least give us the opportunity to be other than what we are, or what our society or class or parents or professors want us to be. The problem is that so much of what passes for liberation in education today is , instead, control, and control of the rankest sort. The dismantling of core courses has done less to liberate student minds tha n to ratify contemporary social beliefs a nd confirm contemporary prejudices. Without knowing the diversity of the full sweep of this civilization, our students will live only in the contemporary world, only in the present, only in the light of their own or their professors' opinions. We will find few people more narrow than the contemporary advocates of diversity, few people more illiberal than those who would u se the propagandistic potential of the classroom to possess their students' minds rather than let them possess their minds for themselves, few people more tendentious than those who claim that all education is political and then fulfill their own prophesies by propagandizing. Paradoxical as it may sound, every act by which traditional liberal education is today preserved and promoted is not simply a "conservative" act-for students it is a radical, liberating act at the same time. Knowing Our Cultural Foundations Of course, our cognition of true diversity is not the only reason for traditional liberal arts ~+~ Page 2 LETTERS.from Santa Fe April 1991 �''The traditional curriculum is far more radical than today's academy is prepared to admit. '' education. Despite all its manifest divergencies, disagreements and distinctions, the tradition of the West still is that-a tradition : it formed us as a people, as a particular civilization, a culture . We were formed both by what we took from it and what we discarded. If knowing something other than what you are is a great desideratum of education; the first desideratum is to know yourself. A person who is ignorant of the Bible, of the ancient stories and fables and myths, of the history of Europe, of the reasons for the Reformation, of Homer or Shakespeare-that person is lost in this culture. It is, to be blunt, more important for an American to know the Declaration of Independence and the Gettysburg Address than to know the principles of Eastern mysticism. It is, conversely, more important for a student in China to know something about Marx and Mao than to be able to identify the dates of the Thirty Years' War. It is also more important for recent Asian immigrants to know who Martin Luther King was than for American blacks to know the names of great figures in C ambodian politics. This is not arrogance on the part of Americans, nor on the part of other cutlurt's wht'n thl'y do the same. It seems, then, that what should be required are those books and studies that both teach students something about themselves and help liberate them from their contemporaries and from their professors and their prejudices. Our students need an education in both what has been handed down to them and in diversity of thought-always recognizing the unavoidable diversity within the tradition itself. Finally, liberal education should make our students think about universals: What is beautiful? What is ugly? What should I love? What should I hate? What is justice? How should I behave? How can I live a satisfied life in the midst of unsatisfied desires? How can I be a friend~ Why do all living things have to die? These are the kinds of questions our students ask before they are taught to become pedants and specialists. This is what they think philosophy and poetry might help them with, until they are taught that words have any meaning we wish, or all meanings, or no meaning. In fact, the real and perhaps only purpose for an education in diversity is to see April 1991 the truth about the greatest human things amid the cacaphony of discordant, diverse opinions. Diversity can be a catalyst for inquiry, and it properly ends in philosophy, not relativism. The greatest books and texts invite us to think about these universal issues-issues that go far beyond race, class, and sex. Contemporary diversity, on the other hand, abandons the study of real diflerences, abandons the quest for the discovery of universals and is tyrannized by the power of the particular and the merely accidental.• Author's note: This article was onginally an addms delivered and, as you might well understand, contemptuously treated at a meeting ef the Modem Language Association in Daember 1989. LETTERS from Santa Fe Diversity can be a cata/,yst for inquiry, and it properly ends in philosophy, not rel.ativism. Page 3 �THE DERISORY TOWER What follows is an editon.al that appeared in the New Republic on February 18, 1991. It introduced a series of essays on the worst of contemporary abuses in higher education, primanly on the topic of race. Although any number of those essays could have been worth repeating, the overview of the editon"al may be the most incisive of them all. -j.A. s ''Multiculturalism )) turns out to be neither multi nor cultural. carcely a generation goes by without a " crisis" in the universities. From Gibbon to Bloom the lamentation has become almost a literary genre. It is tempting to believe that if these crises did not exist , it would be necessary for social critics to invent them . Still, they have been real often enough . In our centu ry they have ranged from the malignity of totalitarianism in the 1930s to the insipid dem and for skills-of law, business, medicine, even politics- in the 1970s and 80s. Each has warped the integrity of university life, distracted the university from its central task of open-ended , disinterested inquiry. M ore recently, higher learning has been burdened by the weight of its own growth , by the preference for publishing over teaching, by the logic of bureaucracy. T he most com mon cause of these recurrent crises has been the demand that the umvers1ty conform to one orthodoxy or another . Amon g the roste r o f op ponen ts of free, su bversive tho ught have been the usua l suspects: religion , patriotism, M arxism, materialism , bourgeois propriety. These critiq ues of the old id eal of free academ ic inq uiry have usually succeeded in making people forget that such freedom is one of the higher and most powerful form s of subversion . And (happily) they have tended to elicit a spirited response in defense of heterodoxy at the heart of u n iversity life. Prisoners of R ace T he newest attack on the idea of a heterodox university is based on a familiar rejection of genuinely pluralist thought, a nd wishes to replace that thought with one of the most destructive and demeaning orthodoxies of our time. This orthodoxy, to summarize the core of the " m ulticultu ralists'" argument, is that race is the determ inant of a human being's m ind, that the m ind can not, and should not, try to wrest itself from its biological or sociological origins. There are accou nts both of the curriculum's transformation to conform to the dogma of race and of a revolution in admissions, faculty hirin g, lecturing, writing, speaking, and thinking to reflect this assumption . T his is not merely a philosophical quarrel. O n America 's campuses Page 4 LETTERS/rom Santa Fe todav tht' issut' of ract' is unaH >ida bk. Thl' imp;ct of affirm ative action upon the tenor of even the simplest class discussion is profound. Resentful whites jostle uncomfortably with suspicious minority students, struggling with situations they find personally overwhelm ing. Wdl-qualilit'd blacks and Hispanics ll-cl tlil' need to prove their worth, or are wracked with the suspicion that they m ay not owe their place to merit. H our upon hour of precious faculty time is spent soothing racial sensitivities or deconstructing the canon on ethnic lines. Deep-rooted racism-which still undoubtedly and regrettably exists on campus-blurs with legitimate reactions to the imposition of ''political correctness. '' O ur universities, which should strive for an iden tity in contradistinction to the world at large, have becom e distillations of our bitterest social divisions. At the bottom of this dispute is a n idea that is worth tackling at its roots. In its most popular form , "multiculturalism" holds that the traditional idea of free thought is an illusion propagated by the spoilers of freedom by the relations of power that obtain in any given society. It holds, more specifically, that the old liberal notion of freedom is o nly a sentimental mask of a power structure that is d efiniti o na ll y o p p re ssive o f those wh o arc not white W estern males. And this ideological and m ethodological principle is not merely a cautionary note to be taken into account when studying the established texts of W estern civilization; it is, in the ha nds of the ''multiculturalists, ' ' the very m eaning of- the deepest truth a bout-those texts. (Sometimes their argument is further complicated by the notion that no stable meaning at all can be attributed to texts, but we leave that issue to the j unior faculty. ) T he un iversity should therefore be devoted to blowing the whistle on those texts, to replacing them with those that identify and transcend this white male oppression , and indeed go beyond mere study to the actual defeat of the racial and sexual structure of society at large. An End to Open E xchange " Multiculturalism" tu rns out, then, to be neither multi nor cultural. In practice, its objective is a una nim ity o f thou ght o n cam pus that, if successful, would effectively end open exchange- exchange that would have to include the alleged represen tatives of patriarchy- and reduce the nuances of culture to the determinants of race. T rue multicultu ralism, which we applaud and hope to see flourish, would, in contrast, set no April 199 1 �borders to texts and ideas, histories and cultures, lives and images, from worlds alien to our own. It would attempt to account for the social and political context in all texts, as rigorous criticism must do. (Which texts, in what language, from which society, do not come to us from the midst of terrible relations of power? Certainly not the texts of the East). It would assume, as a matter of philosophirnl principle, that at least inner independence, freedom of thought and imagination, may be attributed to great writers and artists in all societies, however repressive. We are opposed to the current "multiculturalist" trend, then, not because we believe that accounting for sexual, racial, and political bias in text is not a worthwhile (though limited) intellectual exercise, but because we believe that it is not the only worthwhile intellectual exercise. What the "multiculturalist" criticism of the canon fails to grasp is that the canon is itself a cacophony, that it teaches not certainty but doubt, that it presents not a single Western doctrine about the true or the good or the beautiful, but an internecine Western war between different accounts of those values, which will rattle the student more than it will ever reassure her. The idea that Plato and Heidegger, Proust and Thucydides, Hegel and Freud are somehow intellectual equivalents because of their sex, race and class is absurd, and evaporates upon inspection. Indeed, many of the fathers of the "multiculturalist" church-Derrida, Foucault, Nietzsche, Gramsci-are themselves white males. How did they get away unscathed? Or does their work, too, express, however unwittingly, nothing but the social and sexual biases of their time and place? The university that we defend is a truly subversive institution. It is devoted to the pursuit of inquiry, with no end in sight, and with no justification except its own curiosity. It is dedicated to the life of the mind as a radically undetermined adventure, a ship on an endless and bottomless sea, open to all breezes (even multiculturalist breezes), deft in all currents, with no particular destination, and no harbor in sight. Soon, we hope, those April 1991 who share this vision-the real subversives in our universities-will emerge to defend it against the racial dogmatists. We have confidence that they will prevail, not least because students get impatient with the platitudes of political orthodoxy, but also because they will provide the proper context for the genuine insights of multiculturalism to be appreciated. We have no doubt that Foucault, Derrida, et al are worthy of study. Their ideas are not contemptible, and they have the old virtue of being dangerous. Tackling Race Relations in America Our quarrel with today's "multiculturalism," however, is based not only on a concern for thinking and teaching in the university, but also on a concern for tackling the real issue of race relations in our country. To be blunt, we do not believe that racism will ever finally be defeated by a sophisticated version of its own logic. An orthodoxy that prefers those texts that are racially pure, and advances those students whose race-and race alone-entitles them to study them, is one that will never free people from the iniquities of racial prejudice. It may even serve to entrench these habits of thought (or non-thought), as angry whites and angry blacks battle each other over the remn:mts of each other's pride. The furor over affirmative action in admissions and hiring in our universities and over a "multicultural" curriculum is, in fact, a bitterly ironic distraction from the battle against racial injustice in our society at large. While students and academics squabble over whether to include Alice Walker in a freshman reading list, a whole generation of black and Hispanic children is mired in a culture of poverty, dependency, and crime, which our government has neither the honesty nor the will to address appropriately. High school education for many inner-city blacks and Hispanics is affected by this culture as well . Without confronting this issue baldly, and taking the uncomfortable measures to tackle it, the "multicultural" posturings in our colleges are at best the indulgence of an elite, at worst cynically destructive . The real danger is that the "multicultural" orthodoxy is itself a disguise for an indifference, or a particular political attitude, to this greater issue. It whispers in our ears that the barriers of race are unbridgeable; that thought cannot undo them; that education cannot mitigate them; that a liberal government in a liberal society cannot do anything to achieve a more colorblind society; that racism is, indeed, ineradicable. It is the inheritance of liberals to resist this seduction, not only because it is a temptation to intellectual orthodoxy, but also because it is a temptation to political despair.• LETTERS from Santa Fe The university that we defend is a truly subversive institution. Page 5 �L ike most others in the education community, I was shocked by the U.S. Department of Education's announcement on December 11 that postsecondary institutions receiving federal aid could no longer offer scholarships solely on the basis of race. The Department's six-point "clarification" of its policy-released on December 18-raised more questions than it answered, and subsequent commentary offered little clarification. As an educator, and an African American, I take pride in the progress that has been made since I was a college student in the number of minorities going to college. It should be noted for the record that the number of African American men and women attending college has increased markedly over the past decade, as has the number of Hispanic men and women. The scores of African American students on our SAT exams have increased significantly over the past ten years, even as those of white students have remained the same. And the number of minority students taking and doing well in our Advanced Placement courses has skyrocketed. Over the past decade the number of African American and Hispanic men and women graduating from high school has grown even more swiftly than the number going on to college. Unquestionably, one of the reasons for the success achieved with regard to minorities in higher education has been the growing availability of minority scholarships at institutions that are predominantly white. We have found that nearly 700 colleges and universities nationwide have scholarships designated for minorities, and we are currently in the process of gathering even more data on this subject. T hey have them for good, selfinterested reasons as well as for democratic and civic-minded ones. As Donna Shalala, chancellor of the University of Wisconsin at Madison has noted, no college or university can any longer call itself great unless its administrators, faculty, programs and students Ii.illy reflect the rich, multicultural diversity of contemporary America. The sad news is that the proportion of African American high school graduates aged 18 to 24 going to college has leveled off. On a percentage basis, it has remained at 28 percent in the decade of the 1980s. M ore ominously, the American Council on Education reports that degree attainment for these groups has declined in recent years, and that the percentage of students attending college from low -income families has also remained unchanged . Donald Stewart is president of the College Board. Page 6 It is my view that, in fact, a ruling of this sort can seriously put in jeopardy the future of our great nation. As my good friend, Lou Harris, told the College Board's national forum two years ago, " by the end of the next decade, our country will have either succeeded or failed on the pivotal issue of how to open the doors of opportunity to minority young people. If we succeed in [making) them creative, thinking workers, as must happen with young whites, then surely we will have created a strongly competitive America that will be the envy of the world. But if we fail that will condemn us to second tier economic status as a nation. M ark it well." Recent comments and proposed legislation have made clear, moreover, it was not the intent of Congress, when it enacted Title VI of the Civil Rights Act of 1964, to outlaw efforts to increase the distressingly low numbers of minority students in predominantly white colleges and universities nationwide. On a more philosophical note, as the great observer of America, Alexis de Tocqueville, noted, the impulse to address problems through voluntary, private acts is what has set America apart from other nations and allowed so much private energy to flow to the public good. We heard this theme sounded during the last presidential campaign in President Bush ' s 1000 points of light, representing the great American way for meeting social needs. Therefore, the · announcements of the Office of Civil Rights are nothing if not paradoxical. For any policy or action by OCR that would end these programs of minority scholarships would directly contradict both the spirit of de Tocqueville and President Bush, and tie one of America's arms behind its back. Targeted funds, voluntarily given, is how we get things done, whether for the homeless, for AIDS victims, for the environment or for education. More specifically, it would not only undo the great progress we have made in increasing the diversity of students on formerly white campuses, but it would also have a secondary consequence of discouraging potential donors from giving to higher education in general. In closing let me say that if this policy is allowed to stand, the clear message it will send to young minority men and women is that their higher education in predominantly white institutions is a matter of indifference to this nation. Coming after so many years of trying to persuade them that, in fact, the way is open, and that their presence is desirable and desired in the educational community, and necessary for our national social and economic well being, that would be a tragic outcome indeed . • LETTE RS from Santa Fe April 1991 �W hen Assistant Secretary of Education Michael Williams announced in December that awarding scholarships on the basis of race or ethnicity violates civil rights laws, even President Bush treated him like the grinch who stole Christmas. The education establishment was quick to attack Mr. Williams' temerity; one University of Pennsylvania law professor said, "it's obscene to use civil rights laws to support the exclusion of minority students from higher education ." The fact that Mr. Williams is black made him an apostate in his critics' eyes. The reaction to Williams' announcement is a measure of how topsy-turvy the civil rights world has become in the last twenty-five years. The Civil Rights Act of 1964 promised to banish invidious distinctions between individuals based on race, national origin, gender or religion; now people who call themselves proponents of civil rights want preferences handed out according to such characteristics. One school of education gives black students a .5 grade point advantage over other students; another university pays black students $550 for maintaining a C average, $1,IOO for anything above a C + average; a university graduate school guarantees full financial support, regardless of need, for any minority student admitted. Students who attend these schools are treated to different standards depending on their race . We used to call that discrimination. There is something inherently patronizing in such attempts at race-based preference, no matter how good the intentions. Why should a black student be rewarded for mediocre academic performance, and what possible incentive does he have to excel if his grades will be artificially inflated simply because of his skin color? Assigning benefits because of race-whether those benefits consist of college admission, financial aid, or better grades-is unfair both to those who are denied such benefits and those who are the intended beneficiaries. Five years ago when my oldest son was a senior in high school he received several unsolicited offers of scholarship aid from colleges to which he had not applied . One private college in Pennsylvania promised him a four-year scholarship for $22,000, without even seeing a copy of his high school Linda Chavez is former executive director of the U.S. Civil Rights Commission. She is presently an author and syndicated columnist. April 1991 . transcript. These schools were interested only in his status as a "minority" student. I couldn't help but wonder whether there wasn't some promising non-minority student somewhere in Pennsylvania-perhaps the son or daughter of an out-of-work coal miner-who wouldn't benefit more from such scholarship aid than my son. In the end, my son turned down all the scholarships he was ollered; he knew his high school grades didn't merit them and our family's financial status certainly didn't justify his receiving such largesse. Instead, he decided to attend our state university, whose regular admission standards he could meet and whose tuition he could afford. But he was left feeling uncomfortable nonetheless. He never thought of himself as disadvantaged or as a victim, but these schools assumed that he was both simply because of his ethnicity. Historically, colleges have dispensed scholarships to students who possessed some special talent, usually academic or athletic, or who showed promise but could not afford to pay for college. These criteria still offer the most equitable way to distribute financial assistance.• For the Record: Knowing they would have different views of the matter, I asked both Donald Stewart and Linda Chavez to respond to the issue of race-based scholarships raised recently by the Department of Education. I asked them both to address, in particular, the more philosophical question of the correctness of such scholarships . It is probably right to note here that although nearly 60 percent of St. John's students receive some form of financial aid , the college has no scholarships for which race or minority status is a criterion. Our college catalogue states that all benefits are given " without regard to race, color, creed, sex, or national origin," and we intend to abide by that principle. -J.A . LETTERS from Santa Fe Page 7 �David Bolotin In Defense of the Great Books W We need t,o resist the tide that would take us nowhere but to shallow relativism. e are living in a time when many of the academic heirs of the Western tradition are turning against that tradition. It is not merely that an old philosophy is being challenged by a new philosophy, or an old claim to revelation by a new one. Rather, the very presuppositions of all philosophy and of all Biblical religion are being denied. And they are being denied not in the name of Eastern wisdom, but in the name of history and of cultural diversity. The fundamental presupposition of all philosophy and theology, namely that there is a lasting and comprehensive truth, which the thinking individual is capable of attaining, or at least approaching, is being denied in the name of the view that all "truth" is merely relative to the historical context of the thinker, and that all historical or cultural or even group perspectives are equally true or valid. Even the Western science of nature is coming to be seen as a cultural myth, and a myth of no greater truth and dignity than many others we might choose to fabricate. Now this prejudice, as we know, has been around for a long time. But recently, within the American academic establishment, it has taken on a new and particularly threatening form. It is now no longer just a theoretical claim, but it has taken on an explicitly political cast. Those, like ourselves, who try to keep alive the possibility that there is a non-historical truth, and hence that some perspectives might be closer to the truth, and hence better, than others, no longer hear merely that our views are true only for us, or only in a relative sense. We, or at least the principles of our Program, are now also being attacked by many in the academic establishment as elitist, ethnocentric, logocentric, racist, sexist, religionist, and so forth . Book lists such as ours are now being criticized as a kind of canon, and our attachment to the great books is said to stem from political motives, namely in order to exclude outsiders and to maintain our own priestly power within a larger system of oppression. Finally, more and more of our critics are coming to see the chief, or at least most urgent, task of contemporary education as the political one of eradicating all traces of what they regard as elitist or exclusionist ways of thinking (cf. John Searle, "The Storm over the U niversity,'' The N ew Yo rk R eview of Books, December 6, 1990, p. 34 ff.). Widespread Lowering of Standards Now if this attack should come to prevail among us, our reading list would of course be significantly transformed. But the mere addition of some mediocre or merely good books is not the greatest evil that would ensue. (Indeed, a few of the changes might even be for the better.) Rather, the chief evil is the way that all books would come to be read. The old books would come to be seen chiefly, if not entirely, as steppingstones that have prepared the way for the ideas of the present, which in tum are preparing the way for the ideas of the future, ideas whose merit consists solely in their alleged openness to diversity and their alleged freedom from the sin of being judgmental. The old books would no longer have the power to challenge our students' uncritical acceptance of the contemporary views that inundate their ears day after day. When Plato or Hegel, for instance, argue that the life of the mind is the highest life, we would no longer even consider these arguments as they present themselves, since we would "know" in advance that they could not possibly be true. W e would " know" that the authors are merely expressing a Eurocentric perspective that fails to respect the equal dignity and validity of all lifestyles. The very claim that there are any permanent standards by which individuals, groups, and cultures have to be measured would be met with selfrighteous indignation or passed over with an embarrassed or uncomprehending silence. The lowering of standards that so permeates the contemporary world would be fixed in place by the denial in principle that there are any true standards, except perhaps for standards so empty that no one could conceivably take offense at them. Upholding a Higher Truth It is often said by critics of the traditional curriculum that we need a new kind of education in order to prepare our students for a future in which diverse cultures will become increasingly interdependent. Now if this claim were advanced merely in order to recommend serious study of great books from non-W estern cultures, it would deserve serious consideration. But what is more commonly said, even by the less radical among our critics, is that we need an essentially new curriculum, one that will introduce our students to the new ideas that will dominate the new kind of future. And this argument is deeply mistaken. For even apart from its exaggerated claim to be able to predict the dominant ideas of the future, it forgets that the primary question, for us and for all thinking individuals, is whether those future ideas will be true or truer than those of the past. Not because we stand for the past, but because we stand for the possibility of a higher truth than the so-called truths of culture and history, we need to resist the tide that would take us nowhere but to shallow relativism or to shallow conformity with ideas that present themselves as those of the future.• Davzd Bolotin is a tutor at St. john 's College. Page 8 LETfERS/rom Santa Fe April 199 1 �Donald Kagan An Address to the Class of 1994 adies and gentlemen of the Class of 1994, parents, and friends, greetings and welcome to Yale. To a greater degree than ever before this class is made up of a sampling, not of Connecticut, not of New England, not even of North America, but of all the continents of the world. As I stood a year ago greeting the Class of 1993, I was thrilled by how much Yale (and America) has been enriched in the three centuries since its foundation by the presence and the contribution of the many racial and ethnic groups rarely if ever represented in its early years. The greater diversity among our faculty and student body, as in the American people at large, iS' a source of strength and it should be a source of pride, as well But ethnic and racial diversity its problems. Few governme have been able to comb· internal peace , harmon unity required to achi the greatest success achieved by the sorbed a wide variet government, gener sity, and gradual citizenship, the rul the law. But the over independent tained peace and nations whose cul L tic participation in go unified population, as republic must. From the Middle Ages 1918, the Hapsburg empire 1 job of bringing a great variety ethnic groups into the mainstream of g ment and society, but it never succeeded in dissolving the distinct identities of the different groups, living together in separate communities, speaking their native languages, competing and quarreling with one another, and finally hostile to the dominant ethnic groups. The destruction of the Hapsburg empire and Donald Kagan is Richard M. Colgate Professor of History and Classics at Yale and Dean of Yale College. He is a member of the Board of Visitors and Governors of St. john's College. He is the author of, among other books, a four-volume history of the Pewponnesian War. The present essay, taken from his address to the freshman class at Yale College in September 1990, appeared in the January 1991 issue of Commentary. April 1991 E PLURIBUS UNUM dissolution into smaller units did not end ion, which today threatens the successor states as Czechoslo- s nd ethnicity have erlul forces, for 1istic hopes for a ng peoples and unity of all national and major part in Id wars. Even Soviet Union o peace both in e brought interand all but de- The assault on the chnracter of Western civilization badly distorts history. t had much in common. spoke English, and pracorm of Protestant Christianity. ore long, however, people of many different ethnic, religious, and national origins arrived with different cultural traditions, speaking various languages . Except for the slaves brought from Africa, most came voluntarily, in families and as individuals, usually eager to satisfy desires that could not be met in their former homelands. They swiftly became citizens and, within a generation or so, Americans. In our own time, finally, after too long a delay, African Americans also have achieved freedom, equality before the law, and full citizenship. People of different origins live side by side, often in ethnic communities, but never in enclaves separated from other enclaves. Although some inherit greater advantages than others, all are equal before the law, which does not recognize ethnic or other groups but only LETTERS from Santa Fe Page 9 �individuals. Each person is free to maintain old cultural practices, to abandon them for ones found outside his ethnic group, or to create some mixture or combination of both of them. Our country is not a nation like most others. "Nation" comes from the Latin word for birth: a nation is a group of people of common ancestry, a breed. Chinese, Frenchmen, and Swedes feel a bond that ties them to their compatriots as to a greatly extended family and provides the unity and commitment they need. But Americans ·do not share a common ancestry and a common blood. They and their forebears come from every comer of the earth. What they have in common and what brings them together is a system of laws and beliefs that shaped the establishment of the country, a system developed within the context of Western civilization. It should be obvious, then, that all Americans need to learn about that civilization if we are to understand our country's origins, and share in its heritage, purposes, and character. At present, however, the study of Western civilization in our schools and colleges is under heavy attack. We are told that we should not give a privileged place in the curriculum to the great works of its history and literature. At the extremes of this onslaught the civilization itself, and therefore its study, is attacked for its history of slavery, imperialism, racial prejudice, addiction to war, its exclusion of women and people not of the white race from its rights and privilege. Some criticize the study of W estern civilization as narrow, limiting, arrogant, and discriminatory, asserting that it has little or no value for those of different cultural origins. Others concede the value of the Western heritage but regard it as only one among many, all of which have equal claim to our attention. These attacks are unsound. It is both right and necessary to place Western civilization and the culture to which it has given rise at the center of our studies, and we fail to do so at the peril of our students, our country, and of the hopes for a democratic, liberal society emerging throughout the world today. For Du Bois the wisdom of the West's great writers was valuable for all, and he would not allow himself or others to be deprived of it because of the accident of race. Such was and is the view of the millions of people of both genders and every ethnic group who have personally experienced the value and significance of the Western heritage. The assault on the character of Western civilization badly distorts history. The West's flaws are real enough, but they are common to almost all the civilizations known on any continent at any time in human history. What is remarkable about the Western heritage and what makes it essential are the important ways in which it has departed from the common experience. More than any other it has asserted the claims of the individual against those of the state, limiting the state's power and creating a realm of privacy into which it cannot penetrate. By means of the philosophical, scientific, agricultural, and industrial revolutions that have taken place in the West, human beings have been able to produce and multiply the things needed for life so as to make survival and prosperity possible for ever-increasing numbers, without rapacious wars and at a level that permits dignity and independence. I sit with Shakespeare and he winces not. Across the color line I walk arm in arm with Balzac and Dumas where smiling men and welcomin~ women glide in gilded halls. From out of the caves of evening that swing Champion of Democratic Government W estern civilization is the champion of representative democracy as the normal way for human beings to govern themselves, in pl~ce of the different varieties of monarchy, oligarchy, and tyranny that have ruled most of the human race throughout history and rule most of the world today. It has produced the theory and practice of the separation of church and state, thereby protecting each from the other and creating a free and safe place for individual conscience. At its core is a tolerance and respect for diversity unknown in most cultures. One of its most telling characteristics is its encouragement of criticism of itself and its ways. Only in the W est can one imagine a '.11ovement to neglect the culture's own heritage m favor of some other. T he university itself, a specially sh eltered place for such selfexamination, is a W estern phenomenon, only partially assimilated by other cultures. My claim is that most of the sins and errors of W estern civilization are those of the human race. Its special achievements and values however, are gifts to all humanity and ar~ widely seen as such around the world today, although their authorship is rarely acknowl- LET TERS from Santa Fe Apr il 199 1 Universal Wisdom of the West In response to those who claim that Western culture is relevant only to a limited group it is enough to quote W .E. B. Du Bois, the AfricanAmerican intellectual and political leader , writing at the turn of the century in a Jim Crow America: Page 10 between the strong-limbed earth and the tracery of the stars, I summon Aristotle and Aurelius and what soul I will, and they come all graciously with no scorn or condescension. So, wed with Truth, I dwell above the veil. �edged. People everywhere envy not only its science and technology but also its freedom and popular government and the institutions that make them possible. The roots of these things are to be found uniquely in the experience and ideas of the West. In shon, Western culture and institutions are the most powerful paradigm in the world today. As they increasingly become the objects of emulation by peoples everywhere, their study becomes essential for those of all nations. How odd that Americans should choose this moment to declare Western civilization irrelevant, unnecessary, and even vicious. There is, in fact, great need to make the Western heritage the central and common study in American schools, colleges, and universities today. Happily, student bodies have grown vastly more diverse. Less happily, students are seeing themselves increasingly as pans of groups, distinct from other groups . They often feel pressure to communicate mainly with others like themselves within the group and to pursue intellectual interests that are of no panicular imponance to it. The result that threatens is a series of discrete experiences in college, isolated from one another, segregated and panial. But a liberal education needs to create a challenge to the ideas, habits, and attitudes that students bring with them, so that their vision may be broadened, their knowledge expanded, their understanding deepened. That challenge must come from studies that are unfamiliar, sometimes uncomfonably so, and from a wide variety of fellow students from many different backgrounds, holding different opinions, expressing them freely to one another, and exploring them together. The Common Culture of Change If the students are to educate one another in this way, some pan of their studies must be common, and their natural subject is the experience of which our country is the heir and of which it remains an imponant pan. There is, after all, a common culture in our society, itself various, changing, rich with the contributions of Americans who come or whose ancestors came from every continent in the world, yet recognizably and unmistakably American. At this moment in history an objective observer would have to say that American culture derives chiefly from the experience of Western civilization, and especially from England, whose language and institutions are the most copious springs from which it draws its life. I say this without embarrassment, as an immigrant who arrived here as an infant from Lithuania, a tiny country on the fringe of the West, without any connection with the Anglo-Saxon founders of the United States. Our students will be handicapped in their lives after college if they do not have a broad and deep knowledge of the April 1991 culture in which they live and the roots from which it comes. There are implications, too, for our public life. Constitutional government and democracy are not natural blessings; they are far from common in the world today, and they have been terribly rare in the history of the human race . They are the product of some peculiar developments in the history of Western civilization, and they, too, need to be thoroughly understood by all our citizens if our ways of governing ourselves is to continue and flourish . We must all understand how it works, how it came to be, and how hard it is to sustain. "Hang Together or Hang Separately" Our country was invented and has grown strong by achieving unity out of diversity while respecting the imponance and integrity of the many elements that make it up. The founders chose as a slogan e pluribus unum , which provided a continuing and respected place for the plurality of the various groups that made up the country, but which also emphasized the unity that was essential for the nation ' s well-being. During the revolution that brought us to independence, Benjamin Franklin addressed his colleagues, different from one another in so many ways, yet dependent on one another for survival and success, using a serious pun to make his point . He told them that they must all hang together or assuredly they would all hang separately. That warning still has meaning for Americans today. As our land becomes ever more diverse, the danger of separation, segregation by ethnic group, mutual suspicion, and hostility increases and with it the danger to the national unity which, ironically, is essential to the qualities that attracted its many peoples to this country. Our colleges and universities have a great responsibility to communicate and affirm the value of our common heritage, even as they question it and continue to broaden it with rich new elements. Ladies and gentlemen of the class of 1994, you, too, have imponant responsibilities. Take pride in your families and in the culture they and your forebears have brought to our shores. Learn as much as you can about that culture and share it with all of us. Learn as much as you can of what the panicular cultures of others have to offer. But most imponant, do not fail to learn the great traditions that are the special gifts of that Western civilization which is the main foundation of our university and our country. Do not let our separate heritages draw us apan and build walls between us, but use them to enrich the whole. In that way they may join with our common heritage to teach us, to bring us together as friends, to unite us into a single people seeking common goals, to make a reality of the ideal inherent in the motto ·e pluribus unum. • LETTERS from Santa Fe Page 11 �• Foonded: Established in 1696 in Annapolis, Maryland, as King William's School and chartered in 1784 as St . John's College. Great Books Program adopted 1937. Second campus in Santa Fe opened in 1964. Profile Profile Profile Profile Profile Profile • Cunicuklm: An integrated, four-year, non-elective arts and science program based on reading and discussing, m loosely chronological order, the Great Books of Western Civilization. •Approach: Tutorials, laboratories, and seminars requiring intense participation replace more traditional lectures. Classes are very small. Student/faculty ratio is 8: 1. St. John 's is independent and non-sectarian. • Degree Granted: Bachelor of Arts in Liberal Arts. • Student Body: Enrollment is limited to about 400 students on each campus. Current freshman class made up of 55 % men and 45% women, from 30 states and several foreign countries. Fifty-seven percent receive fmancial aid. Students may transfer between the Santa Fe and Annapolis campuses. • Aklmni Careers: Education-21%, business-20%, law-10 %, visual and performing arts-9%, medicine-7 % , science and engineering- 7 % , computer science-6 % , writing and publishing-5 % . • Graduate Institute: The Graduate Institute in Liberal Education is an interdisciplinary Master's degree program based on the same principles as the undergraduate program . Ollered on both campuses year-round. � 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 Letters from Santa Fe Description An account of the resource A newsletter published by the Santa Fe President's Office that includes articles about liberal education. Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 12 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letters from Santa Fe, April 1991 Description An account of the resource Letters from Santa Fe, St. John’s College—Santa Fe, New Mexico, April 1991 Creator An entity primarily responsible for making the resource Agresto, John 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 1991-04 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Contributor An entity responsible for making contributions to the resource Bolotin, David, 1944- Kagan, Donald Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Letters_from_SF_1991-04 Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/dda3df645c3587d2c736c41a5f783c1e.pdf 08a45792d190f3006dc3f7f113919f78 PDF Text Text LETTERSJrom Santa Fe St. John's College-Santa Fe , New Mexico INSIDE BROWN V. BOARD OF EDUCATION page!I, Volume 111 , Issue 2 Education, Equality and Race THE CIVIL RIGHTS ACT pages THE AMBIGUOUS LEGACY OF BROWN V. BOARD OF EDUCATION page6 UNIVERSITY OF CALIFORNIA V. ALLAN BAKKE page9 WHY RACIAL PREFERENCE IS ILLEGAL AND IMMORAL page 15 RACIAL PREFERENCES? SO WHAT? page 18 INSIDE AMERICAN EDUCATION page 19 COLOR-BLINDED page 22 RACE-TARGETED AID page 23 A LETTER TO THE SECRETARY OF EDUCATION page 24 RESPONSE FROM THE SECRETARY OF EDUCATION page 25 RACE, SCHOLARSHIPS AND THE AMERICAN WAY page 26 PODBERESKY V. UNIVERSITY OF MARYLAND AT COLLEGE PARK page 28 When has America . not been divided, harassed and harmed by the race issue? The best instinct of the Founders-that all men are created equal-was undercut and submerged by the irrepressible fact of slavery. The lives of thousands given in the service of abolition were forgotten in the years of segregation, black codes and Jim Crow. And now (with the best of intentions we are told) the vision of a nation where race doesn't matter will not materialize-now and in the future people will be helped or hindered because of their complexion. Dwell on race. Count by race. Classify by race. Take race "into account." Reward by race. Harm by race. Worst of all, leadership in this new policy lies not in the ranks of the former agents of ill will but in the one place America has looked to for civility, for enlightenment, and even for wisdom: our colleges. Has the resegregation of America happened anywhere else with the fury-and ·the design-that we see on college campuses? Part of this is imposed on our campuses by threat and fear: The university will be brought to a halt if we do not have a separate Black Student Union; the college will be harassed if we do not increase the funding for minority studies.... Universities are easily pushed around, and perhaps they should be forgiven when, repeatedly, they give in to threats and force. One only wishes they had enough character to admit they gave in to force and not pretend to love and support their intimidators. But part of the evil, the greater part, is the colleges' own doing. Shall we treat people equally, without regard to color? Well, no. Not if, as at one school, you decide to pay for all campus visits, but only for black applicants. Not if, as at another college, you decide to give full financial aid to all minority students, regardless of need. Not if, as many colleges proclaim, you let minority students work less, or take out fewer loans, than non-minority students and make up the difference with college funds . Not if, as at one major university, you decide to enhance the salaries of candidates for faculty positions, so long as they are women and minorities. Not if, in following the lead of the Department of Education, schools decide that racially-based scholarships are perfectly okay; that public money can be given to some people and denied to others simply on the basis of their race. (continued on page 2) �(continued from page 1) Having taught people to judge by race and prefer by race, why are we surprised when they do? page two The philosophical objections to these actions are immense. The moral conscience of most Americans, whether they acted on it or not, has always known that judging, rewarding, denying and promoting by race has no place in decent civil society. Color is an accidental, not essential characteristic; it does not make a person better or more worthy or finer, lesser or debased or degraded. To judge merit on the basis of race is to judge irrationally. Notice how the moral sense rebels at the thought, for example, of a store that charged one race more than another for the same goods; or if the government decided that some people, because of their complexion, could pay less in taxes. Yet, are we doing anything different in our colleges and universities? Today, we are told, schools and colleges can have "race-conscious" and "race-targeted" policies because now there is something afoot more important than racial impartiality: "diversity." So long as it is in the service of campus diversity, virtually any form of racial preference is allowed. (Or, rather, is diversity the means of achieving racial preferencing? Sure is hard to say.) This means, of course, racial preferences in admissions, in faculty hiring and retention, in minority-based scholarships, in reduced loan burdens, and in reduced student work hours but at higher pay-all for preferred groups. Let us not be quick to argue that these policies are wrong because they violate the "rights" of the majority . They are wrong not because of damage they do to majority groups but because of the damage they do to the principle of equality and non-discrimination, a LETTERS from Santa Fe principle that benefits all people. And, as is becoming so painfully clear, the real losers in race-based preferences are often not members of some putative majority, but members of some not-now-preferred minority. My guess is that not long ago, the best educators and administrators in America were wholeheartedly and correctly on the side of nondiscrimination and color-blindness. When we first embraced affirmative action policies, it was as they were originally and rightly conceivedas a way of casting the widest net, of looking here and everywhere, for the finest candidates regardless of race or ethnicity. Unlike today's discriminatory affirmative action, nondiscriminatory affirmative action was a wise and just policy, one that sought to find the best regardless of race. To see how pernicious distinctions and rewards based on race really are, consider the response often given in support of such programs"The university favors children of alumni, it has sports scholarships, it has 'merit' scholarships for academically gifted students. The university consistently classifies students and treats them differently, so why not do the same for minorities?" But why is it that one's moral sense would be indignant, would rebel, if the policy were not "alumni preference," but "alumni preference, as long as they're white," or "sports scholarships, but not for Jews," or "non-Asian merit scholarships." See what a difference race makes? See how categorizing and rewarding by race repels? In America, race matters. Race is the single most divisive fact in our nation. And we lie to ourselves if we say we are doing good when we separate, Volume III, Issu e 2 �reward and punish by race. Not uncommonly, when we discard a great and good principle-in this case the principle of equality and non-discrimination-bad things happen. And on our campuses, bad things are happening with a vengeance. Have racial incidents, or racism itself, ever been higher? Having taught people to judge by race and prefer by race, why are we surprised when they do? " Speaking practically, what Cio we colleges and universities teach when we decide, admit and rewJrd i by race? Have we treated each of our students as responsible individuals, with individual and unique, minds? Or, having judged peoples~ minds and outlooks by their pigmen:, tation, have we taught stu,pepts to categorize and pigeonhole by race? Have we prepared our students the world of work the!y'll' Soon enter? Shall they expectto be hired, promoted or retained on the basis; of color? And, havirig saidi to America for so long, d() nofjudge by race, do not prefer race, now say dwell on race, ' ~~d see how , the spoils of society a~~ ~~visib!e' through race competitiop: Not too long ago we .. yvo(ried about the "two cultures" in the academy-about the gap bet:veen scientists and humanists. But. now there are two new cultures bedeviling education, and the gulf between them is immense: I mean the antagonism between contemporary education and the public. In narrowness of scholarship, in smallness of vision, in our unwillingness to promote or often even to understand civic needs, a large part of the academy sets itself up in conscious opposition to the common sense of the American public. And, in the area of race, we see how far behind the ITT decent moral sense of the American people our schools and colleges can be. Whatever the motive-because it seems easy and currently acceptable, or because everyone's doing it, or because they feel intimidated by threats or epithets-categorizing, judging and rewardihg by race.'is all the rage in higher edu,cation. Buf we onthis campu~ find in gur document~ wdrds th(lt say tJl.a.t .,-:of:,_--:: )[$'; :0-,,;..: :-:k:- ·:,;;,- <l admissio~s, ~PP?~11~1B~!,1ts{c p~oino~· tions, honors; salaries andGaidr-. will R ···· .. , , fr --· " ?~..safried out ')'it~?~t r~g<Jn:I; ~p race, color, sex or <::r.ee9.. Without regar4. Just two littl~ words, })ut two words that teach the best that can teach. ,w;,· «. for of Vo l ume III, I ss u e 2 Agresto f' we ..';J: LETTERS from Santa Fe .; ,, p age thr ee �BROWN V. BOARD OF EDUCATION Brown did not immediately concern itself with higher education. Nevertheless, the core statement of Brown, that in the field of race "separate" cannot mean "equal," has been both the focal point and, now it seems, the point to be avoided in campus discussions on race. -J.A. Excerpted from Brown et al. v. Board of Education of Topeka et al. May 17, 1954. Mr. Chief Justice Warren: Segregation of white and Negro children in the public schools of a State solely on the basis of race, pursuant to state laws permitting or requiring such segregation, denies to Negro children the equal protection of the laws guaranteed by the Fourteenth Amendment-even though the physical facilities and other "tangible" factors of white and Negro schools may be equal. The plaintiffs contend that segregated public schools are not "equal" and cannot be made "equal," and that hence they are deprived of the equal protection of the laws. * * * * * In approaching this problem, we cannot turn the clock back to 1868 when the Amendment was adopted, or even to 1896 when Plessy v. Ferguson was written. We must consider public education in the light of its full development and page four L E TTERS f rom Santa Fe its present place in American life throughout the Nation. Only in this way can it be determined if segregation in public schools deprives these plaintiffs of the equal protection of the laws. Today, education is perhaps the most important function of state and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society. It is required in the performance of our most basic public responsibilities, even service in the armed forces. It is the very foundation of good citizenship. Today it is a principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms. We conclude that in the field of public education the doctrine of "separate but equal" has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others similarly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the laws guaranteed by the Fourteenth Amendment. Volum e III, I s sue 2 �THE CIVIL RIGHTS ACT Excerpted from The Civil Rights Act, July 2, 1964. Title VI, Sec. 601 No person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any program or activity receiving federal financial assistance. Title VII, Sec. 703 (a) It shall be an unlawful employment practice for an employer (1) to fail or refuse to hire or to discharge any individual, or otherwise to discriminate against any individual with respect to his compensation, terms, conditions, or privileges of employment, because of such individual's race, color, religion, sex, or national origin; or (2) to limit, segregate or classify his employees in any way which would deprive or tend to deprive any individual of employment opportunities or otherwise adversely affect his status as an employee, because of such individual's race, color, religion, sex, or national origin. * * * * * (j) Nothing contained in this title shall be interpreted to require any employer, employment agency, labor organization, or joint labormanagement committee subject to this title to grant preferential treatment to any individual or to any Vo l um e Ill , I ss u e 2 group because of the race, color, religion, sex, or national origin of such individual or group on account of an imbalance which may exist with respect to the total number or percentage of persons of any race, color, religion, sex, or national origin employed by any employer, referred or classified for employment by any employment agency or labor organization, admitted to membership or classified by any labor organization, or admitted to, or employed in, any apprenticeship or other training program, in comparison with the total number or percentage of persons of such race, color, religion, sex, or national origin in any community, State, section, or other area, or in the available work force in any community, State, section, or other area. Title VII, Sec. 704 (b) It shall be an unlawful employment practice for an employer, labor organization, or employment agency to print or publish or cause to be printed or published any notice or advertisement relating to employment by such an employer or membership in or any classification or referral for employment by such a labor organization, or relating to any classification or referral for employment by s uch an employment agency, indicating any preference, limitation, specification, or discrimination based on race, color, religion, sex, or national origin, except that such a notice or advertisement may indicate a preference, limitation, s pecification, or discrimina tion based on religion, sex, or national origin when religion, sex, or national origin is a bona fide occupational qualification for employment. LETTERS from Santa F e No person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any program or activity receiving federal financial assistance. pag e fi ve �THE AMBIGUOUS LEGACY OF BROWN V. THE BOARD OF EDUCATION by Diane Ravitch Thus it was that the idea of a color-blind society fell out of fashion almost as soon as it was enacted into law and well before it became part of custom. Those who continue to defend the belief that individuals should not be judged in relation to their race, religion, sex, or national origin sense that they are fighting, at least for the time, a losing battle. p ag e s ix In 1954, the Supreme Court declared in the Brown decision that state-imposed school segregation was unconstitutional and invalidated state laws which classified and assigned children to schools on the basis of their race. Today, the Brown decision is cited as authority for a net_w ork of judicial decisions, laws, and administrative regulations that specifically require institutions to classify people on the basis of their group identity and to deal with them accordingly. How the civil rights movement, the judiciary, and the government moved from the goal of equal treatment for all, regardless of group affiliation, to present practices is one of the most significant trends of the past quarter century. By removing from the states the power to use race to differentiate among their citizens, the Brown decision provided a strong precedent to bar racial discrimination in every realm of civic and public activity. Its coverage was strengthened and extended by the Civil Rights Act of 1964, which prohibited discrimination based on race, color, religion, sex, or national origin. The Civil Rights Act embodied the fundamental principle that everyone should be considered as an individual without regard to social origin. This ideal a ttra cted the s upport of a broad alliance composed of blacks, liberals, organized labor, Catholics, L ETTERS f ro m Santa F e Jews, and others who perceived that the black cause was the common cause of everyone who wanted to eliminate group bias from American life. The particular genius of the civil rights movement was its successful forging of a coalition led by blacks but far more numerous than blacks alone; at the height of its power, in 1964-65, the coalition was potent enough to win passage of the Civil Rights Act, federal aid to education, the Voting Rights Act, and the antipoverty program. The relatively recent shift in focus from anti-discrimination to group preferences has splintered the civil rights coalition of the 1960s and has changed the nature of civil rights issues. The issues of the 1980s are far more complex than were those of the 1950s and 1960s, when the public could readily understand the denial of the civil and political rights of black people. In 1984, the issues are not capable of generating folk heroes like Rosa Parks, James Meredith, and Autherine Lucy, or charismatic leaders like Martin Luther King, Jr., or villains like Eugene "Bull" Connor. Police brutality and racially closed primaries were powerful emotional symbols precisely because they presented so little ambiguity; to those concerned about the realization of American democratic ideals, there was only one side to be on. Today, it is by no means simple to sort out the right side and the wrong side of such issues as racial balancing, busing, affirmative action, and quotas, and people of good will of all races and sexes are to be found on different sides of these questions. If one-time allies in the struggle for universalism and equal rights now dis a g r ee, it is not s imply because the issues today are comVo lu me Ill , I ssue 2 �plicated, but also because there is an essential dilemma, which is all too rarely recognized as judicial decisions and bureaucratic regulations reinforce one another: The group-based concepts of the present are in conflict with the historic efforts of the civil rights movement to remove group classifications from public policy. And at the heart of this dilemma is the Brown decision, which exemplified in its history the ideals of the civil rights movement and the transition from "colorblind" to "color-conscious" policies. * * * * * When the Brown decision was announced on May 17, 1954, it was a unanimous victory for the civil rights forces. It struck down the Plessy v. Ferguson doctrine of "separate but equal"; it declared that "separate educational facilities are inherently unequal"; and it ruled that segregation in public education was unconstitutional. It appeared that the grounds for the decision were more sociological than constitutional, which in retrospect seems surprising in light of the solidity of the constitutional argument and the controvertible nature of the sociological evidence. The Court did not, in its Brown decision, declare the Constitution to be color-blind, which explains some of the present day confusion about the meaning of the decision. The decision can be read, as it was then, as removing from the states the power to use race as a factor in assigning children to public schools; and it can be read, as it is now, as a mandate to bring about racial integration in the public schools by taking race into account in making assignments. Volume III, Issue 2 Today the Brown decision is considered the progenitor of a host of color-conscious and group-specific policies. The concept of group rights, as distinct from individual rights, has become commonplace. The decision that was supported to remove from the states the power to assign children to school on the basis of race has become the authority for assigning children to school solely on the basis of race, even where official segregation never existed. One Western school district, which contains 19 variants of the HEW-designated minority groups (blacks, Hispanics, Native Americans, and Asian Americans), has voluntarily undertaken to maintain a racial and ethnic balance in its schools for both students and teachers. How such efforts grew out of a decision that was sought in order to eliminate group labels from public policy is one of the fascinating paradoxes of our time. For at least the first ten years after the Brown decision was rendered, belief in color-blind policy was the animating force behind the civil rights movement. Not long after Congress passed into law the color-blind principle embodied in the Civil Rights Act of 1964, several trends converged to undermine it. First, white Southern intransigence had effectively preserved the status quo despite the Brown decision. The dismantling of state-segregated school systems was occurring at a snail's pace; by 1964, only two percent of the black students in the Deep South attended schools with white students.... Thus, the nearly complete failure of the white South to comply with the Brown decision or to make any good faith efforts to desegregate created pressures to find some mechanism to bring an end to their resistance to the law of the land. Second, the Civil Rights Act of 1964 authorized federal officials to cut off federal funds from districts that failed to desegregate their schools. This meant little in 1964, when federal funds for elementary and secondary schools were limited, but it became a powerful weapon to compel desegregation after 1965, when federal aid to education was passed by Congress. Third, just as the federal bureaucracy and the federal judiciary began to abandon the color-blind principle, the black power movement emerged. Black power spokesmen ridiculed the leaders of the civil rights movement as Uncle Toms and accommodationists. It was not their rejection of integration that gave them mass appeal, however, but rather their open advocacy of black self-interest. While civil rights leaders championed policies of non-discrimination, the black advocacy movement demanded black principals, black teachers, specific jobs, here and now, period. How could the civil rights movement, so long as it stood by the color-blind principle, hope to compete with the organizations that sought tangible black gains? Fourth, the color-blind principle lost much of its luster for the civil rights organizations as soon as it was established in law. Once it was a fact, it ceased to be a goal; organizations either generate new goals or become defunct. A new agenda was required, one which was tailored to the pressing economic needs of the black masses. Fifth, some of those who had led the fight against segregation came to the view that color-blindness is an abstract principle with no LETTERS from Santa Fe page seven �power to alter the status quo and no possibility of making up for the effects of past discrimination, either in institutional or in personal terms. Thus it was that the idea of a color-blind society fell out of fashion almost as soon as it was enacted into law and well before it became part of custom. Those who continue to defend the belief that individuals should not be judged in relation to their race, religion, sex, or national origin sense that they are fighting, at least for the time, a losing battle. Those in Washington who write the regulations have apparently decided that social origin and group identity are appropriate grounds by which to determine a citizen's eligibility to participate in governmental programs. This is a turn of events that is not without consequence for American society. We do not have a universalistic civil rights movement in the United States precisely because the only common purpose that could bind dozens of minorities together is the goal of preventing discrimination against all minorities. The fight to ban discrimination, which gathered to its banners a powerful coalition of diverse groups, has been replaced for now by groupism, or every interest group for itself. Blacks demand more for blacks, Hispanics more for Hispanics, women more for women, and so on. Competition, all against all, takes the place of cooperation. In the present atmosphere, the idea of universalism is in retreat, an idea whose time came and went with amazing rapidity. * * * * group members is as uncertain today as it was in 1954. And whether it is possible to achieve an integrated society without distributing jobs and school places on the basis of group identity is equally uncertain. What does seem likely, though, is that the trend towards formalizing group distinctions in public policy has contributed to a sharpening of group consciousness and group conflict. As a people, we are still far from that sense of common humanity to which the civil rights movement appealed; still not a community in which e'1eryone feels responsibility for the wellbeing of his fellow citizen; still unpersuaded that our many separate islands are part of the same mainland. We may yet find that just such a spirit is required to advance a generous and broad sense of the needs and purposes of American society as a whole. + "' l ; Diane Ravitch is/proressbr and education at eottJi:nbi College in'fti~~:Yor~. Civil Rights. * Whether it is possible to treat people as individuals rather than as page eig ht L ETTERS f r om Sa nt a F e Volum e !Ii , I ss u e 2 �UNIVERSITY OF caused by past discrimination-a new and more pervasive position arose: CALIFORNIA V. ALLAN Colleges and their programs and curricula BAKKE can, and perhaps must, take "diversity'' into account; and toward that end racial preferences, once maligned for their injustice, now became constitutionally More than anything else, the Bakke case opened the door for affirmative enshrined when in the service of particular curricular and educational reform. action, for preferential treatment based on race and for minority scholarships. reprinted below much of the central But how it did so remains one of the parts of Powell's position. -J.A. most amazing stories in American jurisprudence. A majority of the court-Powell, Stevens, Burger, Stewart and Rehnquist-rejected the university's affirmative action plan. Four judges- Because of its importance, I have Excerpted from Regents of the University of California, Petitioner, v. Allan Bakke, June 28, 1978. Blackm un, White, Marshall and Brennan-dissented on various grounds, but centering on the belief that the university was engaged in a good faith effort to remedy the evil effects of racism and segregation and that the quotas were benign. Powell wrote an opinion which said that ''the attainment of a diverse student body'' was "a constitutionally permissible goal for an institution of higher education," and that race or ethnic background can be viewed as a "plus" in the selection process. Not one other justice thought this analysis constitutionally weighty and none joined Powell in this view. Yet, the four dissenters were happy to agree with Powell's conclusion that, therefore, sometimes race can be used in higher education's policy on admission and rewards. Spurning the argument, they nonetheless accepted the conclusions. And racial preferencing became licit. Though the University of California did not push the notion and no other justice supported it, "diversity" soon became the important-and only necessary-argument for racial preference on campus. Rather than the older, standard argument of the dissentersthat we must remedy the disadvantage Volume III, Issue 2 Mr. Justice Powell: The Medical School of the University of California at Davis opened in 1968 with an entering class of 50 students. In 1971, the size of the entering class was increased to 100 students, a level at which it remains ... . Over the next two years, the faculty devised a special admissions program to increase the representation of "disadvantaged" students in each medical school class. The special program consisted of a separate admissions system operating in coordination with the regular admissions process. The special admissions program operated with a separate committee, a majority of whom were members of minority groups. On the 1974 form the question was whether [candidates] wished to be considered as members of a "minority group," which the medical school apparently viewed as "Blacks," "Chicanos," "Asians," and "American Indians." If these questions were answered affirmatively, the application was forwarded to the special admissions LETTERS from Santa Fe page nine �committee.... Having passed this initial hurdle, the applicants then were rated by the special committee in a fashion similar to that used by the general admissions committee, except that special candidates did not have to meet the 2.5 grade point average cut-off applied to regular applicants. The special committee continued to recommend special applicants until a number prescribed by faculty vote were admitted. While the overall class size was still 50, the prescribed number was eight; in 1973 and 1974, when the class size had doubled to 100, the prescribed number of special admissions also doubled, to 16. goals of integrating the medical profession and increasing the number of physicians willing to serve members of minority groups were compelling state interests ... the California court held that the Equal Protection Clause of the Fourteenth Amendment required that "no applicant may be rejected because of his race, in favor of another who is less qualified, as measured by standards applied without regard to race." * * * * * Allan Bakke [respondent] is a white male who applied to the Davis Medical School [petitioner] in both 1973 and 1974. In both years, applicants were admitted under the special program with grade point averages, MCAT scores, and bench mark scores significantly lower than Bakke' s. The trial court found that the special program operated as a racial quota, because minority applicants in the special program were rated only against one another, and 16 places in the class of 100 were reserved for them. Declaring that the university could not take race into account in making admissions decisions, the trial court held the challenged program violative of the federal Constitution, the state constitution, and Title VI [of The Civil Rights Act of 1964]. The Supreme Court of California transferred the case directly from the trial court, "because of the importance of the issue involved. " . . . Although the court agreed that the The parties disagree as to the level of judicial scrutiny to be applied to the special admissions program. Petitioner argues that the court below erred in applying strict scrutiny, as this inexact term has been applied in our cases . That level of review, petitioner asserts, should be reserved for classifications that disadvantage "discrete and insular minorities." United States v. Carolene Products Co ., 304 U.S. 144, 152 n . 4 (1983). Respondent, on the other hand, contends that the California court correctly rejected the notion that the degree of judicial scrutiny accorded a particular racial or ethnic classification hinges upon membership in a discrete and insular minority and duly recognized that the "rights established [by the Fourteenth Amendment] are personal rights." Shelley v. Kraemer, 334 U.S. l, 22 (1948). En route to this crucial battle over the scope of judicial review, the parties fight a sharp preliminary action over the proper characterization of the special admissions program. Petitioner prefers to view it as establishing a "goal" of minority r e presentation in the medical school. Respondent, echoing the courts below, labels it as a racist quota. page t en LETTERS from Santa Fe * * * * * This semantic distinction is beside the point: The special admissions program is undeniably a classification based on race and ethnic background. The guarantees of the Fourteenth Amendment extend to persons. Its language is explicit: "No state shall ... deny to any person w ithin its jurisdiction the equal protection of the laws. " It is settled beyond question that the "rights created by the first section of the Fourteenth Amendment are, by its terms, guaranteed to the individual. They are personal rights." The guarantee of equal protection cannot mean one thing when applied to one individual and something else when applied to a person of another color. If both are not accorded the same protection, then it is not equal. Nevertheless, petitioner argues that the court below erred in applying strict scrutiny to the special admissions programs because white males, such as the respondent, are not a "discrete and insular minority" requiring extraordinary protection from the ma joritarian process. Carolene Products Co., supra, at 152153, n. 4. This rationale, however, has never been invoked in our decisions as a prerequisite to subjecting racial or ethnic distinctions to strict scrutiny. "Distinctions between citizens solely beca use of their ancestr y are by their very nature odious to a free people whose institutions are founded u pon the doctrine of equality." Hirabayashi, 320 U.S., at 100. " ... [A]ll legal restrictions which curtail the rights of a single racial group are immediately suspect. That is not to say that all such restrictions are unconstitutional. It is to say that courts must subject V o l ume III , I ssu e 2 �them to the most rigid scrutiny." Korematsu, 323 U.S., at 216. The Court has never questioned the validity of those pronouncements. Racial and ethnic distinctions of any sort are inherently suspect and thus call for the most exacting judicial examination. * * * * * The Court's initial view of the Fourteenth Amendment was that its "one pervading purpose" was "the freedom of the slave race, the security and firm establishment of that freedom, and the protection of the newly-made freeman and citizen from the oppression of those who had formerly exercised dominion over him." As a nation filled with the stock of many lands, the reach of the Clause was gradually extended to all ethnic groups seeking protection from official discrimination.... The guarantees of equal protection, said the Court in Yick Wo, "are universal in their application, to all persons within the territorial jurisdiction, without regard to any differences of race, of color, or of nationality; and the equal protection of the laws is a pledge of the protection of equal laws." Although many of the Framers of the Fourteenth Amendment conceived of its primary function as bridging the vast distance between members of the Negro race and the white "majority," the Amendment itself was framed in universal terms, without reference to color, ethnic origin, or condition of prior servitude. Petitioner urges us to adopt for the first time a more restrictive view of the Equal Protection Clause and hold that discrimination agains t m embers of the white "majority" cannot be suspect if its purpose can be characterized as 'benign." Vo l ume II I, I s sue 2 LETTERS from San ta F e page e l even �* * * * * There are serious problems of justice connected with the idea of preference itself. First, it may not always be clear that a so-called preference is in fact benign .... Second, preferential programs may only reinforce common stereotypes holding that certain groups are unable to achieve success without the special protection based on a factor having no relationship to individual worth. DeFunis v. Odegaard, 416 U.S. 312, 343 (Douglas, J., dissenting). Third, there is a measure of inequality in forcing innocent persons in respondent's position to bear the burdens of redressing grievances not of their making. By hitching the meaning of the Equal Protection Clause to these transitory considerations, we would be holding, as a constitutional principle, that judicial scrutiny of classifications touching on racial and ethnic background may vary with the ebb and flow of political forces. approved a classification that aids persons perceived as members of relatively victimized groups at the expense of other innocent individuals in the absence of judicial, legislative, or administrative findings of constitutional or statutory violations. Hence, the purpose of helping certain groups whom the faculty of the Davis Medical School perceived as victims of "societal discrimination" does not justify a classification that imposes disadvantages upon persons like respondent, who bear no responsibility for whatever harm the beneficiaries of the special admissions program are thought to have suffered. To hold otherwise would be to convert a remedy heretofore reserved for violations of legal rights into a privilege that all institutions throughout the Nation could grant at their pleasure to whatever groups are perceived as victims of societal discrimination. * * * * * If petitioner's purpose is to assure within its student body some specified percentage of a particular group merely because of its race or ethnic origin, such a preferential purpose must be rejected not as insubstantial but as facially invalid. Preferring members of any one group for no reason other than race or ethnic origin is discrimination for its own sake. The State certainly has a legitimate and substantial interest in ameliorating, or eliminating where feasible, the disabling effects of identified discrimination .. . . [Nonetheless], we have never Petitioner identifies, as another purpose of its program, improving the delivery of health care services to communities currently underserved .. .. But there is virtually no evidence in the record indicating that petitioner's special admissions program is either needed or geared to promote that goal. [A final] goal asserted by petitioner is the attainment of a diverse student body. This clearly is a constitutionally permissible goal for an institution of higher education. "... 1t is the business of a university to provide that atmosphere which is most conducive to speculation, experiment and creation. ' . . ." The atmosphere of "speculation, experiment and creation" -so essential to the quality of higher page twelv e L E TT ERS from San t a Fe * * * * * education-is widely believed to be promoted by a diverse student body. Even at the graduate level, our tradition and experience lend support to the view that the contribution of diversity is substantial. An otherwise qualified medical student with a particular background-whether it be ethnic, geographic, culturally advantaged or disadvantaged-may bring to a professional school of medicine experiences, outlooks and ideas that enrich the training of its student body and better equip its graduates to render with understanding their vital service to humanity. * * * * * The diversity that furthers a compelling state interest encompasses a far broader array of qualifications and characteristics of which racial or ethnic origin is but a single though important element. Petitioner's special admissions program, focused solely on ethnic diversity, would hinder rather than further attainment of genuine diversity. The experience of other university admissions programs, which take race into account in achieving the educational diversity valued by the First Amendment, demonstrates that the assignment of a fixed number of places to a minority group is not a necessary means toward that end. "In recent years Harvard College has expanded the concept of diversity to include students from disadvantaged economic, racial and ethnic groups. Harvard College now recruits not only Californians or Louisianans but also blacks and Chicanos and other minority students." "In Harvard College admissions Vo lu m e Ill , I s s u e 2 �the Committee has not set target quotas for the number of blacks, or of musicians, football players, physicists or Californians to be admitted in a given year.... [Rather] the Committee, with a number of criteria in mind, pays some attention to distribution among many types and categories of students." In such an admissions program, race and ethnic background may be deemed a "plus" in a particular applicant's file, yet it does not insulate the individual from comparison with all other candidates for the available seats. The file of a particular black applicant may be examined for his potential contribution to diversity without the factor of race being decisive when compared, for example, with that of an applicant identified as an Italian-American if the latter is thought to exhibit qualities more likely to promote beneficial educational pluralism. This kind of program treats each applicant as an individual in the admissions process. The applicant who loses out on the last available seat to another candidate receiving a "plus" on the basis of ethnic background will not have been foreclosed from all consideration for that seat simply because he was not the right color or had the wrong surname. It would mean only that his combined qualifications, which may have included similar nonobjective factors, did not outweigh those of the other applicant. His qualifications would have been weighed fairly and competitively, and he would have no basis to complain of unequal treatment under the Fourteenth Amendment. * * * * In summary, it is evident that the Davis special admissions program involves the use of an explicit racial classification never before countenanced by this Court. It tells applicants who are not Negro, Asian, or "Chicano" that they are totally excluded from a specific percentage of the seats in an entering class . .. . [W]hen a state's distribution of benefits or imposition of burden hinges on the color of a person's skin or ancestry, that individual is entitled to a demonstration that the challenged classification is necessary to promote a substantial state interest. Petitioner has failed to carry this burden. For this reason, that portion of the California court's judgment holding petitioner's special admissions program in valid under the Fourteenth Amendment must be affirmed. * * * * * In enjoining p etitioner from ever considering the race of any applicant, however, the courts below have failed to recognize that the State has a substantial interest that legitimately may be served by a properly devised admissions program involving the competitive consideration of race and ethnic origin. For this reason, so much of the California court's judgment as enjoins petitioner from any consideration of the race of any applicant must be reversed. * Volum e III , I ss u e 2 LETTERS from S anta F e p a ge thir te e n �page fourteen LETTERS from Santa Fe Volume III , Issue 2 �WHY RACIAL PREFERENCE IS ILLEGAL AND IMMORAL by Car/Cohen This article appeared in Commentary in 1979. Although it focused on the thenpending Weber case, I've tried to excerpt from the piece those arguments that have wider scope. -J.A. So long-lasting and self-perpetuating have been the damages done to the many blacks and others by discrimination that some corrective · steps must be undertaken. .. . [But] in the passion to make social restitution, sensitive and otherwise fairmind ed people have gotten the moral claims of living persons badly confused. [D]eliberately visiting the sins of the fathers upon their innocent sons and grandsons, to the special advantage of persons not connected with the original sinning, is conduct neither lawful nor morally right. To suppose that both the beneficiaries of redress and those who are made to carry its burden are properly identified by race is, to be plain, racism. It is simplistic because, on this view, race by itself-without consideration of the nature or degrees of past injuries, present advantages, or future pains- is sufficient to trigger the preferential device. The mistaken view in question is therefore properly entitled simplistic ethical racism. Injuries are suffered in fact, claims made and burdens carried, by individual persons. Civil society is constituted to protect the rights Vo l um e Ill , I ss u e 2 of the individuals; the sacrifice of fundamental individual rights cannot be justified by the desire to advance the well-being of any ethnic group. Precisely such justification is precluded by the Fourteenth Amendment of our Constitution, whose words-no state "shall deny to any person within its jurisdiction the equal protection of the laws"express no mere legalism but a philosophical principle of the deepest importance. Explicating that clause, in a now famous passage, the Supreme Court wrote: "The rights created by the first section of the Fourteenth Amendment are, by its terms, guaranteed to the individual. The rights established are personal rights . ... Equal protection of the laws is not advanced through indiscriminate imposition of inequalities" (Shelly v. Kraemer 334 U.S. 1, 22 [1948]). The nature and degree of the injury done to many Americans because they were black or brown or yellow varies greatly from case to case. Some such injuries may justify compensatory advantage now to those injured. But the calculation of who is due what from whom is a very sticky business; compensatory instruments are likely to compound injustice unless the individual circumstances of all involved-those who were originally hurt, those who b enefit now, and those who will bear the cost-are carefully considered. Whateve r compensatory a dvan tag e m ay be g ive n- in employment or elsewhere-it must be given to all and only those who have suffered like injury, without regard to their race. What we may not do, constitutionally or morally, is announce in effect: "No matter that you, X, were innocent and gained no advantage; you are white and L E TT E RS from Santa F e [D]eliberately visiting the sins of the fathers upon their innocent sons and grandsons, to the special advantage of persons not connected with the original sinning, is conduct neither lawful nor morally right. pag e fift ee n �therefore lose points. No matter whether you, Z, were damaged or not; you are black and therefore gain points." If the moral ground for compensatory affirmative action is the redress of injury, the uninjured have no claim to it, and all those individuals of whatever ethnic group who have suffered the injury in question have an equal claim to it. Racially based numerical instruments have this grave and unavoidable defect: they cannot make the morally crucial distinctions between the blameworthy and the blameless, between the deserving and the undeserving. As compensatory devices they are under-inclusive in failing to remedy the same damage when it has been done to persons of the non-favored races; they are over-inclusive in benefiting some in the favored categories who are without claims, often at substantial cost to innocent persons. * * * * * opportunity I affirmative action employer." The very term "affirmative action" has lost its honor and has become, for most, a euphemism for racial preference. Nothing is more indicative of the true spirit of a community than the character of the instruments it permits, and of those it precludes, in advancing public policy. Police surveillance to root out spies, the suppression of speech (radical or conservative) to protect the peace -all such instruments are rejected in a decent society. Civil libertarians wisely insist that we forswear instruments that invade the rights of individuals, even when forswearing proves inconvenient. The use of such instruments is precluded, forbidden not just to evil people but to all people. Preference by race is one of the forbidden instruments. The very high priority given to this exclusionary principle, and its applicability to all including the state itself, marks it as constitutional in the most profound sense. Efforts to cut constitutional corners-however well intentioned corrupt a civil society. The means we use penetrate the ends we achieve; when the instrument is unjust, the outcome will be infected by that injustice. This lesson even civil libertarians have always been relearning. Affirmative steps to eliminate racially discriminatory practices rightly win the assent of all. Affirmative efforts to recruit fairly (whether for on-the-job training programs or for professional schools), affirmative inquiry to determine whether testing is job-related and to ensure that evaluation of performance is not racially infected-in such forms affirmative action is of unquestionable merit. But when, in the name of affirmative action for racial equality, the deliberately unequal treatment of the races is introduced, we suffer a national epidemic of double-speak. Employment advertisements everywhere exhibit this duplicity with an almost ritualized motto: "An equal Defenses of racial preferenceby efforts to reinterpret the law, by confused arguments based on "societal discrimination," by claim of executive order-all collapse. It is important to see why they should collapse. The defenders, conscious of their own righteous pursuit of racial justice, little doubt that the pa ge six t ee n LE T T E R S from S ant a F e * * * * * tools they wish to employ would have the good consequences the) hope for. To question the merit o those tools is for them almost< betrayal of the oppressed in whoSt behalf they claim to battle. In thei1 eyes the conflict is only ove whether they are to be permitted Ii do a good deed-i.e., give prefereno to racial minorities-not whether i is a good deed, or whether its conse quences will be good. Decency of motivation, howeveJ does not insure the goodness of th immediate object, or the goodnes of its consequences. Racial justice i an aim that all share; it is distorte when transformed into formulas fo ethnic proportionality. . . . Federo appellate courts have not bee1 oblivious to the evils that ensue: There are good reasons why the use of racial criteria should be strictly scrutinized and given legal sanction only where a compelling need for remedial action can be shown. ... Government recognition and sanction of racial classifications may be inherently divisive, reinforcing prejudices, confirming perceived differences between the races, and weakening the government's educative role on behalf of equality and neutrality. It may also have unexpected results, such as the development of indicia for placing individuals into different racial categories. Once racial classifications are embedded in the law, their pur· pose may become perverted: a benign preference under certain conditions may shade into malignant preference at other times. Moreover, a racial prefe r e nc e for m e mbe r s of one minority might result in dis· crimination against another Volume III, I ss u e 2 �minority, a higher proportion of whose members had previously enjoyed access to a certain opportunity (Associated General Contractors of Massachusetts Inc. v. Altshuler 490 F. 2d 9, 17-18 [1973]). In this spirit three Federal Circuit Courts have repeatedly refused to approve racial quotas in the absence of proved past discriminatory practice dictating that specific remedy. Racial classifications have insidious long-term results: anger and envy flowing from rewards or penalties based on race; solidification of racial barriers and the encouragement of racial separatism; inappropriate entry of race into unrelated intellectual or economic matters; the indirect sup port of condescension and invidious judgments among ethnic groups-in sum, the promotion of all the conditions that produce racial disharmony and racial disintegration. their target not the culinary opportunities denied, but the immoral character of the ground of their denial. Applicants to a competitive program have a right to evaluation on some set of relevant criteriapast performance, intellectual promise, character, or whateverand if deserving on the basis of those criteria, ought not be deprived of place because of race. * * * * The villain . . . is preference by race. [We have] the moral and constitutional commitment to govern ourselves without preference to any by reason of color, or religion, or national origin. If we undermine that commitment-even though it be in an honest effort to ,do good:;;;we will reap the whirlwind. Carl Cohen is a professor of philosophy at the University of Michigan in Ann Arbor; anq the a1.1thor of * * * * * All arguments thus far explored incorporate the realization that individuals are indeed injured when disadvantaged solely because of their race.. . . It is callous to minimize the injury done when rights are not respected. When the ground of that disrespect is race, the injury is particularly offensive . Entitlements in themselves minor . .. become matters of grave concern when manipulated for racial reasons. Where one must sit on a bus or go to the toilet understandably becomes a source of rage and an issue of constitutional proportions when the d etermination is made by race. Protests over segregated lunch counters had as Volum e III, I ssue 2 * Demgcrc~cY and of Civil Disobedience. Excerpted trorq "Why Racial Preference is Illegal af)d lfT'lmoral. n Commentary, June 1979. Reprinted with permission. LET TE RS from Santa F e pa ge seven teen �For my part, the matter is simple: I got into law school because I'm black. And I can prove it. As a senior at Stanford, I applied to about a half dozen law schools. Yale, where I would ultimately enroll, came through fairly early with an acceptance. So did all but one of the others. The last school, Harvard, dawdled and dawdled. Finally, toward the end of the admission season, I received a letter of rejection. Then within days, two different Harvard officials and a professor contacted me by telephone to apologize. They were quite frank in their explanation for the "error." I was told by one official that the school had initially rejected me because "we assumed from your record that you were white." (The words have always stuck in my mind, a tantalizing reminder of what is expected of me.) Suddenly coy, he went on to say that the school had obtained "additional information that should have been counted in your favor"-that is, Harvard had discovered the color of my skin. And if I had already made a deposit to confirm my decision to go elsewhere, well, that, I was told, would "not be allowed" to stand in my way should I enroll at Harvard. Naturally, I was insulted by this miracle. Stephen Carter, the white male, was not good enough for the Harvard Law School; Stephen Carter, the black male, not only was good enough, but rated agonized telephone calls urging him to attend. And Stephen Carter, color unknown, must have been white: How else could he have achieved what he did in college? Except that my college achievements were obviously not sufficiently spectacular to merit acceptance had I been white. In other words, my academic record was too good for a black Stanford undergraduate but not good enough for a white Harvard Law student. Because I turned out to be black, however, Harvard was quite happy to scrape me from what it apparently considered the bottom of the barrel. My objective is not to single out Harvard for special criticism; on the contrary, I make no claim that a white student with my record would have been admitted to any of the leading law schools. The insult that I felt came from the pain of being reminded so forcefully that I was good enough for a top law page eighteen LETTERS from Santa Fe RACIAL PREFERENCES? SO WHAT? by Stephen L. Carter Those of us who have graduated from professional school over the past 15 to 20 years and are not white travel a career path that is frequently bumpy with suspicions that we did not earn the right to be where we are. We bristle when others raise what might be called the affirmative action question "Did you get into a school because of a special program?" That prickly sensitivity reveals a rarely mentioned cost of racial preferences. The cost I have in mind is to the psyches of the beneficiaries themselves, who simultaneously want racial preferences to be preserved and to force the world to pretend that no one benefits from them. And therein hangs a tale. * * * * * school only because I happened to be black. * * * * * Naturally, I should not have been insulted at all; that is what racial preferences are for-racial preference. But I was insulted and went off to Yale instead, even though I have now and had then absolutely no reason to imagine that Yale's judgment was based on different criteria than Harvard's. Because Yale is far more selective, the chances are very good that I was admitted at Yale for essentially the same reason that I was admitted at Harvard-the color of my skin made up for evident deficiencies in my academic record. So I am unable to fool myself: Without that leg up, the thumb on the scale, the extra points due to skin color~oose your own metaphor-I would not be where I am today. And I too must be able to say, "So what?" and go on from there. Whatever the pain it might cause, the affirmative action question, whether at Yale more than a decade ago or at Chicago last year, should come as no surprise. And if those of us who have benefited from racial preferences are not prepared to treat the question in a serious manner, to admit to the advantage that we have been given, then we are not after all the beneficiaries of affirmative action: We are its victims. Stephen L. Carter is a professor at Yale Law School. Excerpted from Reflections of an Affinnative Action Baby© 1991. Reprinted with permission from Basic Books, a division of HarperCollins Inc. Volume III, Issue 2 �INSIDE AMERICAN EDUCATION by Thomas Sowell Since the 1960s, another category of preferentially admitted students has been added-racial and ethnic minorities. In the controversies which have arisen around the issue of preferential admissions by race or ethnicity, those on both sides of the issue have often argued as if the circumstances-and especially the academic failures-of minority students were unique social phenomena with unique causes. In reality, there is nothing uncommon about a high failure rate among people preferentially admitted to college. This pattern has long been common among college athletes, whether they were white or black. Even a highly privileged group like alumni sons at Harvard, during the era when more than half of those sons who applied were admitted, were disproportionately represented among students who flunked out. In short, preferential admissions tend to lead to substandard academic performance, whether those admitted are privileged or underprivileged. What has been unique about students preferentially admitted by race has been the large numbers involved, the magnitude of the preferences, the magnitude of the hypocrisy, and the magnitude of the academic and social disasters which have followed. "NEW RACISM" AND OLD DOGMATISM Increasing hostility toward blacks and other racial minorities Vo lu me III , I ssue 2 on college campuses has become so widespread that the term "the new racism" has been coined to describe it. For example, a dean at Middlebury College in Vermont reported that for the first time in 19 years, she was now being asked by white students not to assign them black roommates. There have been reports of similar trends in attitudes elsewhere. A professor at the University of California at Berkeley observed: '1've been teaching at U.C. Berkeley now for 18 years and it's only within the last three or four years that I've seen racist graffiti for the first time." Another Berkeley professor, recalling support for the civil rights movement on the campuses of the 1960s and 1970s, commented: "Twenty years later, what have we got? Hate mail and racist talk." Much uglier incidents, including outright violence, have erupted on many campuses where such behavior was unheard of, just a decade or two earlier. At the University of Massachusetts, for example, white students beat up a black student in 1986 and a large mob of whites chased about 20 blacks . A wellknown college guide quotes a Tufts University student as saying, "Many of my friends wouldn't care if they never saw a black person again in their lives." Racism, as such, is not new. What is new are the frequency, the places, and the class of the people involved in an unprecedented escalation of overt racial hostility among middle class young people, on predominantly liberal or radical campuses. Painful and ugly as these episodes a re, they should not be surprising. A n umber of p eople predicted such things many years ago, when colleges' current racial policies began to take shape. They also predicted some of the other bad consequences of those policies. These predictions and warnings were ignored, dismissed, or ridiculed by those who believed the prevailing dogmas on which academic racial policies were based . Now that these predictions are coming true, the dogmatists insist that the only solution is a more intensive application of their dogmas. When the idea of special, preferential admissions for racial and ethnic minorities became an issue during the 1960s, two fundamentally different ways of evaluating such proposals emerged. One approach was to discuss the goals of preferential admissions, such as the benefits assumed to be received by minority students, by the groups from which they came, by the institutions they would attend, and by American society as a whole. This became the prevailing approach, which dominated both intellectual discourse and academic policy-making. Another approach was to ask: What incentives and circumstances were being created-for the minority students, for their fellow students, for college administrators, and for others-and what were the likely consequences of such incentives and circumstances? When the issue was approached in this way, many negative potentials of preferential policies became apparent. However, relatively few people risked moral condemnation by asking such questions in public, so that there was little need for those with a goals-oriented approach to answer them. Now history has answered those questions, and these answers have provided LETTERS from San ta F e p age nin e t ee n PREDICTIONS VERSUS DOGMAS �both abundant and painful confirmation of the original misgivings, based on examining the incentives and constraints of the academic racial policies. The issue is not one of a simple, direct reaction to preferential admissions policy, though that by itself generates considerable resentment. The many academic and emotional ramifications of such policies set in motion complex reactions which pit minority and nonminority students against each other, and generate stresses and reactions among the faculty, administrators, and outside interests. Though many colleges and universities have been caught by surprise and have been unable to cope with the unexpected problems-or have responded in ways which have created new and worse problems-much of what has happened has followed a scenario set forth by critics more than two decades ago, and much of the intervening time has seen a steady building of tensions toward the ugly episodes of recent years, which have now been christened, "the new racism." What was at issue, then and now, is not whether there should be larger or smaller numbers of minority students attending college, but whether preferential admissions policies should be the mechanism for making a college education available to more minority students. There are other ways of increasing the number of minority students-not only in theory, but as a matter of historical fact . Between 1940 and 1947, for example, there was a 64 percent increase in the number of nonwhite students attending postsecondary institutions due to financial aid under the G.I. Bill for veterans returning from World War II. This made a college education available to the black masses for the first time. During a corresponding period of the 1960s-from 1960 to 1967there was a 49 percent increase in the number of black students attending college, but this later increase was often accompanied by preferential admissions policies, while the earlier and larger percentage increase had been accomplished simply through more financial support. The point here is that a substantial increase in minority student enrollment in higher education can be achieved with or without preferential admissions policies. Money is the crucial factor, given the lower incomes of blacks and some other minority groups. The case for preferential admissions policies must therefore stand or fall on its own merits, though the proponents of such policies often argue as if preferential admissions were the only possible way to increase substantially the numbers of minority students in college. Unfortunately, proponents of preferential admissions policies have not only ignored history; they have ignored much of what has happened in the wake of these polices. Both false and true racial incidents reveal something of the atmosphere on college campuses, an atmosphere whose complex crosscurrents derive ultimately from the needless pressures generated by double standards and double talk, both of which poison the atmosphere required for people to get along. As race relations have worsened in the wake of policies designed to make them better, there page tw e nty LETTERS from Santa Fe * * * * has been no rethinking of the original assumptions on which these policies were based. * * * * * The obvious self-serving nature of the usual administrative responses to racial incidents-free speech restrictions, making ethnic studies courses mandatory, larger quotas for minority students and facultyprovide an impetus to new and ever-escalating rounds of double standards and racial backlash. Where will this self-reinforcing spiral end? ... The growing evidences of racial hostility and sporadic outbreaks of violence which we in the United States call "the new racism" may be an early warning that we are heading in the same direction as other countries which have promoted preferences and quotas longer and more strongly. But the prevailing dogmatism among academics suggests that the real meaning of these early warnings may not be understood until long after it is too late. Thomas Sowell is a senior fellow at the Hoover Institution. Excerpted from Inside American Education , New York: Free Press, 1993. Reprinted with permission. V o l ume Ill , I ss u e 2 �Volum e III, Issu e 2 LETT ERS from Santa F e page tw en ty - on e �COLOR-BLINDED by the Editors of The New Republic lished by the Kluge Foundation exclusively for minorities, though the university says that no needy student is denied aid. But it is not clear that any of these students would lose their educational opportunity if purely race-based scholarships were abolished. And it is clear that blacks and Hispanics would continue to be the major beneficiaries of scholarships awarded primarily on the basis of need. Recognizing this, some make a different argument. Richard Rosser, president of the National Association of lndependt:;p.t Colleges and Universities, contends that race-based scholarship,s''are a university's way of saying to minorities, "You are vahied. We want you." But surely th.ere are ways of saying that without restricting scholarships to spt:;cific races. It is hard to argue that a scholarship restricted to blacks can be acceptable if a scholarship restricted to whites is not. On the other hand, university catalogues are full of scholarships based on inherited characteristics unrelated to the merit of the recipients-such as scholarships for children of alumni, or for people from Alaska or Guam, or for the offspring of fire fighters. On the most abstract level of moral reasoning, there is no real difference between these distinctions and the racial ones. But because race is the most dangerous divide in American society, any sort of discrimination on the basis of race carries the potential for damage to the social fabric. America's u gly history of negative discrimination, which is the most powerful argument in favor of "reverse" or "positive" discrimination, is also the most powerful argument against it. The controversy is not only about abstract principles but also about practical public policy, and as such it ought to b e informed by empirical facts. . . . At Penn State, under a program still in effect but about to be modified, all minority students who earn a 2.5 grade point average receive $620 a year, and all who earn a 2.75 average get $1,240, regardless of need. Whites, regardless of need, receive no such bonus. Harvard does not give race-based undergraduate scholarships, but does provide full tuition, room, and board to minority graduate students, regardless of need. Columbia has a $25 million scholarship fund estab- The best [outcome] would be the expansion of federally funded scholarship aid to allow more needy students, regardless of race, to get an education. In practice, this would do at least as much to encourage and support a minority presence at our colleges and universities as racially based scholarships. It would have the added advantage of not provoking the resentment that racial discrimination, whatever its goal, inevitably arouses. The controversy over race-based scholarships is of a familiar kind: in a recessionary climate, people increasingly divide themselves into racial and ethnic teams to fight over dwindling economic and social goods. What is needed is not ever more exquisitely calibrated m easurements of racial and ethnic entitle- pa ge t w e nty - two L ETTE R S from Sa nta F e ment. What is needed is the will to make the whole society both richer and more equitable. We need racial diversity on our campuses, just as we need a diversity of religions, political creeds, artistic talents, and intellectual inclinations. But the encouragement of that diversity should be conditioned by merit and by need, not by racial exclusivity. Excerpted from "Color-Blinded," January 7 & 14, 1991. Reprinted by permission of The New Republic. (c) 1991, The NewRepublic, Inc. =~ * * * * * Vo lum e III, I ss u e 2 �RACE-TARGETED AID Excerpted from a news release on -aid to disadvantaged students, without regard to race or national origin, even if the awards go disproportionately to minority students; race-targeted aid, issued by Richard W. Riley, Secretary of Education, February 17, 1994. U.S. Secretary of Education Richard W. Riley today announced that the department is clarifying the circumstances under which racetargeted financial assistance may be used. "We want the doors to postsecondary education to remain open for minority students," Riley said. "This policy helps to achieve that goal in a manner that is consistent with the law. We have taken into account the recent GAO [General Accounting Office] report, as well as extensive public comments, and developed a policy that will help ensure all students access to higher education." Shortly after taking office, Riley expressed support for colleges and universities that have accepted the challenge of providing diversity on their campuses. The secretary directed his staff to prepare a policy that would be fair to all students, would be based on a study of current scholarship practices, and would guide colleges and universities to successful compliance with the civil rights statutes. The new policy accomplishes all three goals. Riley said his review concluded that colleges can use financial aid to remedy past discrimination and to promote campus diversity without violating federal anti-discrimination laws. Permissible under the final policy guidance: Volume III, Issue 2 -aid awarded on the basis of race or national origin when authorized by a particular federal statute such as the Patricia Roberts Harris Fellowship Program; -aid on the basis of race or national origin to remedy past discrimination; -aid on the basis of race or national origin if it is narrowly tailored to achieve a diverse student body at the college or university; race as an eligibility criterion is a narrowly tailored part of those efforts; (3) historically black colleges and universities may participate in third-party programs for black students that are also open to other students at other institutions. The department expects most colleges that target some of their financial aid to minority students will be able to justify their programs under this guidance. However, if a college or university has a student aid program that cannot be justified, it will have up to two years to bring the program into compliance with Title VI [of The Civil Rights Act of 1964). -aid accepted by a school from private sources and restricted by race or national origin, if used to remedy discrimination or achieve diversity, consistent with the other principles in the guidance. The policy guidance replaces a proposed policy published by the department in December 1991. The major changes are: (1) postsecondary institutions need not wait for a formal finding by a court, legislative body or administrative agency such as OCR before taking steps to remedy their past discrimination; (2) efforts to achieve diversity need not be limited to using race as one among several competitive factors if the institution can justify that using LETTERS from Santa Fe page twenty-three �A LETTER TO THE SECRETARY OF EDUCATION St. John's College Santa Fe, New Mexico The President March 22, 1994 What lesson do we teach our students if we say that their color Mr. Richard Riley Secretary of Education United States Department of Education 400 Maryland Avenue, S.W. Washington, D.C. 20202-0100 makes them worthy of a benefit-a benefit denied to others because they are a different color? Does this prepare them well for the world of work that they'll soon enter? pa ge tw e nty-four Dear Dick: I was saddened to read about your stand on minority scholarships. Right now, because most of us still believe in a nation where race should be an irrelevant characteristic, most colleges give students money on the basis of need, or need and merit, not on the basis of color. With the blessing your office has given to racial scholarships, I now fear they'll become part of the norm rather than, as now, the great exception. What lesson do we teach our students if we say that their color makes them worthy of a benefit-a benefit denied to others because they are a different color? Does this prepare them well for the world of work that they'll soon enter? Moreover, it puts those of us who proudly say in our college catalogues that everything is "without regard to race, creed, color, sex or national origin" in a very awkward position. Shall we now swallow our principles LETTERS from Santa Fe and act "with regard" to these characteristics? Will we be seen as racist for trying hard not to take race into account? On a practical level, this action will decrease racial diversity in many places. If we stick to our ideals of color-blindness and other colleges and universities "buy" people of color because of their color through their scholarship programs, do you think we can compete on an even ground? The department's actions now have the effect of penalizing colleges for their highmindedness. For ages, the general public has looked to higher education to be a light to society, a leader in helping us reach the public good. Yet now, just as we teach each other to put color aside, to forget about rewarding and punishing on the basis of race, we have colleges and universities saying and doing the opposite: Dwell on race. Reward people on the basis of race. Give them expectations that benefits are due to them because of their race. And take money that was meant to help the poor go to college and give it away on the basis of exactly those kinds of distinctions we hoped to overcome. It is a seriously flawed policy. Sincerely, John Agresto Volum e III, Issu e 2 �RESPONSE FROM THE SECRETARY OF EDUCATION United States Department of Education The Secretary April 26, 1994 President John Agresto St. John's College Santa Fe, New Mexico 87501 Dear John: Thank you for your thoughtful letter dated March 22, 1994, in which you expressed your views concerning the U.S. Department of Education's (Department) guidance on race-targeted financial aid. I also appreciate your offer to print information on the department's policy in your newsletter. Please feel free to print this letter as a statement of the department' s position. I can assure you that the department carefully considered every aspect of this policy guidance as it was developed, ta king into account the concerns expressed by students, higher education officials, civil rights organizations, and other parties interested in the subject. The department reviewed nearly 600 written comments from the public before issuing the final policy guidance, most of which supported the use of race-targeted financial aid to promote diversity and minority access to postsecondary education. The d epartment also considered the findings made by the General · Accounting Office (GAO) in a Vo lum e JI! , I ss u e 2 report on minority-targeted scholarships released on January 14, 1994. According to the GAO report, racetargeted scholarships constitute a very small percentage of the scholarships awarded to students at postsecondary institutions, but are considered to be an important tool for the recruitment and retention of minority students. The guidance identifies and discusses five principles under which the consideration of race or national origin in the award of financial aid is permissible. The guidance does not require colleges to adopt race-targeted aid programs; it merely states the circumstances under which such programs are permissible under Title VI. These principles apply to financial aid for students of all races and national origin groups. As stated in the guidance, lalso encourage the use by postsecondary institutions of other efforts to recruit and retain minority students, which are not affected by the policy guidance. I understand and appreciate your concerns, and I too look forward to the day when no college will need to consider race in order to provide equal access and a diverse educational environment and experience. Indeed, the department is strongly committed to the goal of ensuring equal access for all students regardless of race, color, or national origin, and has recognized this para mount goal in i ts mission statement. At this point in time, however, I do not believe that we have achieved this important objective. Due to a long history of discrimination and limited access to higher education for many groups of students, I believe that it may still be necessary for colleges to consider LETT E R S from Santa F e race under certain circumstances when awarding financial aid, and (as explained in the legal analysis in the policy guidance) that the law does support this limited consideration. Note also, however, that the policy guidance explicitly calls for periodic reassessment by colleges of their race-targeted financial aid programs to ensure that they are used only when necessary to achieve legally recognized objectives. Thank you again for taking the time to write and for sharing your thoughts with me on this important subject. Yours sincerely, Richard W. Riley page tw e nty - f i ve �RACE, SCHOLARSHIPS AND THE AMERICAN by Lamar Alexander ... the most stubborn barrier of all may be the vel}' notion that our rights and liberties are somehow rooted in groups, not in individuals, so that people should be rewarded or restricted on the basis of race. page twenty-six The Clinton Administration recently ruled that colleges may award scholarships based exclusively on race. It made me think of my late friend Alex Haley, who wrote Roots and helped write The Autobiography of Malcolm X. One of Alex's most wonderful stories was about his father Simon and how he made his way through college. Simon was the only child "wasted" by his sharecropper parents, that is, allowed to graduate from high school rather than work in the fields. After a difficult two years at AT&T College in Greensboro, N.C., Simon found a summer job as a porter on the train between Buffalo and Pittsburgh. Late one night, a man having trouble sleeping rang the bell to request a glass of warm milk. Young Simon brought it. An extended conversation ensued. There was a good tip, but Simon thought nothing more about it. Simon returned to campus reluctantly in the fall. Other students were making fun of his one pair of pants and shoes. It was a struggle to make passing grades without textbooks and while working outside jobs. He was about to give it up. Then word came that the college president wanted to see him. Simon went to the administration office. The president handed him an envelope containing a $500 check, exactly enough to pay for his LETTERS from Santa F e tuition and expenses. The check had come from the man on the train. When I was president of the University of Tennessee, we wanted to commemorate the story of "The Man on the Train" with a Simon P. Haley scholarship. Someone said, "Alex, we'll make it for young black men just like your father." Alex thought for a minute, and then he said "No. The scholarships should be for everybody." I remembered what Alex said when President Bush appointed me U.S. secretary of education in early 1991 and I found on my desk the question: Does Title VI of the Civil Rights Act of 1964 permit a college receiving federal aid to award or deny scholarships solely on the race of a student? The statutory language seemed clear enough: "No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance." So I said no, college scholarships should be for everybody. Now my successor, Dick Riley, has "straightened out" that decision by ruling that a college may, after all, discriminate on the basis of race. He doesn't mean it this way, but it's an invitation to quotas and it's a mistake. Let's be clear: There is no disagreement about helping needy students. Half of all U.S. college students have a federal grant or loan to help pay for college, almost always based on financial need. Such awards go disproportionately to minorities. What's more, any college president with a warm heart Volume III, Issue 2 �and a little common sense has many other ways under the law to help a deserving student without focusing on his or her skin color. What we don't agree about is whether U.S. national policy should be that it's okay to choose one race over another in the granting of scholarships. I believe that this is wrong. Should, for example, the University of California say to Roosevelt High School seniors in Los Angeles, "We have a scholarship for the Latino, but not for the African-American, one for the Asian student but not for the white student?" The answer to such questions goes straight to the heart of the kind of university that we want. And what kind of country we want. Racial preferences and quotas are almost never a good idea. They're an especially bad idea on college and university campuses, too many of which are bewitched by a cult of enforced diversity that feeds straight into an ugly mood of separatism and resentment. I much prefer-most of us docam puses that attract people of many different backgrounds. But there are ample ways to achieve that result without scholarships based on race. (In fact, it is hard to imagine a student eligible for a race-exclusive scholarship who might not be eligible for some other scholarship based on need, or merit, or upon an effort to create campus diversity or to remedy past discrimination, or even a scholarship that is funded privately or created specifically by federal law. My decision in 1991 pointed out that the law permits all of these options.) Growing up in the South, I understand why many Americans Volum e III , I ss ue 2 feel moved to offer race-based financial aid. I have spent much of my adult life-as college newspaper editor, governor, university president and citizen-creating ways to knock down barriers that closed doors, especially to black Americans. But the most stubborn barrier of all may be the very notion that our rights and liberties are somehow rooted in groups, not in individuals, so that people should be rewarded or restricted on the basis of race. That's not the promise of American life. Abraham Lincoln did not speak of preferences based on race. Martin Luther King, Jr. said that men and women should be judged by the content of their character, not the color of their skin. Our constitution speaks of equal protection. When we give that up, we give up a great deal. There are too many examples of how quotas become ceilings and how preference for one becomes denial for another. Looking around the world, we can see what happens to societies that become preoccupied with race, ethnicity or group. Simon Haley discovered that, especially in America, education is the best way back toward the front of the line. He graduated first in his class from college and went on to Cornell to pursue his master's degree. He raised children who include an architect, the current chairman of the U.S. Postal Rate Commission, a music teacher, and a Pulitzer Prize-winning writer. We should be trying to create opportunities like Simon's for every young American, regardless of race. Instead, on this as on many other matters, the Clinton Administration is leading the country-with mounting speed and certainty-in exactly LETTERS from Santa F e the wrong direction . This time, they're leading us away from the dream of making one people from many . Instead of bringing us together, they're tugging us apart, inevitably pitting us one against the other. If that is what we are teaching, no wonder so many of our children and grandchildren are doubting the American Dream. It is hard to see the promise of American life if the leaders of our country cannot remember what the promise is. My friend Alex said it best. Opportunities, such as scholarships, should be for everybody. Lamar Alexander has been U.S. secretary of education, president of the University of Tennessee, and governor of Tennessee. Excerpted from "Of race, scholarships and the American way," The Washington Times, Wednesday, March 16, 1994. Reprinted with permission. pag e twenty-s eve n �PODBERESKY V. UNIVERSITY OF denial of Podberesky' s motion for summary judgment, and we remand for entry of judgment in favor of Podberesky. MARYLAND AT COLLEGE PARK Let's end this issue of Letters with the most recent minority-scholarship case, Podberesky v. University of Maryland. In upholding the right of Daniel Podberesky not to be excluded from scholarship competition because of his ethnicity (Hispanic), the U.S. Court of Appeals for the Fourth Circuit restated and reaffirmed the old American notion that, except in the narrowest of circumstances, "race-neutral solutions" are to be preferred to those that are raceexclusive. Whether this decision will stand remains to be seen. -J.A. Excerpted from Daniel J. Podberesky v. University of Maryland at College Park October 27, 1994. Mr. Widener, Circuit Judge: The issue in this case is whether the University of Maryland at College Park may maintain a separate scholarship program that it voluntarily established for which only AfricanAmerican students are eligible. Because we find that the district court erred in finding that the university had sufficient evidence of present effects of past discrimination to justify the program and in finding that the program is narrowly tailored to serve its stated objectives, we reverse the district court's grant of summary judgment to the university. We further reverse the district court's p age t wen ty - eig ht L E T TE R S from S anta F e * * * * * As we have said before, "Racial and ethnic distinctions of any sort are inherently suspect and thus call for the most exacting judicial examination." Wygant v. Jackson Board of Education, 476 U.S. 267, 273 (1986) (plurality opinion) (quoting Regents of the University of California v. Bakke, 438 U.S. 265, 291 (1978) (Powell, J.)). The rationale for this stringent standard is plain. Of all the criteria by which men and women can be judged, the most pernicious is that of race. The injustice of judging human beings by the color of their skin is so apparent that racial classifications cannot be rationalized by the casual invocation of benign remedial aims. City of Richmond v. f.A. Croson Co., 488 U.S. 469, 500 (1989) . While the inequities and indignities visited by past discrimination are undeniable, the use of race as a reparational device risks perpetuating the very race-consciousness such a remedy purports to overcome. ... It thus remains our constitutional premise that race is an impermissible arbiter of human fortunes." Maryland Troopers Ass'n v. Evans, 993 F. 2d 1072, 1076 (4th Cir. 1993). * * * * * We have established a two-step analysis for determining whether a particular race-conscious remedial V o l u m e III , I ss u e 2 �measure can be sustained under the Constitution: (1) the proponent of the measure must demonstrate a "strong basis in evidence for its conclusion that remedial action [is] necessary;" and (2) the remedial measure must be narrowly tailored to meet the remedial goal. * * * * * [W]e disagree with the district court that the first effect, a poor reputation in the African-American community, and the fourth effect, a climate on campus that is perceived as being racially hostile, are sufficient, standing alone, to justify the singlerace Banneker Program. As the district court's opinion makes clear, any poor reputation the university may have in the African-American community is tied solely to knowledge of the university's discrimination before it admitted AfricanAmerican students. There is no doubt that many Maryland residents, as well as som e citizens in other states, know the university's past segregation, and that fact cannot be denied. However, mere knowledge of historical fact is not the kind of present effect that can justify a raceexclusive remedy. If it were otherwise, as long as there are people who have access to history books, there will be programs such as this one. Our d ecisions do not permit such results. The hostile climate effect proffered by the university suffers from another flaw, however. The main support for the university's assertion that the campus climate is hostile to African-American students is contained in a survey of student attitudes and reported results of student focus groups. For an articulated effect to justify the program, Volum e Ill , I ss ue 2 however, there must be a connection between the past discrimination and the effect. . .. The district court appears to have found the connection between the university's previous discriminatory acts and the present attitudes obvious, but we have not so found it. The frequency and regularity of the incidents, as well as claimed instance of backlash to remedial measures, do not necessarily implicate past discrimination on the part of the university, as opposed to present societal discrimination, which the district court implicitly held. When we begin by assuming that every predominately white college or university discriminated in the past, whether or not true, we are no longer talking about the kind of discrimination for which raceconscious remedy may be prescribed. Instead, we are confronting societal discrimination, which cannot be used as a basis for supporting a race-conscious remedy. There is no doubt that racial tensions still exist in American society, including the campuses of our institutions of higher learning. However, these tensions and attitudes are not sufficient ground for employing a raceconscious remedy at the University of Maryland. court found that the statistics showed that African-American students had higher attrition rates than any other identifiable group on campus. * * * * * Even if we assumed that the university had demonstrated that African-Americans were underrepresented at the university and that the higher attrition rate was related to past discrimination, we could not uphold the Banneker Program. It is not narrowly tailored to remedy the under representation and attrition problems. * * * * * We turn next to the two effects that rely on statistical data: under representation of African-American students at the university and low retention and graduation rates for African-American students. The district court found that there was strong evidence of African-American underrepresentation in the university's e nte ring-student classes. With respect to the low retention a nd graduation rates, the district The district court found that the Banneker Program attracted "highachieving black students" to the university, which "directly increases the number of African-Americans who are admitted and likely to stay through graduation. Even more importantly, the Program helps to build a base of strong, supportive alumni, combat racial stereotypes and provide mentors and role models for other African-American students. Continuation of the Program thus serves to enhance [the university's] reputation in the African-American community, increase the number of African-American students w h o might apply to the university, improve the retention rate of those African-American students who are admitted and help ease racial tensions that exist on campus." In sum, the district court found that the Banneker Program is employed by the university as an effective recruiting tool tha t draws highachieving African-Americans to the university. The district court fur- LET TE R S f rom Sa nt a F e page twenty - nine * * * * * �ther noted that the university's "success in curing the vestiges of its past discrimination depends upon it attracting high-achieving AfricanAmericans to the College Park campus." ... If the purpose of the program was to draw only highachieving African-American students to the university, it could not be sustained. High-achievers, whether African-American or not, are not the group against which the university discriminated in the past. * * * * * The district court found the program to be narrowly tailored to increasing representation because an increase in the number of highachieving African-American students would remedy the under representation problem. The district court so found because it reasoned that the Banneker Scholars would serve as mentors and role models for other African-American students, thereby attracting more AfricanAmerican students. The Supreme Court has expressly rejected the role-model theory as a basis for implementing a race-conscious remedy, as do we. We are thus of opinion that, as analyzed by the district court, the program more resembles outright racial balancing than a tailored remedy program. As such, it is not narrowly tailored to remedy past discrimination. In fact, it is not tailored at all. * * * * Program. To the extent that the district court's opinion can be read as having found a connection between the university's poor reputation and hostile environment and the Banneker Program, it is on either a role model theory or a societal discrimination theory, neither of which can be sustained. In addition, there is no connection between the Banneker Program and shared experience with family members, African-American faculty members, or jobs and housing. Even if there is some connection between the two, the university has not made any attempt to show that it has tried, without success, any race:.neutral solutions to the retention 'problem. Thus, the university's choke o(a race-exclusive merit scholarship program as a remedy C:al\;;,ot Be sustained. Because we find that the univ~i!Y has not shown that its prog~q!s and quota goals are narro,~ly tailored, we reverse the di"strist court's grant of summary judgment to the university. We also reverse the district court's denial df Podberesky's summary judgment motion. * The causes of the low retention rates submitted both by Podberesky and the university and found by the district court have little, if anything, to do with the Banne ker pag e t h irty L ETTE R S f r om Santa F e V o l um e Ill , I ssu e 2 �Join people from around the country this summer to read and discuss some of the greatest literature, philosophy and opera of all time. St.John's College Summer Classics is a one-to three-week residential education/vacation Santa Fe, New Mexico opportunity for adults from all backgrounds. Seminars are conducted by members of the faculty each morning from 10 a.m. to noon. In the afternoons and evenings participants explore historic Santa Fe and Northern New Mexico. Conference Services Week One - July 16 - 22 Homer, Iliad Dostoevski, Crime and Punishment Sophocles, The Theban Plays Week Two - July 23 - 29 Opera, Salome, Fanciulla Lincoln Virgil, The Aeneid Week Three - July 30 - August 5 Opera, Salome, Fanciulla Old Testament: Genesis, Exodus, Deuteronomy Nietzsche, Thus Spake Zarathustra Located on 250 acres in the Sangre de Cristo foothills overlooking Santa Fe, the St. John's College campus is a quiet oasis, ideal for conference activities. During the summer months, June to August, the college extends its meeting, housing and dining facilities to offcampus programs. These programs have included national and international educational meetings, music institutes, scientific conferences and special business and legislative workshops. If you would like further information on our conference facilities, or would like to plan your next program with us, please write the director of Conferences and Symposia or call: (505) 984-6024 Fellowships Available For College Faculty St. John' s College is now offering partial fellowships of up to $2900 for summer graduate study, thanks to a major grant from the Lynde and Harry Bradley Foundation. Fellowship recipients will attend summer sessions of the St. John's College Graduate Institute in Santa Fe. The fellowships provide the opportunity for college faculty from other institutions to immerse themselves in a great books curriculum and in the St. John's method of teaching. To be eligible, a college must propose at least two faculty members to attend each summer and cover part of the instructional costs. For further information, please contact The Graduate Institute, St. John's College, Santa Fe, New Mexico 87501-4599; (505) 984-6082. V olum e III , I ss u e 2 LETT E R S from Sant a F e page th i rty - on e �St. John's College: An independent, non-sectarian, four-year liberal arts college. Founded: Established in 1696 in Annapolis, Maryland, as King William's School and chartered in 1784 as St. John's College. Great Books Program adopted 1937. Second campus in Santa Fe opened in 1964. Curriculum: An integrated, four-year, all-required liberal arts and science program based on reading and discussing, in loosely chronological order, the great books of Western civilization. The program also includes four years of foreign language, four years of mathematics, three years of laboratory science, and one year of music. Approach: Tutorials, laboratories, and seminars requiring intense participation replace more traditional lectures. Classes are very small. Student/Faculty ratio is 8:1. Degrees Granted: Bachelor of Arts in Liberal Arts, Master of Arts in Liberal Studies, Master of Arts in Eastern Classics. Student Body: Enrollment is limited to about 400 students on each campus. Current freshman class is made up of 55% men and 45% women, from 37 states and several foreign countries. Sixty-five percent receive financial aid. Students may transfer between the Santa Fe and Annapolis campuses. Alumni Careers: Education - 21 %, Business - 20%, Law - 10%, Visual and Performing Arts - 9%, Medicine - 7%, Science and Engineering - 7%, Computer Science - 6%, Writing and Publishing - 5%. Graduate Institute: The Graduate Institute in Liberal Education is an interdisciplinary master's degree program based on the same principles as the undergraduate program. Offered on both campuses year-round. Readers of the newsletter may be especially interested in applying for our summer session. For more information please contact The Graduate Institute in Santa Fe, 505/984-6082 or in Annapolis, 410/626-2541. Graduate Program in Eastern Classics: A three-term course of study in the classic texts of India, China and Japan, leading to the Master of Arts in Eastern Classics. Offered on the Santa Fe campus only. For more information, please contact the Graduate Program in Eastern Classics at 505/984-6083. LETTERS from Santa Fe St. John's College 1160 Camino Cruz Blanca Santa Fe, New Mexico 87501-4599 ADDRESS CORRECTION REQUESTED U. S. Postage PAID Non-Profit Organization Permit No. 231 Santa Fe, NM � 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 Letters from Santa Fe Description An account of the resource A newsletter published by the Santa Fe President's Office that includes articles about liberal education. Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 32 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letters from Santa Fe, Volume 3, Issue 2, 1994 Description An account of the resource Letters from Santa Fe, St. John’s College—Santa Fe, New Mexico, Volume 3, Issue 2, 1994 Creator An entity primarily responsible for making the resource Agresto, John 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 1994 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Contributor An entity responsible for making contributions to the resource Ravitch, Diane Cohen, Carl, 1931- Carter, Stephen Alexander, Lamar, 1940- Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Letters_from_SF_Vol_3_Issue_2_1994 Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/08871d4ba17d05d7b53f08e0712b278a.pdf 618688e91b46fca59f877cee09f19254 PDF Text Text LETTERSJrom Santa Fe St. John's College-Santa Fe. New Mexico Volume Ill. Issue 1 EDUCATION & DEMOCRACY INSIDE EDUCATION AND DEMOCRACY IN AMERICA page 2 THE LEARNING OF LIBERTY page 4 EDUCATION FOR DEMOCRACY page s EDUCATION, CULTURAL RELATIVISM, AND THE AMERICAN FOUNDING page 7 MULTICULTURAL AND CIVIC EDUCATION page 10 MULTICULTURAL EDUCATION: WHY WE NEED IT AND WHY WE WORRY ABOUT IT page 12 THE ENNOBLING OF DEMOCRACY page 14 Everyone by now has heard about the Florida school board that, having been directed by the state to give its students a "multicultural" curriculum, tacked on the requirement that teachers should also be certain to say that America is the best country, now or ever. 1his caused a veritable fire-storm in the media and in academic circles. Such small-mindedness. Such bigotry. Such judgmentalism. Now, this outrage struck me as somewhat odd since the President at a recent D-Day ceremony said much the same fine thing about America. Odd, because had the school board said students should learn the equal worth and dignity of all cultures, or even if they had proclaimed, on the other extreme, the culpability of America for racism, sexism, patriarchy or whatever, we probably would have waited in vain for even a peep from the press or the professors. So this newsletter is about civic education. Schools, especially public schools, were meant to serve a public function - not only to raise up educated future voters but also to help this country persevere and prosper. Among their tasks was teaching the principles, the benefits, and the responsibilities of republican citizenship. For, perhaps more than any other way of life, democracies always need help. Lacking the force of religion or the armies of kings or the respect that comes from ancient traditions on its side, democracy needs the support of education. So, why does it seem that our schools are happy to teach moral and cultural relativism but not civic virtue? Why is it that we seem to teach cynicism about America and its place in the world rather than an appreciation of its principles and achievements? Of course, none of this denies the shortcomings, lapses and wrongs found in our history. (You were all waiting for me to say this-it's become obligatory, and predictable.) All nations have feet of clay. But not all teachers have to be foot-fetishists. And wouldn't it be interesting if teachers took our many faults and helped students figure out which ones are the result of our particular way of life and which are the result of our fallen, common human nature? Or, as a grade school principal I know once announced: "We have to teach a multicultural curriculum. 1his is a good thing. 1his means that our students will see that everywhere, in the whole world, all people are the same: stupid, crooked and bad." One last word on the Florida school board. Perhaps it did the right thing but in a flat-footed way. Perhaps we can be more sophisticated. Should students in their studies see the superiority of democracy over autocracy? Should they see the virtues of liberty and the evils of despotism? Should they compare the benefits of prosperity to the degradation of poverty? Should they have some knowledge of the truth of equality and the error of human subjugation? Should they see that universal education is better than ignorance and superstition? If so, then have them look for that country, now or ever, that most possesses these fine attributes. Since these are surely among the very be't thing,, let oo, then, call thot <0untry "b.,,t." Q.E.:9£' +./ �EDUCATION AND DEMOCRACY IN AMERICA It cannot be doubted by Alexis de Tocqueville that in the United States the instruction of the people powerfully contributes to support the democratic republic. That will always be so where the instruction which teaches the mind is not separated from the education which is responsible for mores. page t wo Anyone trying to find out how enlightened the Anglo-Americans are is liable to see the same phenomenon from two different angles. If his attention is concentrated on the learned, he will be astonished how few they are; but if he counts the uneducated, he will think the Americans the most enlightened people in the world. The whole population falls between these two extremes, as I have noted elsewhere. In New England every citizen is instructed in the elements of human knowledge; he is also taught the doctrine and the evidences of his religion; he must know the history of his country and the main features of its Constitution. In Connecticut and Massachusetts you will very seldom find a man whose knowledge of all these things is only superficial, and anybody completely unaware of them is quite an oddity. But what I have just said about New England should not be taken to apply to the whole of the rest of the Union indiscriminately. The farther one goes to the west or the south, the less public education is found. In the states bordering the Gulf of Mexico one may find a certain number of individuals uninstructed in the rudiments of human knowledge, but one would search L ET TER S from Santa Fe in vain through the United States for a single district sunk in complete ignorance. There is a simple reason for this: the peoples of Europe started from darkness and barbarism to advance toward civilization and enlightenment. Their progress has been unequal : some have run ahead, while others have done no more than walk; there are some who have halted and are still sleeping by the roadside. Nothing like that happened in the United States. The Anglo-Americans were completely civilized when they arrived in the land which their descendants occupy; they had no need to learn, it being enough that they should not forget. It is the children of these same Americans who yearly move forward into the wilderness, bringing, as well as their homes, the knowledge they have already acquired and a respect for learning. Education has made them realize the usefulness of enlightenment and put them in a position to pass this enlightenment on to their children. So in the United States, society had no infancy, being born adult. The Americans never use the word "peasant"; the word is unused because the idea is unknown; the ignorance of primitive times, rural simplicity, and rustic villages have not been preserved with them, and they have no idea of the virtues or the vices or the rude habits and the naive graces of a newborn civilization. At the extreme borders of the confederated states, where organized society and the wilderness meet, there is a population of bold adventurers who to escape the poverty threatening them in their fathers' homes, have dared to plunge into V o lume III, I ss u e I �the solitudes of America seeking a new homeland there. As soon as the pioneer reaches his place of refuge, he hastily fells a few trees and builds a log cabin in the forest. Nothing could look more wretched than these isolated dwellings. The traveler approaching one toward evening sees the hearth fire flicker through the chinks in the walls, and at night, when the wind rises, he hears the roof of boughs shake to and fro in the midst of the great forest trees. Who would not suppose that this poor hut sheltered some rude and ignorant folk? But one should not assume any connection between the pioneer and the place that shelters him. All his surroundings are primitive and wild, but he is the product of eighteen centuries of labor and experience. He wears the clothes and talks the language of a town; he is aware of the past, curious about the future, and ready to argue about the present; he is a very civilized man prepared for a time to face life in the forest, plunging into the wildernesses of the New World with his Bible, ax, and newspapers. It is hard to imagine quite how incredibly quickly ideas circulate in these empty spaces. I do not believe that there is so much intellectual activity in the most enlightened and populous districts of France. It cannot be doubted that in the United States the instruction of the people powerfully contributes to support the democratic republic. That will always be so, I think, where the instruction which teaches the mind is not separated from the education which is responsible for mores. But I would not exaggerate this advantage and am very far from thinking, as many people in Europe Volume III, Is s ue 1 do think, that to teach men to read and write is enough to make them good citizens immediately. True enlightenment is in the main born of experience, and if the Americans had not gradually grown accustomed to rule themselves, their literary attainments would not now help them much toward success. I have lived much among the people in the United States and cannot say how much I admire their experience and their good sense. Do not lead an American on to talk about Europe; he will usually show great presumption and a rather foolish pride. He will stick to those general and undefined ideas which, in all countries, are such a comfort to the ignorant. But ask him about his own country and the mist clouding his mind will disperse at once; his thought and his language will become plain, clear, and precise. He will tell you what his rights are and what means he can use to exercise them; he knows the customs that obtain in the political world. You will find that he knows about administrative regulations and is familiar with the mechanism of the LETTERS from Sa nta Fe law. The citizen of the United States has not obtained his practical knowledge and his positive notions from books; his literary education has prepared him to receive them but has not furnished them. It is by taking a share in legislation that the American learns to know the law; it is by governing that he becomes educated about the formalities of government. The great work of society is daily performed before his eyes, and so to say, under his hands. In the United States, education as a whole is directed toward political life; in Europe its main object is preparation for private life, as the citizens' participation in public affairs is too rare an event to be provided for in advance. Looking at the two societies, one finds quite overt signs of these differences. In Europe we often carry the ideas and habits of private life over into public life, and passing suddenly from the family circle to the government of the state, we may frequently be heard discussing the great interests of society in the same way that we talk with our friends. But the Americans almost always carry the habits of public life over into their private lives. With them one finds the idea of a jury in children's games, and parliamentary formalities even in the organization of a banquet. Excerpted from: Democracy in America, Vol. I, 1835. page thr e e �THE LEARNING OF LIBERTY by Lorraine Smith Pangle and Thomas L. Pangle ... we are more and more haunted by the suspicion that our educational theories and institutions have lost sight of the need to perpetuate a lasting core of moral and civic knowledge that is essential to true education for everyone. page four Currently the United States finds itself in a time of grave, ongoing public debate over education. It is not an exaggeration to say that a sense of crisis pervades the contemporary discussion. It seems to us that at the root of the present malaise are not simply concerns over the shortage of funds, or the insufficient number of teachers, or the inadequacies of teacher education, or, more generally, the incompleteness of our knowledge of how to implement the goals of education. The real seriousness of our situation is revealed when we recognize how uncertain Americans have become as to what the proper goals of education are. We offer a wide array of subjects in our schools, and especially in our high schools, as we try to equip the next generation with skills that it may need for careers, many of which---given the uncanny character of technological development-do not yet exist; but we are more and more haunted by the suspicion that our educational theories and institutions have lost sight of the need to perpetuate a lasting core of moral and civic knowledge that is essential to true education for everyone. At the same time, in our attempts to articulate this educational ideal we sense is being forgotten, we become aware that we have great difficulty defining the content of the ideal, and thus the content of the curriculum that deserves to be perpetuated. We try to encourage LETTERS from Santa Fe tolerance and openness to all cultures, yet we wonder with growing uneasiness whether there is not a set of distinctly American, republican principles that children should be taught to believe in. Meanwhile, we find ourselves less and less confident that such principles can in any way be considered as simply and permanently true. We look to the schools to help solve our thorniest social problems, to root out racism and sexism, to reduce teenage pregnancy and venereal disease, to combat the spread of drug abuse, to redress the damages of broken homes. Yet amidst this profusion of programs aimed at specific moral ills, we too often stop short of addressing in a serious and sustained way the more fundamental questions that every conscientious parent and teacher feels must be at the very heart of moral education: What must one do to live well? What rights must children be taught to claim and honor, and what further principles, virtues, or habits do they most need if they are to become productive citizens and good parents? How can we help the young to go beyond fleeting amusements to find lasting and meaningful happiness in life? Excerpted from: The Learning of Liberty. University Press of Kansas, 1993. Reprinted with permission. Volume III, Issue 1 �As the years pass, we become an increasingly diverse people, drawn from many racial, national, linguistic, and religious origins. Our cultural heritage as Americans is as diverse as we are, with multiple sources of vitality and pride. But our political heritage is one-the vision of a common life in liberty, justice, and equality as expressed in the Declaration of Independence and the Constitution two centuries ago. To protect that vision, Thomas Jefferson prescribed a general education not just for the few but for all citizens, "to enable every man to judge for himself what will secure or endanger his freedom." A generation later, Alexis de Tocqueville reminded us that our first duty was to "educate democracy." He believed that all politics were but the playing out of the "notions and sentiments" dominant in people. These, he said, are the "real causes of all the rest." Ideas-good and bad-have their consequences in every sphere of a nation's life. We cite de Tocqueville's appeal with a sense of urgency, for we fear that many young Americans are growing up without the education needed to develop a solid commitment to those "notions and sentiments" essential to a democratic form of government. Although all the institutions that shape our private and public lives-family, church, school, government, media-share the responsibility for encouraging democratic values in our children, our focus here is on the nation's schools and their teaching of the social studies and humanities. In singling out the schools, we do not suggest that there was ever a golden age of education for citizenship, somehow lost in recent years. It is reported that in 1943-that patriotic era-fewer than half of surveyed college freshmen could name four points in the Bill of Rights. Our purpose here is not to argue over the past, but only to ask that everyone with a role in schooling now join to work for decisive improvement. Our call for schools to impart to their students the learning necessary for an informed, reasoned allegiance to the ideals of a free society rests on three convictions: First, that democracy is the worthiest form of human governance ever conceived. Second, that we cannot take its survival or its spread---or its perfection in practice-for granted. Indeed, we believe that the great central drama of modern history has been and continues to be the struggle to establish, preserve, and extend democracy-at home and abroad. We know that very much still needs doing to achieve justice and civility in our own society. Abroad, we note that, according to the Freedom House survey of political rights and civil liberties, only one-third of the world's people live under conditions that can be described as free. Third, we are convinced that democracy's survival depends upon our transmitting to each new generation the political vision of liberty and equality that unites us Volume III, Issue 1 LETTERS from Santa Fe I EDUCATION FOR DEMOCRACY The American Federation of Teachers A Statement of Principles ... we fear that many young Americans are growing up without the education needed to develop a solid commitment to those "notions and sentiments" essential to a democratic form of government. page five �as Americans-and a deep loyalty to the political institutions our founders put together to fulfill that vision. As Jack Beatty reminded us in a New Republic article one Fourth of July, ours is a patriotism "not of blood and soil but of values, and those values are liberal and humane." Such values are neither revealed truths nor natural habits. There is no evidence that we are born with them. Devotion to human dignity and freedom, to equal rights, to social and economic justice, to the rule of law, to civility and truth, to tolerance of diversity, to mutual assistance, to personal and civic responsibility, to selfrestraint and self-respect-all these must be taught and learned and practiced. They cannot be taken for granted or regarded as merely one set of options against which any other may be accepted as equally worthy. Tocqueville meant by the "notions and sentiments" of a people. Education for democracy, then, must extend to education in moral issues, which our eighteenth century founders took very seriously indeed. This is hardly surprising. The basic ideas of liberty, equality, and justice, of civil, political, and economic rights and obligations are all assertions of right and wrong, of moral values. Such principles impel the citizen to make moral choices, repeatedly to decide between right and wrong or, just as often, between one right and another. The authors of the American testament had no trouble distinguishing moral education from religious instruction, and neither should we. The democratic state can take no part in deciding which, if any, church forms its citizens' consciences. But it is absurd to argue that the state, or its schools, cannot be concerned with citizens' ability to tell right from wrong, and to prefer one over the other in all matters that bear upon the common public life. This would be utterly to misunderstand the democratic vision, and the moral seriousness of the choices it demands of us. We regard the study of history as the chief subject in education for democracy, much as Jefferson and other founders of the United States did two centuries ago. In revamping the social studies curriculum, we should start with the obvious: History is not the enemy of the social sciences, but is instead their indispensable source of nourishment, order, and perspective. We aim at nothing less than helping the student to comprehend what is important, not merely to memorize fact and formula. Of all the subjects in the curriculum, history alone affords the perspective that students need to compare themselves realistically with others-in the past and elsewhere on earth-and to think critically, to look behind assertions and appearances, to ask for the "whole story," to judge meaning and value for themselves. History is also the integrative subject, upon which the coherence and usefulness of other subjects depend, especially the social sciences but also much of literature and the arts. We also ask for wider reading and study in the humanities. For we are concerned, again, with values, with every citizen's capacity for judging the moral worth of things. In this, courses in "values clarification" do not get us very far. They either feign neutrality or descend to preachiness. Values and moral integrity are better discovered by students in their reading of history, of literature, of philosophy, and of biography. Values are not "taught," they are encountered, in school and life. The humanities in our schools must not be limited, as they so often are now, to a few brief samples of Good Things, but should embrace as much as possible of the whole range of the best that has been thought and said and created, from the ancient to the most recent. Otherwise, students have little chance to confront the many varied attempts to answer the great questions of life-or even to be aware that such questions exist. The quest for worth and meaning is indispensable to the democratic citizen. The essence of democracy, its reason for being, is constant choice. We choose what the good life is, and how our society-including its schools-may order its priorities so that the good life is possible, according to what we ourselves value most. That is what de "Education for Democracy" is a joint project of the American Federation of Teachers, the Educational Excellence Network and Freedom House. This "Statement of Principles" was published in 1987 by the American Federation of Teachers. Excerpted and reprinted with permission. page six LETTERS from Santa Fe Volume III, Issu e 1 History and the Humanities as the Core of Democratic Education �EDUCATION, CULTURAL RELATIVISM , AND THE AMERICAN FOUNDING by Charles R. Kesler My freshman seminar in American politics always begins with a discussion of the Declaration of Independence. Invariably, there are loads of bright freshmen who know all about it and who can discourse plausibly on the Declaration's roots in the Enlightenment, John Locke's influence on its authors, the economic interests that actuated its signers, and so forth. What these students have trouble with is the most basic question: Is it true? Are men created equal and endowed with certain unalienable rights? The question never fails to floor them. After all, it seems impossibly naive. Who would have thunk it, as Pogo might say, that a college professor would ask such a question? "In their [the founders'] opinion, it was true," a freshman will volunteer, finally. When students understand that this revelation is not the end but the beginning of the discussion, their education has begun. It takes a while before students recognize that the really interesting question is precisely whether the proposition at the heart of the Declaration is true or not. It is only the concern with such ultimate questions that justifies paying serious attention to everything else there is to know about the document. Who can blame students for not remembering the dates of the American Revolution, for example if they have been taught not that Volum e III, I s sue 1 the Declaration is "that immortal emblem of humanity" (Lincoln's words), as previous generations learned, but that it is (ho-hum) an eruption of Enlightenment optimism, a footnote to Locke's Second Treatise, or a hostile takeover bid by some greedy colonials? Now I wish to make clear that this is not an indictment of contemporary students. The fault, I am tempted to say, is not in them, nor in their stars, but more likely in the star faculty of their universities. Students today labor under the weight of the accumulated dogmas of the modern academy, superstitions that are crushing the life out of modern education as well as politics-chief among them, something nowadays called "cultural relativism." generation that really can "Value" Judgments claim to be the best and "Relativism" is the notion that all judgments of right and wrong, of noble and base, are relative to the person or persons making them. "Cultural relativism" modifies this definition by suggesting that persons do not in fact, at least regarding the most serious "value" questions, judge relative to themselves alone-as if everyone could create his own "values" out of the depths of his self. Instead, men receive their most important "values" from a larger and more comprehensive authority, from a "culture," which is, as the name suggests, a kind of growth. Accordingly, every culture stands in relation to other cultures as one self does to other selves, each building and dwelling in its own world of meaning. From this fact cultural relativism concludes that all cultures are equal and also, LETTERS from Santa F e To help reclaim our destiny as human beings and as citizens, we need to rediscover the brightest in American history, at least from the moral and political point of view: the founders of the American republic. pag e s even �quite illogically (about which more in a moment), that toleration of all cultures is the appropriate moral policy. This sentiment, of course, forms the basis of students' reluctance to evaluate the Declaration of Independence, not to mention the contrary claims made by Communism and other forms of government. In the ethics of the contemporary academy, passing value judgments on other ways of life or governments is a mistake typically inspired by "ethnocentrism," which means here not the excessive or unjustified love of one's own group, but, in principle, any preference for one's own over others-the assumption being that any preference for one's own is by definition irrational. For all of its talk of openness, what is most characteristic of the contemporary academy is its unwillingness to hear of relativism's alternative. There is a constituency within American universities for "diversity" in virtually every area except this, the vital one. (Republicans also need not apply.) Yet the argument against the radical separation of facts and values must be heard if American education is ever to be able to recapture its self-respect and its purpose. This calls for the reading of great books, as Allan Bloom has argued eloquently, but not merely for the reading of great books. The reading of great books, although necessary, is not sufficient. They must be read with a view to the students' own good as human beings and citizens; they must be read with an eye for something outside the texts. For the aim of education is not simply the imparting of facts or an appreciation of great books, but wisdomuniting theory with practice, knowledge with character, ideas with consequences. The recognition that the pursuit of knowledge, shorn of its moral and political responsibilities, becomes a kind of spiritless game, lies behind the frequent calls in our time for schools to teach "values." Facts are not enough. Students need something more. The demand has been taken up by both liberal and conservative candidates in the last few elections. A movement called "cultural conservatism" has sprung up explicitly to fight cultural relativism by encouraging attention to "values." But to speak of conserving cultural "values" is already to make a crucial, and disabling, concession to the relativist position. "Values" are not "truths," because "values" are by definition subjective. To invoke "absolute values" is to do no more than to announce that one feels particularly strongly about them. That the distinction is not merely verbal may be gathered from cultural conservatism's answer to the pointed question, Why ought we to conserve the "values" of Western civilization? Because "they work," cultural conservatives often reply. To which the relativist may fairly rejoin, "What do you mean, work?" The "values" of cannibals work very well for them. Suppose then that the conservative were to say, "Look, no sane man doubts that the West's traditional values work, inasmuch as they produce today's material prosperity, political freedom, and peace among nations." "But what of those who despise luxury, who hunger for power, who grumble at the peace imposed on them by the will of other nations?" the relativist will respond. "Why shouldn't their values count?" To call men like Robespierre, Lenin, Hitler, and Mao "insane," absent a major refinement in cultural conservatism's argument, is simply to say that conservatives do not like such men's "values." It is not to say that they are wrong. And if a skeptic were to add, "Suppose that tomorrow the stock market plunges and a deep depression begins, or that war breaks out on the central front in Europe," what then becomes of those conservative "values" whose only justification was that they used to work? Our forefathers did not claim that the United States was based on such "cultural values." They declared that the new nation was founded on self-evident truths. A self-evident truth is one that contains its own evidence, that packs the evidence for itself within its own terms. The proposition "Man is a rational animal," Aquinas teaches, is such a truth, because he who says "man" has already said, by definition, "rational animal." The predicate is contained in the idea of the subject. "That all men are created equal" is also such a truth, since he who says "men" says "a group of beings each of whom is equally a man." "Created equal" therefore adds nothing to the definition of "all men," but draws attention to what men are not-created so unequal that one man might legitimately rule another without his consent. By knowing what men are, the Declaration argues, we may know how we ought to treat one another. The "is"-created equal and endowed with certain rights- page eight LETTERS from Santa Fe Volume Ill , Issue 1 * * * * * �Sign ing the Declaration of Independence implies the "ought"-that we should institute government, operating with the consent of the governed, to secure men's rights. So far removed from the radical separation of "facts" and "values" is the Declaration, in fact, that it does not feel obliged to use the language of "ought" or "should." It speaks, in its majestic opening section, in straightforward declarative sentences: "When in the course of human events, it becomes necessary ... a decent respect to the opinions of mankind requires .. . We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that a mong these are Life, Liberty, and the pursuit of Happiness. That to secure these rights, governments are instituted ... That whenever any form of government becomes destructive of these ends ... ," and so forth. The authors of the Declaration do not suggest that this is the way things ought to be, but that this is how things are. Men are created equal, endowed with rights, and government exists to secure those rights. I do not mean to imply that Jefferson and the others imagined that in most countries such principles and institutions actually existed, nor yet that the leaders of the Revolution did not wish to see civil governments established wherever possible. What I am saying is they understood that the rightness of their principles did not arise from any act of their, or for that matter of any man's, will. The moral imperative contained in those principles arises from nature itself. In sum, the Declaration is a document of natural right, which means that the "is" (nature) and "ought" (right) belong together as two aspects of the same reality. It is of the utmost importance, then, to help raise our own and our young people's sights from the dehumanizing world of cultural relativism. In the quest for educational reform, we would do well to turn not only to the great books, but to the great exemplars of wisdom with which our own country is blessed. To help reclaim our destiny as human beings and as citizens, we need to rediscover the generation that really can claim to be the best and brightest in American history, at least from the moral and political point of view: the founders of the American republic. Volume III , I s s u e 1 LETTERS from S anta Fe pa ge nin e This article appeared in the "Intercollegiate Review," Vol. 24, No. 2, Spring 1989. Excerpted and reprinted with permission. �MULTICULTURAL AND CIVIC EDUCATION Can they IJVe together? by Paul Gagnon Both history and common sense tell us that a just and civil multicultural society is possible only among people with a common liberal vision and with the political sophistication to turn vision into reality. pa g e t e n The answer is, as usual, that it's up to us. Can we keep two ideas in our heads at once? One, that we all (not only schoolchildren) need to understand American diversity and its necessities, foremost of which is liberal democracy? Two, that we need to possess a common vision of democracy and its necessities, of which respect for diversity is one among many? If this truism is not already evident to educators, we are in bigger trouble than a hundred articles could fix. But for the sake of argument, let us assume that most of us realize that in our pluralist society, multicultural and civic education very much need each other, that the health of each depends upon the health of the other. Both history and common sense tell us that a just and civil multicultural society is possible only among people with a common liberal vision and with the political sophistication to turn vision into reality. Let us also assume that we know the difference between multicultural education and Afrocentric, Eurocentric, or any other "centric" indoctrination. The latter are not pluralistic but segregationist, not democratic but elitist and exclusive. They are divisive, and, by disarming Americans for common public discourse, are profoundly reactionary, LE T T E RS from Santa Fe playing into the hands of those who do not believe in democracy, or fear its power to reform itself. Having said this, are we any closer to putting multicultural and civic education into daily practice? Far from it, for as soon as we spell out the real changes required in the curriculum, objections arise on every side from educators who are happy with the status quo, or are resigned to it. Of the many obstacles thrown up by people who talk so much of innovation, two stand out. First is their refusal to accept the much greater time required in the social studies curriculum for serious, historically-centered study of the several diverse cultures and world civilizations at issue, and for an equally serious study of the ideas, the institutions, the successes, and failures of democracy, wherever on earth people have struggled for it. A year each to rush through United States and world history are not enough for either multicultural or civic studies alone, and impossible for both together. The sea-changes required in the American curriculum have been made utterly clear by the Bradley Commission's report, Building a History Curriculum, and by the National Commission on the Social Studies' report, Charting a Course. But both a re opposed by much of the social studies establishment. Where will we ever find the time, they ask. They could begin by looking at other democratic nations, whose curricula include six or seven consecutive years of history, geography, and civics. Mainly this is becau se their students' time and minds are not wasted on "social stew," that flavorless concoction of courses (ranging from Consumer Ed to Futures Learning) supposedly Volume Ill , I ss u e 1 �r injecting American students with instant skills and positive attitudes, especially those students deemed "unready" or "learning resistant," labels too quickly applied according to class or race. If we are to respect all of our students' equal rights to know who we Americans are, who we are becoming, why we think the way we do, and what some healthy alternatives might be, we must allow them the time, in commonly required courses, to learn together a wholly candid historical viewdown to the present and its controversies-of the many people and ideas that have continually transformed American society, of the world civilizations that have shaped us and with whom we must play out the future, and of the adventures of democracy, for good and ill, at home and abroad. This last, however, runs into a second major obstacle at hand. Education in the origins, the evolution, the advances, and defeats of democracy must by its na ture be heavily Western and also d emand great attention to political history. Both, of course, are fiercely out of fashion . We cannot say Western without accusation of Eurocentrism, of slighting the sensibilities of nonEuropean Americans (no matter how Western are their aspirations). We cannot stress liberal democracy without hearing that we are ethnocentric and bent upon indoctrinating the young (no matter that the rest of the world's people, and especially the young, are choosing democracy whenever they can). And we cannot press political history without charges of elitism, of ignoring the "common people" (as if they' d never made political history!) and of oppressing students with the ideas and actions of Dead White European Males. What to do? Since both modern democracy and its most virulent enemies have in fact emerged from the European past, and since-.for reasons admittedly unhappy and unfair-most (not all) of their authors and activists were white males and dead by now, our choices are limited. We can teach it honestly as it is and was, from the ancients to the Nazis, from Locke and Marx to the triumphs and horrors of the twentieth century, as the new, multicultural California framework tries to do. The alternative, to avoid the germs of Eurocentrism, elitism, and the dead, is to drop the subject altogether-or, as in the current New York State Global Studies program, relegate Western civilization to the final quarter of the tenth grade course (an absurdity still not absurd enough to save it from cries of Eurocentrism). Choosing to avoid or water down the political history of the Western world is as reactionary as anti-Western educators can hope to get. By promoting political illiteracy, it disarms the very students whose causes they profess, for knowing political history is the absolute precondition for political sophistication, which in turn is the absolute precondition for free choice and the exercise of political power. Only in the last half-century have we achieved democracy in legal terms, under court laws and court decisions on equality of rights and opportunities for people hitherto excluded. What a betrayal it would be for schools now to undermine their chances to acquire the political sophistication and power they need to extend their still-fragile rights, and to contribute their own strengths to American society. V o lu me III , I ss u e 1 L E TTERS from San ta Fe We may regret that political history is demanding, but political prowess never did come cheap. We may even regret that politics is the only way we can turn our values and hopes into reality. But there it is. Which leads to the final pair of ideas we must keep in our heads at once. Multicultural education relies heavily on social history. Education for democracy relies heavily on political. Ignoring either kind of history guarantees misunderstanding of ourselves and the world. Unless social and political history are well integrated, neither is of much use to us as members of a society that is pluralist and, we hope, democratic at the same time. Can multicultural and civic education live together? Of course, but we have a lot of work to do, and minds to change. This article originally appeared in "Basic Education," Vol. 35, No. 9, May 1991. Reprinted with permission. page e l eve n �We worry about the impact on our children of multiculturalism not because of its evident need and merits, but because of the form it takes. And also because it emerges at a time when so many American educators are still repeating their mantra that there is no particular body of knowledge more worth teaching than any other. They still decry the idea of a required common core of knowledge on three grounds. First, that American culture is now too fragmented . It would be oppressive and insulting, they say, to teach any particular historical past or any particular moral, cultural or intellectual tradition to a multicultural student population. Second, that a common core of academic learning is elitist, and unsuited and unnecessary to "nontraditional" students of minority, immigrant, or working-class status. Third, that the explosion of knowledge and the rapid pace of change in modern society render any particular knowledge obsolete, so schools should focus on teaching how to learn-{)n skills and modes of inquiry-rather than on any given subject matter. Such arguments betray massive intellectual confusion. They ignore the different, distinctive needs of the three basic purposes of education: for work, citizenship and personal culture. Each relates to the others, but each also has its own style and methods . The idea of a common core of learning applies most directly to education for citizenship, where the arguments against it do not hold. Instead, they point to contrary conclusions. First, in our increasingly multicultural society, citizens need to know all they can about our common political heritage-and its mainly Western intellectual, cultural and moral sources-which allows us the freedom to be different from each other, which impels us to respect those differences and to live together in liberty and equality. Second, is a common core of academic subjects elitist? On the contrary, no democratic society would dare fail to offer its children as much as possible of whatever subject matter it saw as necessary for those expected to govern. Nothing has been more elitist than our tracking systems, largely along class, ethnic and racial lines. We have offered equal access to drastically unequal education, to an array of "life adjustment" courses that do nothing for students' development as critical, competent citizens. In the name of free choice, we have played the old game of "different but equal," and left the mass of young people unarmed for public discourse. It is obvious that wherever the curriculum in history, literature and ideas is truncated or optional, schools violate their students' right to know, and democratic education is betrayed. There is something wrong when the learning thought necessary for university-bound LETTERS from Santa Fe Volume III , I ss u e 1 MULTICULTURAL EDUCATION : WHY WE NEED IT AND WHY WE WORRY ABOUT IT by Conway Dorsett First, in our increasingly multicultural society, citizens need to know all they can about our common political heritage-and its mainly Western intellectual, cultural and moral sources-which allows us the freedom to be different from each other, which impels us to respect those differences and to live together in liberty and equality. pa g e twelve �"leaders" is treated as unnecessary for the great number, that sovereign people whose education Jefferson said should be "chiefly historical" so that everyone can "judge for himself what will secure or endanger his freedom." Finally, there is the oft-cited knowledge "explosion" and rush of change, supposedly making any particular subject matter obsolete, and any curriculum as good as any other. In those studies needed to prepare democratic citizens, that is nonsense. The quicker the pace of change, the higher the flood of "knowledge" and "information," the more critical it will be for all of us to understand the ideas, institutions and events that have shaped us and the world. The more complex our society becomes-the more anxious and troubled-the less obsolete and the more relevant will become the principles of the Declaration of Independence, the Bill of Rights, Lincoln's Second Inaugural, the Atlantic Charter, the Universal Declaration of Human Rights. And the more needed is the historical and literary knowledge required to understand these visions and to recognize the forces that have nourished, or assaulted, such visions throughout history up to our own time, and across the world. Why do we need all this and a serious multicultural education, too? Alexis d e Tocqueville answered in the 1830s. A diverse and d e mocratic p eople require three attributes. First, extensive knowledge of history and ideas, of politics and economic life. Second, a deep sense of civic morality, of obligation to each other a nd to posterity. Third, a hig h level of political sophistication, the skill of Vo lu me Ill, I ss u e 1 exerting power and making things work. All three are needed. None alone is enough, each alone is futile. Knowledge alone is arid; morality alone is defenseless; sophistication alone is corrosive and corrupting. There is simply no way for Americans to acquire these attributes without an education, both in and out of school, that holds multicultural and civic education in balance, and that respects the needs of the worker, the citizen, and the private person in each of us. It is worth wanting and worth worrying about. This article originally appeared in "Network News and Views, " Vol. XII, No. 3, March 1993. Reprinted with permission. L E TTERS from S anta F e page thi rt ee n �In his 1990 State of the Union Address, President George Bush restated the themes and commitments enunciated at the "Education Summit" he had held a half year before with the governors of the United States. He spoke of expanding programs to prepare disadvantaged preschool children to learn; he set as a goal a sharp increase in the percentage of students who complete high school; he spoke of the need to assess student performance at critical stages in education, in order to make "diplomas mean something"; he called for school discipline. Each of these goals is worthy and was worth stressing. But surely something was missing from this attempt to outline the goals of a proper educational policy. What was striking was how little the president had to say regarding the content of education. What was remarkable was his almost complete silence about which sorts of lessons were or ought to be considered truly important. On only one point was there specificity-and there the clarity was unmistakable: "By the year 2000, U.S. students must be first in the world in math and science achievement." There was indeed a single passing reference, in the context of a call for literacy, to the fact that education must somehow prepare Americans to be citizens. But otherwise the education being discussed might well be regarded as an education aimed simply at the acquisition of the skills needed to work and compete well in a modem, technological world economy. Nothing testifies more vividly to the loss, in American democracy, of clarity about the most important goal of public education in a republican society. I say "the most important goal." For of course the concern for an education that prepares men and women to be effective, useful members of the work force is an essential and even a noble concemif, or insofar as, it is placed in a proper republican perspective. After all, skilled workers can be well-trained slaves. What makes the difference between a welltrained, efficient slave and a free human being? Does not education of a certain kind play an important, even the critical, role in this regard? To this last question, the classical republican tradition delivers a resounding affirmative answer. It is "liberal education" that makes the difference between a free human being and a slave. But what is '1iberal education?" So fluffy and banal has this expression become in our time that we need to exert some effort to recover the original meaning of this "liberal" educational ideal. ... To quote Plato's Athenian Stranger, liberal education is "the education from childhood in virtue, that makes one desire and love to become a perfect citizen who knows how to rule and be ruled with justice" (Laws 643b-644a). Now it is only fair to note that the president's State of the Union Address did, contrary to initial appearances, and unlike the declarations made at the time of the "Education Summit," make room for some substantial and serious reference to liberal education in this classical republican sense. But what LETTERS from Santa Fe Volume Ill, I ss u e 1 THE ENNOBLING OF DEMOCRACY by Thomas Pangle pag e fourteen r �I' I'., is remarkable-and yet so familiar to, and indeed characteristic of, our world-is that the president treated the themes of moral education, not in the context of his discussion of public schooling, but rather in his peroration, where he dwelt on the themes of "faith and family." There the president exhorted grandparents, "our living link to the past," to "tell the story of struggles waged, at home and abroad. Of sacrifices freely made for freedom's sake." He reminded parents that "your children look to you for direction and guidance." "Tell them," he urged, "of faith and family. Tell them we are one nation under God. Teach them that of all the many gifts they can receive, liberty is their most precious legacy. And of all the gifts they can give, the greatest-the greatest is helping others." But as the recent words of President Bush's State of the Union Address indicate, the nation still recognizes the need to communicate to our children a reverence for the past that incorporates us into a society whose freedom is more than the freedom of individuals hermetically sealed into the personal sphere, the present time, the immediate place. There still lives a heritage of civic virtues, virtues of gratitude and of generosity, of struggle at home and abroad, of sacrifice for freedom rather than mere enjoyment of freedom, of faith in the one God whose oneness inspires and helps weld our oneness as a nation. And there still lives the confidence that these virtues can be taught, in part through "telling the story." May it not be time to make a more deliberate and determined effort to make this telling- and, in addition, practices or habits reflecting what Volume III, Issu e 1 has been told-a central part of the curriculum of our public schools? To this kind of suggestion I foresee a powerful objection, coming especially from thoughtful conservatives . What reason is there to suppose that we can entrust so important a task to the teachers of today-whose spirits have been formed in substantial part by a higher education many of whose guiding lights are anything but sympathetic to this kind of rootedness in, and reverence for, republican tradition, patriotism, piety, property rights, and family? Will not the effectual upshot be just more subtle indoctrination in the corrosive intellectual and moral fashions that pervade the academic elite and seep thence through every college classroom? Will not moral education be conveyed through "values clarification," with its hidden agenda of apparent skepticism, actual relativism, and hidden, only semiconscious, but all the more dogmatic, radical egalitarianism and individualism? Will not history be taught in such a way as to debunk or even defame the Founders, and all subsequent leaders who did not rebel against the American tradition as a racist, capitalist, sexist, Eurocentric conspiracy to dominate and exploit the "forgotten of history"? Will private enterprise, will the rootedness of human dignity in private property that has so indelibly marked the American republican tradition, be treated with anything like the respect it deserves? Will not every American war and war hero or ordinary soldier be treated as the veterans of the Vietnam War have generally been treated-pitied, where they are not condemned, their military achievements forgotten, where they are not excoriated? Will LETTERS from Santa F e . . . the nation still recognizes the need to communicate to our children a reverence for the past that incorporates us into a society whose freedom is more than the freedom of individuals hermetically sealed into the personal sphere, the present time, the immediate place. There still lives a heritage of civic virtues, virtues of gratitude and of generosity, of struggle at home and abroad, of sacrifice for freedom rather than mere enjoyment of freedom, of faith in the one God whose oneness inspires and helps weld our oneness as a nation. And there still lives the confidence that these virtues can be taught, in part through "telling the story" pa g e fifteen �not the religious traditions of America be treated as the last gasps of benighted ages and darkened minds? Will the American family and American womanhood be celebrated for the hard and selfabnegating choices they made as they bowed to the stern laws of nature and the harsh edicts of destiny-or will their strength in adversity be seen as the stubbornness of "false consciousness under oppression"? In how many advocates of contemporary feminism do the principles and commitments of a feminist like Emma Willard still live? I cannot offer reassuring answers to these questions. But I think Aristotle is correct in insisting that private and familial moral or religious education lacks the authority to sustain itself without direct public reinforcement: I do not think we can leave things where they are and expect them not to get worse. As is evident even from such superficial indicators as opinion polls, the mass of the American citizenry, and especially those who choose the burdens of parenthood, seem more sensible, more responsible, and wiser in civic matters than the elites who dominate the universities; and teachers in the public schools, since they tend to live among ordinary folk and only spend a few years under the direct tutelage of the higher education establishment, remain somewhere in between. On the whole, I am inclined to think reasonable the hope that primary and secondary schoolteachers are not as alienated from the educational principles I have sketched as is sometimes suggested by the pronouncements of their "spokespeople." At the very least, I think we have to hope that page s ixteen LETTERS from Santa Fe men and women who devote their lives to teaching will be willing to listen to and reflect upon calls for a return to our civic educational heritage, enlarged and enriched by a new infusion of classical republican inspiration. * * * * * In turning to higher education, we are brought face to face with the full complexity and challenge of the idea of liberal education. For while higher education is indeed important as a continuation of, and source of teachers for, the liberal civic education that ought to begin at the lower levels, higher education as we know it in the modern university has other and more direct functions and goals. At its "highest," higher education aims at liberal education in a second sense, a sense that encompasses, but goes beyond, citizenship education. But just what this transcivic goal of higher education might be has become increasingly difficult to articulate in contemporary America. The problem is not simply the steady pressure on the universities to provide very sophisticated vocational preparation and technical scientific expertise. This pressure, after all, is inevitable and by no means altogether improper in the context of modern democracy. We need highly skilled lawyers, engineers, doctors, social workers, and technicians and scientists of all kinds . But to keep the pursuit of technical expertise within its proper bounds, there is required a counterpressure exerted by a reasonably clear articulation of the hierarchy of goals in the modern university. This articulation is the responsibility, above all, of the "humanities," including the more Volume III, Issue 1 �"humane" branches of the social sciences. Unfortunately, however, among the custodians of the humanities in today's universities there reigns profound confusion or despair regarding the very possibility of articulating a clear conception of "humanity" in its most "liberal" or liberated spiritual fulfillment. I suggest we try to recover our bearings by returning, again, to the original, Socratic articulation of liberal education-but now to the transcivic dimension of Socratic liberal education. A liberal education that is truly liberating in the Socratic sense is an education that brings us face to face with disturbing challenges to our deepest and apparently surest moral commitments. It is an education that compels us to rethink our most cherished convictions-to their very roots, thereby to rediscover and refertilize, and, if need be, replant, those roots. The aim of such a probing, if sympathetic, scrutiny of our treasured beliefs is not, of course, to subvert those beliefs; the aim is to transform our beliefs from mere opinions into such grounded moral knowledge as is available to human beings. The knowledge in question is partly inspired by, but is not the same as, the knowledge achieved in the mathematical sciences. It provides us with awareness of the genuine strengths of our principles, precisely by forcing us to deal with the most telling actual and potential challenges to those principles. The aim of dialectical education is to leave the subjectivity of "values" behind, by reenacting for ourselves, accepting or modifying, and therefore making truly our own, the great reasonings, the great choices rooted in argument, that ushered in our modem civilization. This kind of approach to the truth, or what Socrates calls his "human wisdom," is the opposite of all dogmatism. Such human wisdom or understanding always includes some skepticism, even as regards our most precious beliefs, because it always includes an acute awareness of the limits of our knowledge as well as firsthand experience of the power of the arguments that can be mustered against our beliefs. In the present time and place, this means that we need to encounter disquieting critics of democracy, of human rights, of individualism, of toleration, of the free market and economic growth, o f sexual liberation a nd sexual equality, of secularism, of monotheism, of modern science (including everything from atomism to evolution), of creativity, of art conceived of in terms of "the aesthetic." To achieve this sort of bracing confrontation, we cannot possibly rest satisfied with the sorts of challenges that originate in our own age and culture, because what we seek is precisely critics whose spiritual footholds are outside our cave, outside our own time, outside the basic matrix of our moral outlook. Yet we must avoid the temptation of supposing that liberation means losing ourselves in the merely exotic, the strange, the provocative. Our goal is neith er titillation nor escapism nor romanticism. It may h elp a bit to study the silent and deeply mysterious cultural artifacts of alien peoples, or the ways and beliefs of cultures that have no relation to our own; but such study Volume Ill , I ss u e 1 L ETTERS fr o m S a nt a F e * * * * * A liberal education that is truly liberating in the Socratic sense is an education that brings us face to face with disturbing challenges to our deepest and apparently surest moral commitments. It is an education that compels us to rethink our most cherished convictionsto their very roots, thereby to rediscover and refertilize, and, if need be, replant, those roots. page se v e nt ee n �will not suffice as the core of a liberating education. Such artifacts and cultures, however rich, are too distant and inarticulate to provide serious and lucid alternative conceptions of the good that we might find ourselves compelled to embrace and in whose terms we might have to begin to reorient our lives. In short, we seek serious and thoughtful critics whose arguments draw us, and are intended to draw us, into a true dialogue, in which the very meaning and purpose of our lives is at stake. We seek critics who challenge us to the core, compelling us to rethink our own foundations, and eliciting from us some genui ne, if grudging, admiration for the alternative they represent or pose. Now such critics, and such confrontations, are to be found especially through the simultaneous study of two sorts of great books: on the one hand, those, like the ancient Greek and Roman, or the medieval Muslim, Judaic, or Christian books, which elaborate a rich and philosophically well defended non-liberal and non-democratic conception of law, freedom, virtue, beauty, and love; on the other hand, those books that are the most original, the broadest, and the deepest sources of our own scientific, liberal, and democratic worldview. In almost every case, these latter primary sources of our science, religion, art, and morality: for example, in political philosophy, the Federalist Papers and Montesquieu; in philosophy of science, Bacon and Descartes; in theology, Spinoza and Locke; in literature, Defoe and Fielding. And on the other hand, guided by these books that laid down our spiritual foundations, we should bring them into confrontation with the great opposing works and authors against which they directed their epoch-making innovations. The Federalist Papers and Montesquieu speak with severe, if sympathetic, criticism of the classical republics portrayed in Plutarch, Thucydides, and Xenophon; Bacon carries on a continuous argument with Aristotle's anti technological, teleological conception of science and its relation to nature and society; Spinoza and Locke engage in a cautious, but searching, critique of the Bible and its great medieval interpreters like Maimonides and Thomas Aquinas; Defoe's plumbing of the depths of individualism in Robinson Crusoe is partly inspired by, and written in direct and sharp contrast to, Ibn Tufayl's Hayy the Son of Yaqzan . These are, of course, only selected illustrationsstrategic points of entry, if you will, to the sorts of juxtapositions and arguments that would allow us to begin to examine our most basic presuppositions from a radically critical perspective. What are these more profound and abiding issues that ought, in a truly liberal education, to take precedence-if only by remaining, looming, in the background? A beginning or provisional list, culled from the most obvious surface of the great books, would include: pa ge e i g h t ee n LETTERS fr o m Sa nta F e Volu me III , I ss u e 1 own spiritual horizon will be found to have blazed their new path by way of a shattering argument with the previous, and especially the Greco-Roman and biblical, authoritative traditions. For Americans, this implies that we should emphasize, on the one hand, those works that laid down the original stratum of our deepest presuppositions as regards justice, �What are, or should be, the goals of a healthy and decent society? What is freedom? What is excellence or virtue? What constitutes human dignity-is it freedom, or virtue, or the capacity to love? To what extent, and how, should government foster freedom, virtue, love, and dignity? What is love? Who or what is worthy of love? What is friendship, and what is a good friend? What are the relations of love and friendship to civic duty? Do God and divine law exist? If so, or if not, what is implied for the life of the citizen and the human being? What is the relationship between the obligations, the virtues, and the fulfillment of the citizen or statesman, and the obligations, virtues, and fulfillment of the human being simply? What is the moral responsibility or civic obligation of the artist? What is a philosopher, and what is the moral responsibility or civic obligation of the philosopher? And, speaking comprehensively, what are the deepest alternative answers to these questions; how is the debate among these alternatives articulated? Even from this incomplete list, it is obvious that a study of great books cannot be confined to the texts traditionally labeled "works of political theory." The poets, the dramatists, the theologians, the scientists (especially insofar as they have transcended the narrow and artificial limits of so much contemporary science) must also be attended to with painstaking care. The study of great books is necessarily, then, in tension- I would say, in a fruitful and invigorating tension- with the artificially exaggerated boundaries of specialization that so unfortunately sunder the contemporary "university" into a kind of congeries of intellectual V o I u me 111 , I s s u e 1 r ghettos. Among other things, the inclusion of great books in the reading lists of courses compels colorless or self-satisfied technicians and specialists to come into an arena where they must justify-and therefore transcend-their "specialties" in the light of questions that ought to provide the framework and structure for all specialization, within the manifold and dynamic dialectical unity that ought to constitute the "university." Yet, to repeat, I do not mean for one moment to suggest that the pressing concrete issues of contemporary life are to be left behind. Indeed, one of the major purposes of studying politics and society, love and death, religion and science, in the light shed by the classic works is to escape the fashionable academic abstractions of excessively scientistic or "theoretical" social science and literary theory. Truly great books are never abstract, in the sense of abstracting from the gripping questions of human fate and existence. Truly great books vindicate, while enlarging and deepening, the good citizen' s perspective on the issues that really count. Excerpted from: The Ennobling of Democracv. The Johns Hopkins University Press, 1992. Reprinted with permission. If anyone's interested, we have back copies of all past issues except the very first. These cover: Political Correctness; Teaching Ethics; "Oneness and Otherness"; Liberal Education; Diversity and Accreditation; Diversity, Multiculturalism and Liberal Education; Business and Liberal Education; Research and Teaching. Just write us. Or call 505/984-6104. Fellowships Available For College Faculty St. John's College is now offering partial fellowships of up to $2900 for summer graduate study, thanks to a major grant from the Lynde and Harry Bradley Foundation. Fellowship recipients will attend summer sessions of the St. John's College Graduate Institute in Santa Fe. The fellowships provide the opportunity for college faculty from other institutions to immerse themselves in a great books curriculum and in the St. John's method of teaching. To be eligible, a college must propose at least two faculty members to attend each summer and cover part of the instructional costs. For further information, please contact The Graduate Institute, St. John's College, Santa Fe, NM 87501-4599; (505) 984-6082. LE T TE R S fr om San t a Fe page n in e t een �PROFILE St. John's College: An independent, non-sectarian, four-year liberal arts college. Founded: Established in 1696 in Annapolis, Maryland, as King William's School and chartered in 1784 as St. John's College. Great Books Program adopted 1937. Second campus in Santa Fe opened in 1964. Curriculum: An integrated, four-year, all-required liberal arts and science program based on reading and discussing, in loosely chronological order, the great books of Western civilization. The program also includes four years of foreign language, four years of mathematics, three years of laboratory science, and one year of music. Approach: Tutorials, laboratories, and seminars requiring intense participation replace more traditional lectures. Classes are very small. Student/Faculty ratio is 8:1. Degrees Granted: Bachelor of Arts in Liberal Arts, Master of Arts in Liberal Studies, Master of Arts in Eastern Classics. Student Body: Enrollment is limited to about 400 students on each campus. Current freshman class is made up of 55% men and 45% women, from 37 states and several foreign countries. Sixty-five percent receive financial aid. Students may transfer between the Santa Fe and Annapolis campuses. Alumni Careers: Education - 21 %, Business - 20%, Law - 10%, Visual and Performing Arts - 9%, Medicine - 7%, Science and Engineering - 7%, Computer Science - 6%, Writing and Publishing - 5%. Graduate Institute: The Graduate Institute in Liberal Education is an interdisciplinary master's degree program based on the same principles as the undergraduate program. Offered on both campuses year-round. Readers of the newsletter may be especially interested in applying for our summer session. For more information please contact the Graduate Institute in Santa Fe 505/ 984-6082 or in Annapolis 410/626-2541. Graduate Program in Eastern Classics: A three-term course of study in the classic texts of India and China, leading to the Master of Arts in Eastern Classics. Offered on the Santa Fe campus only. For more information please contact the Graduate Program in Eastern Classics at 505/984-6064. LETTERS from Santa Fe St. John's College 1160 Camino Cruz Blanca Santa Fe, New Mexico 87501 -4599 ADDRESS CORRECTION REQUESTED U.S. Postage PAID Non-Profit Organization Permit No. 231 Santa Fe, NM � 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 Letters from Santa Fe Description An account of the resource A newsletter published by the Santa Fe President's Office that includes articles about liberal education. Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 20 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letters from Santa Fe, Volume 3, Issue 1, 1994 Description An account of the resource Letters from Santa Fe, St. John’s College—Santa Fe, New Mexico, Volume 3, Issue 1, 1994 Creator An entity primarily responsible for making the resource Agresto, John 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 1994 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Contributor An entity responsible for making contributions to the resource Pangle, Lorraine Smith Pangle, Thomas L. Kesler, Charles R. Gagnon, Paul Dorsett, Conway Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Letters_from_SF_Vol_3_Issue_1_1994 Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/64c0dc9b0f843ca997ac03446e6827be.pdf 7ca5190559526272dfc0696e6ffae752 PDF Text Text LETTERSf1iJ11iF~anta ! ',:; / '.-'\ ·~ ' ~~ '.:;~ ST.JOHN'S COLLEGE, SANTA FE, NEW MEXICO "$ John Agresto Fe JULY 1991 ~-' " "'~ DITATION DIVERSITY AND AC T he last issue of our Letters talked about the proper What is especially striking in the events of the past year is and improper place of diversity in liberal educathe way in which the notion of diversity can be used as a tion. Parts of the clamor for increased diversity or weapon to refashion the character and makeup of colleges to "multiculturalism" had us concerned. We focused our satisfy a clearly political agenda. worries especially on the political use of curricular diversity Why there should be magic in the word "diversity" is not as a way not of expanding our understanding of the variety immediately obvious. Indeed, curricular "coherence" or of intellectual traditions and insights but as a handy tool for "integrity" would seem to have equal claim to our respect. disarming the traditional liberal arts, rejecting the idea of This would seem especially true when we realize that much Great Books, and belittling the study of Western civilization. of what passes for curricular diversity today seems more We were concerned about a multiculturalism that reduced fashionable and newly orthodox than truly diverse: the all works to, at best, representations of a person's sex, race loudest proponents of diversity hardly ever seem to make and class. And we were concerned that, under th e banner of the case for stricter attention to foreign languages or for diversity, a political agenda was now masquerading as expanded reading of the best that has been thought and educational reform . writte n in other traditions . Nor do they seem to clamor for If the last issue of Letters could be an expanded place for ideas radically accused of be ing overly abstract at odds with the reigning orthodoxy In this issue we leave the world of diversity about this matter, this one cannot. of the bulk of the professorate. as a curricular debate and show what has (Where, for instance, have we seen This issue is about one thing and one been attempted in its name in the life of proponents of diversity saying that thing alone: accreditation. What makes this seemingly sopor- higher education. colleges should hire more veterans or ific topic interesting is that it is a Republicans, or recruit as students fairly pointed example of " diversity more Mormons, or Fundamentalists in action.'' It takes what was previously rather theoretical or practicing Catholics?) and concretizes it. In this issue we leave the world of Rather, diversity-which, on a certain level , is absolutely diversity as a curricular debate and show what has been defensible as a curricular principle-has become code for a attempted in its name in the life of higher education. kind of thorough-going affirmative action program in What is obvious is the degree to which the word higher education, an affirmative action program based not "diversity" has , in the last few years , taken on an aura, a on an expanded attention to intellectual pluralism but an sanctity, that makes otherwise thinking educators fear to expanded attention to issues of race and sex. And that, in question it. Of all the "politically correct" formulations rife brief, explains why college and university administrators in higher education today , "diversity" and "multiculturalhave so hard a time resisting its onslaughts . That is ism" have , simply by the incantation of the words , the why-because of their supposed sins of sexism and power to bulldoze faculties and administrators into immediracism-the traditional liberal arts, the Great Books, and ate and quiet acquiescence . Western civilization are all targets for the proponents of Continued on page 2. 2 Letters to Santa Fe 3 How the Controversy Started 5 Joel Segall: On Academic Quality 6 8 10 Lamar Alexander: THE DIVERSITY CRITERION The Secretary 's CON: PRO: Decision JiVilliam R . Beer StevenS. JiVeiner �LETTER.S .ta·Santa .Fe · Diversity and Accreditation ' .'RELEVANCW '•M:IJST ENDURi;.I~l\1UI:, TI_C{,JLTYf4.LisM "" . '" . ' ··" ,.... ··.. '· .. - "'· .,·; One central notion ·thaf keeps' striking· me is the 4se of the word "relevance." Jt':seemsto n:ie that relevance, when it comest() the serious business of educationin any guise 1 must have durabiliiy, Thpse•who advocate "diversity,'' 'fmulti7cuhur!!Iis£Il,'' •''gencier stu?ies/' and ..''politicaj c.or,rectnes.s" ~re indeed col'rect in sugg¢sting a certain degree of relevance-'narro"Y, re~tricted and stultifying. To tap into the .. greatest minds an~hspirits goes bey.ond narrow. concerns · anci J:as ~he greatest relevance'm terms pf a truly hberaledµcatton., .. i . PeterA. Benoliel 9hairma11 of the Baafd.' ....... , ; ' · ' ' Qµaker ·Chemical·Cdrporation WESTERN CIVILlZAT.I ONCURRICULUM PROVIDES ·. DI~~OMF()!t'!' . .()F Qp~~'I'IO.NS • . E~h .of us h.a~. d\fferept memo,ri~s ofC()liunl)ia College, butfor allbf us a d?minant rec;o~ecti()n· of tJ:ie .•.(;olle~e ., is j ts ' We,stFrll Pi;vilizatiOn c;urnculum-rno~t n9tably, the tw9~ye'l! sequFnce of cou.rses )n qontem- f~;~};"o~i;}1~:iec14~~~~f~r~~d~:gi~~~~e~~~o~~s0~~\f~~~.~tafu~l::· · ~e~: 11ewcoII1ers or:fI1<J.rgip~ized here, th.is extra9rdi11ary cornm9n. curdctiltim" represe11ted ,a gre.at ()pe11ing~ tR t~e "YC>El~. ,l t .becaII1e}~e fi~!Il .~f.se for,.all our 0th.e r ac'tder:mc. andprofess. 1onal trafI1ipg. : .demar:ided ··•·· · . ···•·•··· · the most . . . , yoluIIlbia.Colleg-7 call Jake prid7. ill hctying of alFof t)S, .· r7gardJess of ll.<J.~~g~Ot)f\Cf.c ff call b7 pr()t)d of having made all ' of US· qt)\te ·u11comfoi:t~Ol~-;:..:.~.ncomfohable a{we :ncountered new and unfarriil, iar }de~s 'and as'.: \V~ pq.rsued toge~~r ..<tr:l .. understanding of t~e · estern heritage: . . . . . : \ ..· . . . . <. '? ) • · f ' • • • ••• ; · •• C.olum~ia (;oJ1eg-e di,d Il()r define its academic program on the basis .of i;thni~ity or th~. ~~c.e ?f 'tJlY of gs. It invited u.s all', regardless ofour orig~ns 'tlld. ~ith .foH respect .for otir origins, to joinin ·the common. study,of our;· heritage, ar:id.·to do so with an <ippreci~tion ' thar criticjsqi 'tlld reform .of our.insti.ttitions i~ an jntegral part•ofthe tr<idition we describe as ''Western qiviliiation. '' '' ~ < " < .- •···· ,. • .:' For Colu'rnbia . Cdllege. graduates, ·· the · current d.e bate . on American . climpuses on the merits and die place •pf:Western« CiviH:Z<ition in the . ~b:::s~a1~u;;te· cll~fi~lllu~ r~st see~ . r:n:111~ amusin~, .an.1 ) even · ~ bit Vi <· .• ··" ·' . ·. . :. .!'lo Columbia qoHege alumnus would suggest, on the ba~js o( hispwn education, that a Western Civilization curriculmn 1is ..an .unchangeable 'canon' or anything of the<soh. No Columbia College gradm1te would suggest that a "'core currieulum'•' excludFs the. study of other. cultures or:. the.• contributions· of all :our ..•peoplerorTleast .oLall, th<).t...it ,forecloses the study ofour sins and imperfections. • t .· · '• • .. , } , , ·~ '·.The current: attackS .on the. study of Western . Civilization/.in'. cgl!eges arpund .. the • country and .... even .- in . our .• ..high •schpols.. is · e.~R,ecially; ... incomp~ehensible to those of us frov.i minority groups,wlJ.p wer~ fortµna~e . enough to be educated at Columbia. College• We bii.ve n() 41f~culty ,Jn understanding ··the .-observations·. of . the .p istinguis,h ed histpri<J.n ; J)onald Kagah,•,!:he Dean •o fYale College; that . •.· . ; ., , · ,. \ ,. . . · "at the core .of Western Civilization is .a tolei;anc;i; <ind respect for ,.diversity unknown if1. .µi0 st. cµItures : . Qµe pf it§. most telling char<J.cteristics is ils, eq.c()Ufagement;o( Cfit~cism ofitse_lf and •its ways. Oiily• i11 tpe West cah ()ne imagine . a movement to n~gfoct the q.dtµre 's .O\\'n peritage .in favpr o.f some pther . .The ,u niversityjtself, a . speciajly sheJte~7d . pllict; • for.such self~examination., is a . We.s~7rn phenpfI1epop, · orily .• .. • . . .partially as~imil.(lted in other 1:ul.t1.1r~s . '' ., .. ·. . \ .•. , · ••..• . . . ... ·•. . .·. . . In ~is great tradition.i Colµinbja's 1:u~ri.cutum taughtiP~ slt7~tisi~m 'and .the >co~plexity of ,tP,~ngs, . thereby c~al!e11ging .m~llY . <:Jf. ()0,..f .•.'se~tl~d·' ·assurnptfons. G()lµpi9i<i poJlege pro~19i;d 1 us with the. 11s~()J'hfort of questions,.rather.tJ:l11ntP,e comfort of an.s~ers. Tl,ie College helped each of us .b uild, in .our 9wn ·· \\'aYt· from ation , . res.ts on a lib!'! r31l"' ,. •; ,· :> ···· ~ +·· traditio11 tho4~nps:9fye ql.d " {,,, 1 .lostA.Cabiaryes • " > " ...\' .·· •. 1J,S. DistrictJlldge fortJle · istrictof ·······•<) . ~,. nectic~t ~,· Continuedfrom page 1. diversity and multiculturalism. Now, back to accreditation. Last year, Baruch College of the City University of New York had its accreditation "deferred" by the Commission on Higher Education of the Middle States Association of Colleges and Schools (a Department of Education recognized regional accrediting agency) for reasons of insufficient diversity. These standards of diversity governing Middle States are reprinted, in part, in the pages that follow. Also reprinted is an article that appeared last May in Black Issues in Higher Education that clearly announced how the Middle States would apply the diversity standard, and an article by the executive director of the Western States Association of Schools and Colleges decreeing that all colleges and universities within its jurisdiction must now have affirmative action policies in place and have as a specific educational outcome an ' ' appreciation of cultural diversity." So far, these are the only two regional accreditors that seem to require collegiate adherence to a diversity standard. Interestingly enough, in April of this year, Lamar Alexander, the new Secretary of Education, deferred recertification of Middle States pending an inquiry into Middle States' use of diversity as a criterion of accreditation . The Secretary's memo and portions of his decision regarding this matter are reprinted within.• L E T T E R S.from San/,(], Fe A quarterly newsletter on higher education Published in January, April, July, and October at St. John's College, Santa Fe. Submit letters or comments to: John Agresto, President St.John's College 1160 Camino Cruz Blanca Santa Fe, New Mexico 87501-4599 Telephone (505) 982-3691 FAX (505) 989-9269 Ben Galison, Editor Douglas Jerrold Houston, Design and ProdU£tion Copyright © 199 1 by St. John' s College, Santa Fe. · Excerpted from remarksat:.th:ejohnJ ay ~:ward~ Dinner,,, Columbia Gollege, Ne:w ,.)':ork, March 21, 199•.1. '"'" Page 2 LETTERS from Santa Fe July 1991 �MORE INSTITUTIONS MAY BE HELD ACCOUNTABLE FOR DIVERSITY THROUGH NEW ACCREDITING EMPHASIS This article, exa:rpt£d from the May 10, 1990 Black Issues in Higher Education, was one of the first w indicat.e that, at least within the Middle States Association, colleges and universities would be held f,o a rigorous stondard of 'diversity ' that would apply t,o its curriculum, the rnak-up of its student body and jaculty, and the cho.racter of its administration and board. -JA. I n the wake of an informal investigation into New York's Baruch Collegewhich has placed the school's accreditation renewal on hold-scholars are debating the extent to which an institution may be held accountable for its failure to attract a nd retain minority faculty and students. One of the buzzwords in higher education circles over the last few years has been "diversity." But when the Middle States Association of Colleges and Schools took the unprecedented action of deferring the accreditation of Baruch last month, becau se of its poor record on minority representation, many university leaders were forced to reevaluate their commitment to a multicultural campus. M any education officials say it is only natural that institutions be expected to diversify their campuses, especially considering society's increased minority populations and academia's declining minority representation. Dr. Howard L. Simmons, executive director of the Middle States accrediting group, declined comment on the status of Baruch and said that attention should be focused on the larger issue : the responsibility of all institutions to ensure minority status inhigher education. " When we're talking about equity a nd diversity, it applies to minority involvement in curriculum , faculty and the board of trustees," Simmons said . " An institution has the responsibility to provide services that cater to the diverse, special needs of its students. And it's not just a matter of bringing them in and making programs available-not just access, but success. " Simmons said it is only sensible that accrediting agencies begin to measure an institution' s record in determining its ability to provide quality education. "There is no better agency to deal with this. W e deal with July 1991 everything else," he said. " How can curriculum have integrity if you leave out references of large contributions from different groups?" He said that many educators hide behind "the spectre of academic freedom" in avoiding the diversity issue. ' ' They may have a r ight to teach, but they also have a responsibility to teach the truth," he said. Andrew V. Stevenson, second vice president of the board of the Association of the Collegiate Business Schools and Programs, said that the Middle States' decision exemplifies an "appropriate" use of the accrediting process. " I think what Middle States did was a step in the right direction," Stevenson said. "It's the beginning of the kind of accountability that is going to be necessary for this nation to come to grips with the realization that unless it is willing to declare a national emergency, we are all going to suffer . The accrediting process can facilitate institutional focus on the issue of recruitment and retention of minorities by assessing the standards by which the institution will be accredited." Stevenson , however , is not willing to endorse the concept of withholding accreditation, but rather of postponing it until satisfactory recruitment and retention progress h as been made. "I'm not sure accreditation can be withheld on these grounds, but it certainly can be provided on a conditional basis until such time that satisfactory evidence can be provided," he said. Dr. D avid Reyes-Guerra, executive director of the Accrediting Board for En gineering and Technology, said, " I would support the nption of having racial recruitment and retention as criteria for accreditation . I would suppo rt moving the profession in that direction. '' But officials at some accrediting agencies q uestion the fairness of penalizing institutions for low minority representation. They argue that factors outside of an institution' s control often make it virtually impossible to hire minorities or to attract students of color. William Laidlaw, executive vice president for the American Assembly of Collegiate Schools of Business (AACSB) said that because there are so few minority faculty "They may have a nght to teach but they also have a responsibility to teach the truth. )) -Howard L. Simmons Executive Director, Middle States Association Continued on page 4. LETTERS from Santa Fe Page 3 �Joel Segall Continuedfrom page 3. members to go around, enforcing such a mandate would prove difficult. "There are 270 accredited schools of business," he said. "Ifwe made requiring minority faculty members a criterion, too many schools would never be accredited.'' Laidlaw said that in 1989, of the 696 doctorates awarded in business only 2.2% were received by blacks; . 7 were given to Hispanics; and none was given to Native Americans . Moreover, he said, there were 5,370 U.S . citizens enrolled in business doctoral programs, and only 2. 9 of those were black, 1 % Hispanic and .1 % Native American. "You can see from those numbers that there are not that many ,' ' he said. Much more can be accomplished by encouraging universities to sponsor summer institutes and other initiatives that acquaint minority juniors and seniors with doctoral programs, such as the six-week program established by AACSB, Laidlaw said. "If you try to legislate, you don't always get the best and the brightest. That's the difference between the old affirmative action progra ms and the more sophisticated a pproach of valuing diversity, ' ' he said . Mark Dugan, assistant director of the accrediting commission of the Association of Independent Colleges and Schools, also took umbrage with Middle States' tactics. He said that the focus should be on "whether students are getting what they ca me to the university for and not on the color of the faculty and administrators. I don't think anyone cares what color they are if they are doing the job. If you have poor instructors, they're not going to help retention. The key is having qualified people.'' But Simmons argues that quality comes in all colors, and he also discounted claims that certain regions-particularly rural a reas-are not able to attract qualified minorities. "In most cases, that's an avoidance tactic," Simmons said. " It's ridiculous. That's like saying that all Black Americans like to be concentrated in the same place . The bottom line is, they don't want to be in those places. " With Middle States' action stirring deb ate throughout the higher education community, observers nationwide are speculating about the long-term role that accrediting agencies will play in enhancing diversity. Bu t most agree that whatever the impact, Middle States is to be commended for raising the issue to a new level of discussion . • Page 4 LETTERS f rom Santa Fe WHEN ACADEMIC Joel Segall was president of Baruch College during its review for accreditation. He resigned that position last year, after Middle States Association deferred its accreditation. This piece is excerpted from an October 29, 1990 op-ed, reprinted with permission of the Wall Streetjournal © 1991 Dow Jones & Company, Inc., All Rights Reserved. -].A . I t is hard to decide whether higher education has entered a new era of McCarthyism or a Kafkaesque trial process: McCarthyism because the label of racism is liberally and generously applied with as little recourse available to the victim institution as in the days when a label of communist was enough to smear the victim for long periods: a Kafkaesque trial process because the institutions are not made aware of explicit charges nor are they presented with evidence. What is more horrifying is that colleges across the country are quick to accommodate to the demands of those who would call them racist if the demands were not met. At issue here is the interjection of racial considerations into official assessments of the worth of a college. Traditionally, accrediting agencies were concerned primarily with " academic quality, '' which involved such matters as library holdings, faculty output, and research and teaching programs. Some accrediting agencies, particularly the tougher ones, have quite explicit requirements-including the percentage of student credit hours taught by full-time faculty, the percentage of faculty holding doctorates, and the substance of course offerings. But these are changing times. The Commission on Higher Education of the Middle States Association of Colleges and Schools, in pursuit of something its executive director calls "social justice," has introduced into the accreditation process criteria concerning racial balance and harmony. Most other regional accrediting associations are following suit. On the basis of the new, nonspecific criteria, Middle States this M a rch deferred its decision on reaccreditation of Baruch College of the City University of New York for almost three months. The major shortcomings Middle States found at Baruch were ''the paucity of minority representation on the faculty and in the administration" and low student retention rates. But what constitutes "paucity?" July 1991 �QUALITY IS BESIDE THE POINT Minority members constitute more than 18% of Baruch's full-time faculty, which is higher than the average for senior colleges in City University, much higher than for all colleges in the U .S., and very much higher than for all colleges in New York state. Is ''paucity'' gone if we can go to 20 % , 30 % ? Apparently, there exists a minimum quota in the mind of Middle States, and Baruch has not yet reached it . What Middle States wants is more. No matter that barely 3.5% of new doctorates in all disciplines go to blacks, a high proportion of whom will not choose academic life, or that an even smaller percentage go to Hispanics. And no matter that just about every college in the country is searching for minority faculty. Now, we must have more or accreditation is in jeopardy . Similarly with retention rates . Baruch's retention rates may be, as Middle States says, ''particularly among Black and Hispanics students . . . worse than at many comparable institutions, '' but logic alone requires that if the rates are worse than at "many comparable institutions" they must also be better than at "many comparable institutions." In fact, Baruch's six-year retention rates for regularly admitted black students are at about 40 % , which is the same as for City University and exceeds the national average for four-year public colleges. For Hispanic students, retention rates (at about 32 %) are considerably lower. What is the right or the adequate retention rate? Middle States does not say and has refused to consider the statistical data. The new criteria have little to do with academic quality . The report of a follow-up visit by a special team representing Middle States came to the following conclusion: From the team's perspective, Baruch College has been, and remains, an excellent academic institution. We believe that the problems surrounding the reaccreditation process can be attributed primarily to two factors: 1. Baruch College has emphasized traditional academic values without exhibiting equal concern for the values of social justice and equity critical to serving working people in a multicultural urban environment. 2. Baruch College took the recommendations contained in the evaluation. team's report less seriously than it should have, given the serious nature of the criticisms. In fairness, communications from Middle States' representaJuly 1991 tives during the reaccreditation process contributed to shaping the institution's initial reaction to the evaluation team's report. So there it is. In pursuit of academic excellence, we do just fine; in pursuit of social justice-whatever is meant by that undefined phrase-we do poorly. As a consequence, our reaccreditation was deferred and not restored until July . This is not a trivial matter. People do not always distinguish between deferral and denial, and the reputation of the college has been impaired . Because the matter was widely covered in the press, fund-raising efforts have been impeded, the value of the Baruch degree called into question, and residual anxiety exists among students, parents and prospective applicants. Damage control required that we present a program to Middle States designed to secure reaccreditation. We have presented such a program and the college will carry it out. That program was treated by the press as a cave-in to Middle States, which it was, and a confession that Baruch had some racist tinge, which it does not. There remains, however, a fundamental problem raised by the change in Middle States' criteria. When colleges are called on to depart from normal academic standards to solve societal problems, they are being asked to do something they are not equipped to do, and are diverted from what I persist in believing is their main job, the pursuit of academic excellence. This tinkering with recognized academic standards to try to solve the problems of society at large can only damage the college and diminish the value of the degree. That, in turn, will harm the career prospects of precisely those people the college should benefit most. By now it must be clear that I find Middle States' criteria offensive, even disastrous. And yet they carry the banner of "social justice," which I understand to be, roughly, egalitarianism . And what that means, I suppose, is equal outcomes: minority students must be graduated at about the same rates as non-minorities and minority faculty must reflect the demographic profile of the student body or, perhaps, the city or some as-yet-unidentified base . What we are left with is something like a quota system with the quotas not yet specified, but higher than current numbers imply. And that, I submit, is no way to run an accrediting agency. Or a college . • LETTERS.from Santa Fe Page 5 �UNITED STATES DEPARTMENT OF EDUCATION THE SECRETARY April 11, 1991 MEMORANDUM 'lb: The Natlon&l Adv1sary CommittBe On Aoaredit.&tlon And Instltut1onal Eligl.b1l.11\V From: L&ma1' Alexander I am enclosing a copy of my decision accepting your recommendation that I not grant Middle States Association's recognition petition until you have had the opportunity to further review how Middle States has applied its "diversity" standards. Until your inquiry is completed and I reach a final decision on Middle States' renewal petition, Middle States will of course continue to be included on the Secretary's published list of recognized accredited agencies. I can understand your concern that the Middle States Association may have exceeded the appropriate role of a Department-recognized regional accrediting agency by deferring the accreditation of Baruch College of the City University of New York and the Westminster Theological Seminary. Apparently there was no question about the quality of education provided in these institutions. Yet Middle States allegedly deferred accreditation of Baruch and Westminster because those institutions did not conform to the accrediting agency's view of an appropriate racial, ethnic or gender balance on the faculty or governing board. America's strength lies in its variety, especially in the diversity of its people. We are a huge patchwork quilt of different backgrounds and cultural experiences. Many colleges and universities seek to become communities that reflect this American experience, to attract individuals of many different backgrounds. Other colleges and universities have chosen different missions for themselves. In light of the enormous variety among colleges and universities in this country, should a regional accrediting agency dictate to institutions whether or how they should balance their students, faculty, administration and governing boards by race, ethnicity, gender or age? Middle States' "diversity" initiative may undermine institutional autonomy and academic freedom and could in fact lessen variety among the nation's colleges and universities. A decision by an accrediting agency to withhold accreditation from an educational institution carries serious consequences. A negative decision by an accrediting agency not only stigmatizes the institution, but may lead to a cutoff offederal student aid and other forms offederal financial assistance. Since about one out of every two postsecondary students now depends on some form of federal aid, this is a powerful sanction to use against an institution. Such an extreme step may be necessary when an educational institution fails to meet its most basic responsibility to provide a sound education to its students. But, because of its serious consequences, a Department- recognized regional accrediting agency should exercise great care before threatening to suspend accreditation on any grounds other than academic quality or institutional integrity. I look forward to working with you to strengthen and improve higher education. I especially hope that we can focus on encouraging accrediting agencies to develop stronger standards by which to gauge the quality of education provided to postsecondary students. Page6 LETTERS from Santa Fe THE SECRETARY'S Reprinted below are sections from Secretary of Education Lamar Alexander's decision on April 11, 1991 to review the certification of Middle States. The Secretary has asked that section of the Department that recognizes accrediting agencies to review the certification of Middle States at its Fall 1991 meeting. Towards that end, all who wish to comment to the Department 's Advisory Committee on Accreditation and Institutional eligibility must do so byjuly31 ofthisyear. -].A . n order for a postsecondary institution and its students to be eligible for many types of Federal financial assistance, it must be accredited by an accrediting agency recognized by the Secretary of Education (unless one of the statutory alternatives to such accreditation applies). About one out of every two postsecondary students in this country now receives some form of federal financial assistance. For that reason, accreditation by a recognized agency is for most institutions not simply a matter of choosing to affiliate with like-minded institutions in a voluntary association; it is a matter of necessity. I can certainly understand why a Mz'ddl~ college or university might try to attract students, faculty and employ''dz'versz'ty ees of very different backgrounds. mayun America is a country of people from z'nstz'tt a variety of backgrounds and experiences. That is part of its unique autono: strength. Many colleges and univeracademic sities seek to become communities reflecting the variety that is America. Other colleges and universities have chosen different missions for themselves. In light of the enormous variety among colleges and universities in this country, should a regional accrediting agency dictate to institutions whether or how they should balance their students, faculty, administration and governing boards by race, ethnicity, gender, or age? I am concerned that CHE's prescription and application of diversity standards as part of the accreditation process may undermine the reliability of accreditation decisions as basic indicators of an institution's adequacy in providing training and education to the I July 1991 �DECISION students. I am also concerned that CHE's prescription and application of diversity standards as part of the accreditation process may interfere with a postsecondary institution's traditional academic freedom and may decrease real diversity among postsecondary educational institutions that define their educational missions differently. While as a voluntary private association CHE may wish to promote various social goals or agendas as it sees fit, the federal recognition role is subject to additional considerations . As mentioned earlier, the accreditation decisions of Department recognized accrediting agencies have serious consequences under federal law for institutions and students . For that reason, the Department must be careful not to sanction coercive restrictions on traditional academic independence through the departmental recognition process. CHE and other interested parties should have ample opportunity to address my concerns about the application of CHE's diversity standards . Moreover, before I reach any final decision on CHE's petition, I wish to receive the recommendations of the Advisory Committee on matters within that Committee's expertise . That ComStates' mittee at its Fall 1990 meeting voted ' initiative to defer making a recommendation 'ermine on CHE' s petition because of many of those same concerns about CHE's ~ional diversity standards . Accordingly, I ~and am deferring a decision on CHE's freedom. petition for renewal of recognition and remanding this matter to the Advisory Committee. CHE and other interested parties are invited to submit supplemental material addressing all the above issues . To allow adequate time for review by the Advisory Committee and by the Department, CHE and any other interested parties should submit any additional written materials on CHE's renewal petition to the Accrediting Agency Evaluation Branch, Office of Postsecondary Education, by July 31, 1991. What follows . is the Middle States Association's own excerpts regarding its diversity requirements from its guidelines document Characteristics of Excellence, approved in December ·J 988. The Association underscores thaJ, in applying these principles, the institutions themselves are expected to ''determine the methods most suitable to their unique needs .... " Nonetheless, in releasing this summary the Association "reaffirmed the appropn'aJeness of procedure and actions with regard to Baruch College.. .. " -J.A. CHARACTERISTICS OF EXCELLENCE: In the current · version of Characteristics of Excellence, approved at the Middle States Association annual meeting in December 1988, the relevant statements on equity and diversity are.these: • Eligibility Requirements: Among the stated eligibility criteria for membership in the Middle States Association are requirements that an institution "have a governing board which includes a diverse membership broadly representative of the public interest and reflecting the student constituency.'' • Institutional Integrity: Among the standards for accreditation (the common elements for accreditation) is an expectation that institutions will have "humane and equitable policies for dealing with students, staff, and faculty" and "programs and courses which develop abilities to form independent judgment, to weigh values, to understand fundamental theory, and to live in a culturally diverse world . . . . ' ' • Programs and Curricula: In reference to programs and curricula, Characteristics states: "Where possible a global perspective should be introduced to emphasize the cultural diversity and interrelatedness of the contemporary world. " Furthermore, "the kinds of courses that ~hould be included in general education are those which draw students into important new areas of intellectual experience, increase awareness of each individual's own cultural heritage as well as that of otfo~rs, and prepare them to make sound judgments outside as well as Within their specialized field .'' • Services to Students: Student services '' ... should also address with more •·• than mere expressions of intent the special needs and concerns of minority students." Students should be given ''an environment in which personal integrity, social understandi11g, and human sensitivity flourish.'' • Admissions Regarding admissions, .Characteristics .states: ' 'An important index of an institution's caliber is its admissions policy as evidenced .in requirements, standards, and procedures, and in the efforts it makes to achieve diversity in the student population.'' · • Faculty As regards faculty, Characteristics stresses that ..the . "selection of the faculty must avoid parochialism and excessive inbreeding. Steps must also be taken to achieve appropriate diversity of.race, ethnicity, gender, and age in faculty ranks.'' · • Governing Board Finally, members of.the governing board "should represent different points of view, interests, and experiences as well as diversityin age, race, ethnicity, and gender." · July 1991 LETTERS from Santa Fe Page 7 �Stephen S. Weiner Accrediting Bodies Must Require AComnitment To Diversity A Accrediting bodies stand at the boundary between higher education and the public. merican colleges and universities are undergoing massive changes in the racial and ethnic composition of their student bodies. What is the relation between those changes and issues of educational quality? What role should accrediting agencies play in shaping campus actions concerning diversity and quality? In 1988, after extensive discussion among our 152 accredited and candidate institutions, the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges decided that every accredited institution, as part of its commitment to educational quality , should be expected to make continuing progress toward becoming a multiracial, multicultural institution. The Accrediting Commission for Community and Junior Colleges in our region and the Middle States Association of Colleges and Schools have taken similar stands . Our commission recognizes that today's college students will come to maturity as parents, workers, voters, and professionals in a world that has no majority . Colleges and universities must keep that world very much in mind as they shape the educational experiences they offer. As the Association of American Colleges declared in its 1985 report "Integrity in the College Curriculum": "All study is intended to break down the narrow certainties and provincial vision with which we are born. In a sense, we are all from the provinces, including New Yorkers and Bostonians, whose view of the world can be as circumscribed as that of native Alaskans who have never left their village ... . At this point in history colleges are not being asked to produce village squires but citizens of a shrinking world and a changing America.'' Diversity is already a fact of life both in our region and on our campuses. The proportion of Caucasians in California's population is predicted to drop below 50% within the next 15 years. In 1988, white, non-Hispanic students accounted for 65% of the state ' s college enrollment, compared with close to 80% for the nation as a whole. In Hawaii, white, non-Hispanic students make up 30% of campus enrollments. While changes in the composition of the population have affected our region earlier than most others, there is a steady shift to a more diverse population throughout the United States. Thus, the issue This essay by Stephen S. Weiner, Executive Director Western Association of Schools and Colleges, appeared in the October 10, 1990 issue of the of the Chronicle ofHigher Education. Page8 LETTERS from Santa Fe now is less whether racial and ethnic diversity is coming than it is how to harness that diversity to the cause of educational improvement. The commission's expectations regarding diversity affect virtually every aspect of campus life, and, therefore, each of our accrediting standards. For example, the commission's standard on institutional integrity now includes this statement: "The institution demonstrates its commitment to the increasingly significant educational role played by diversity of ethnic, social , and economic backgrounds among its members by making positive efforts to foster such diversity.'' This standard requires institutions to have equal-opportunity and affirmative action policies . "Appreciation of cultural diversity" has been added to the commission's expectations concerning the outcomes of undergraduate education, along with competence in written ' and oral communication, quantitative skills, and the habit of critical analysis of data and argument . With respect to the learning environment, the commission expects that each institution will have "an academic community that significantly involves its various populations. '' First, we ask both institutions and our teams not to define the challenge of diversityor its attainment-solely in terms of numbers of minority group students or faculty, staff, or governing-board members. Contrary to the fear expressed by some, we are not pressing for the adoption of quotas . Having members of minority groups in each constituency of an institution, especially in leadership positions, is essential and a prerequisite for meaningful dialogue about diversity. But our concerns go well beyond such counting exercises to the culture of the campus, the value placed upon diversity, in different aspects of campus life, and the ability of the campus to bridge the contrasting perceptions of reality held by members of different ethnic and racial groups . Interviews, focus-group discussions, and the analysis of institutional data (such as student-retention rates) often reveal a gulf in perception. Whites perceive minority group members as being treated well, while people of color often recount experiences that convince them that they are still "outsiders" and that their status on campus is both marginal and vulnerable . The first step toward addressing the tensions that arise from such diametrically opposed views is to know that they exist. Second, we look for presidential and faculty leadership in affirming that "diversity" July 1991 �does not mean a narrow effort to benefit only members of minority groups, but a commitment of talent and resources to widen everyone's intellectual grasp and personal understanding. Diversity is not a "problem" to be solved so that colleges and universities can get on with "real business ." A permanent part of the "real business " of higher education is examining how diversity and educational quality should be pursued both inside and outside the classroom. Presidents and faculty leaders need to attend to the requisites of affirmative action in employment and admissions policies, support candid assessment of the existing campus climate concerning diversity, and take the lead in articulating a vision of how a diverse and educationally challenging campus community can develop . Third, campuses should have written plans on how to achieve diversity that have been subjected to broad and searching discussion. The plans should address curricula, recruiting and retention strategies for students and faculty and staff members, student-life programs, and academic support for students. The plans should have goals and some way of assessing whether the goals are being achieved . We have found that writing such plans forces disciplined thought and commitment. The purpose of the plans is not for campus leaders to become caught in the slavish grip of a document, but rather to prompt them to come back to these issues on a continuing basis . Finally, we expect each of our visiting teams to address diversity issues in their report evaluating the institution. Our teams' reports do not impose solutions on a campus. Rather , in a collegial spirit, they analyze the institution's self-study; ask questions; report perceptions, problems and opportunities that become evident during the visits; and praise worthwhile efforts that are under way. After conducting 50 comprehensive visits under the new standards, we have learned this most important lesson: that to achieve an academic community that embraces diversity, we first have to learn how to talk about it. Issues involving race and ethnicity have emotional and political overtones, and many people feel uncomfortable discussing their perceptions, feelings , and aspirations. Two steps seem to help in getting the discussion started. The first is to remind ourselves that "diversity" should not be a code word for granting preferences to one group over another. Rather, we are seeking to build a campus community where all people, regardless of professional role, ethnicity, or gender, will be respected, will have the maximum possible opportunity for professional development, and will be productive . In particular, we are seeking to create campus cultures where individuals and July 1991 groups are deeply committed to teaching one another and learning from one another. When people begin to understand that diversity is about bringing people together, rather than driving them apart, they become far more willing to contribute their thoughts and their energy . Second , even after assurances that the goal of diversity is community building, people need to be given "protected space" in which to talk. By that I mean the guarantee that people may speak freely and candidly, in a diverse group, without fear that they will be punished or ostracized for expressing controversial opinions. At times, discussions about diversity are emotional. But the discussion must go beyond emotion. We have to be willing to think hard and anew and to explore uncomfortable questions . Conflict and disagreement often accompany progress on diversity . The campus where students are demonstrating in the president's office may be just the one that has most seriously and thoughtfully engaged the issues. And, it is also true that there are times when an ugly racial incident galvanizes a campus to take constructive steps that are long overdue. With only rare exceptions, college leaders in our region agree that diversity and educational quality are intertwined and, therefore, both are the proper concern of the regional accrediting commission . But we also find that institutions fall along a wide spectrum in their initial capaciy to respond to the commission's expectations. Campuses are changing and so is the nature of accreditation . Accrediting bodies stand at the boundary between higher education and the public . We seek to inform the public about proper standards of higher education and to affirm that certain institutions meet those standards . In turn, we must also serve as a medium to insure that public concerns are reflected in the dialogue about quality in higher education. Accreditation should be about more than the setting of minimum standards. Our role, which must be carried out with great care and deliberation, is also to challenge even the best colleges and universities to rethink their contribution to society as a whole. As accrediting bodies play that role we do not, and will not, please everyone. But as we ask tougher and better questions about the meaning of quality, we join the campuses in taking risks that are well worth taking.• LETTERS from Santa Fe Diversity and educational quality are both the proper concerns ef the regional accrediting commzsszon. Page 9 �Wzlliam R. Beer Accreditation By Quota: The Case Of Baruch College O The aifLlck on Segall and the Baruch faculty represents an omznous direction token by accreditaiion. n April 5, 1990, the New York Times reported that Dr. Joel Segall, president of Baruch College of the City University of New York, was resigning from his job, following a critical review by the Middle States Association of Schools and Colleges. There was no allegation that Baruch was anything less than an excellent college. In fact, it is widely regarded as one of the four top business colleges in the country and trains almost one out of every three of the certified public accountants working in New York. Rather, the complaint was that there were not enough "minorities" in the faculty and administration and that not enough "minorities" graduated. Disturbing though this is, even more unsettling is the fact that the criticism was concocted by the central offices of the accrediting agency, acting independently of its own guidelines and evaluation team. T he attack on Segall and the Baruch faculty represents an ominous direction taken by accredita tion . For the first time, a n accrediting agency is criticizing the ethnic composition of a college's graduating class, as well as making specific complaints about the racial m akeup of its faculty and staff. According to a source on the Department of Education's National Advisory Committee on Accreditation and Institutional Eligibility, such a step is entirely unprecedented. No other accrediting agency has ever undertaken an aggressive role in attempting to impose racial quotas on faculty, administrators, and graduates. In itself, the attempt to control the ethnicity of university personnel is nothing new . In the last twenty years, the concept of affirm ative action has evolved into a quota system in which white males are routinely excluded, as John Bunzel h as d ocumented in a recent article in the American Scholar. Although deeply threatening to the integrity of the university because they undermine the concept of profession al peer review, quotas imposed on personnel committees have been a long time aborning, a nd it does not appear that they will be easily abolished. Until recently, however, the federal government was the principal agency in this coercion . Now, it appears, the effort has shifted from This ~say by William R. Beer, prof~sor of Sociowgy at Brooklyn College, is excerpt,ed from the Fall 1990 issue of At:o.tkmic Qµestions, published by the National Association of Scholars . © 1991, Transaction Publishers. Page 10 LETTERS f rom Santa Fe government to private agencies such as Middle States, accompanied by the notion that henceforth a college may have its accreditation withheld if it does not graduate the right percentage of certain ethnic groups. A Racial Graduation Quota? When asked if a college could be found delinquent for failing to graduate sufficient numbers of " minority" students, Dr. Howard L. Simmons, executive director of the Middle States Association, agreed that Middle States does use an "outcomes-based approach'' for granting or withholding its approval. H e denied that Middle States has any " ha rd and fast rules" regarding minority retention rates, indicating there is " never a single standard" in assessing a school's performance in this regard. Simmons has cla imed that his approach comes from Characl£ristics of Excellence in Higher Education: Standards for Accreditation, the handbook used by Middle States. In fact, there is no statement whatsoever in that m anual concerning minority retention rates. When this was pointed out, Simmons changed his mind and said that accreditation is granted or withheld on a case-by-case basis. " I know that sounds hard to understand," he adm itted, "but that's how they do it. The team decides differently for each school. '' There are "so m a ny factors involved " that there can be " no quantitative standards" for evaluating a college. So much for the objective criteria of accreditation . The use of an unstated but de facto racial graduation quota puts university administrators in a vulnerable position, since there is no way to tell whether Middle States will cha rge them with not having satisfied the goal of graduating sufficient numbers of designated minority groups. The lack of precision permits Middle States to deny that they are seeking any exact outcome, thereby avoiding legal action. At the same time, when it suits them they can use the " outcomes-based a pproach" as a potential threat to colleges seeking accreditation. Knowing that they will be held to a n inexact but real racial graduation quota, residents and deans will be inclined to design programs to increase graduation prospects for protected groups. Middle States can thus obtain the desired outcome without ever ha ving to invoke the threat explicitly, a nd all the while remain protected from public scrutiny. Simmons admits having adopted the same tactic with many other institutions, but because of the secrecy involved in the accredita tion process, July 1991 �he has not had to be held publicly accountable . The other criticism leveled against Baruch is that it does not employ enough "minorities.'' In reality, this argument is absurd since many Baruch professors are Jewish and non-white Asians . But in education-speak, such individuals are not defined as "minorities. '' Middle States is actually arguing that Baruch's faculty has too many non-Hispanic whites and not enough blacks for a student body that includes many blacks and Hispanics . Thus, the broader question at issue is whether or not white instructors can adequately teach "minority" students. The "diversity " of a student body, according to Middle States, must be matched by a corresponding "diversity " of faculty and administrators. This belief is so widespread amongst academic administrative cognoscenti that few question it. When the logic of such a concept is challeneged , the usual response is that a white professor cannot be as good a "role model" for a black student as a black professor. While one may suggest that professors can serve as inspirational mentors to college students, no evidence exists that such individuals must be of the same sex, race, or cultural background. The idea of "role model," in short, is fraudulently applied in the field of higher education . Indeed, if such a concept did make sense, it would have exactly th e opposite results of what Middle States ostensibly desires . It would mean not only that black students should be counseled to take courses only from black professors. If black students need black professors as role models to spur them to greater levels of achievement, white students require and deserve the same kind of encouragement. Taken to its logical conclusion, the "role model" argument is actually a strong justification for racial segregation in higher education. If black students respond best to black professors, they ought to maximize their chances by enrolling at all-black colleges. The same would apply, mutatis mutandis, to white students. In the classic accreditation process, institutions are evaluated on the basis of the stringency or laxity of their educational standards. In the past, if a college was found to be too lax, accreditation was withheld, or perhaps conditionally granted pending correction of certain deficiencies. But now, for the first time, a college's accreditation has been "deferred," not because its standards are too low, but because they are too high. An institution of higher learning is being directed to arrange its faculty , administration, and curriculum so that a de facto racial graduation quota can be filled . Aside from some serious issues of law, this initiative July 1991 represents the latest step in the abolition of institutional autonomy and faculty control over the hiring process. It is no coincidence that this new and arbitrary direction has been taken by a private accrediting agency. In 1989 the Supreme Court issued a series of decisions that seriously undermined the ability of government to require institutions to use racial and sexual quotas in hiring and promotions. Though this was a serious setback for those who would like to see a political system governed by racial and sexual entitlement, they have evidently regrouped. For example, under the sponsorship of Senators Kennedy and Hawkins, the Civil Rights bill of 1990 currently being argued in Congress would reimpose on employers the burden of proving that they did not discriminate against minorities in hiring. Since it is virtually impossible to prove that something has not occured, the result will be that employers (including colleges and universities) will be obliged to adopt quotas in hiring in order to forestall potential lawsuits. This is particularly likely because the same legislation will require employers to pay the cost of employees' litigation, thus encouraging plaintiffs to make complaints of discrimination free of charge On the level of academic rhetoric, the tactic has been to substitute "diversity" for the now-tainted "affirmative action," since it is widely recognized that the latter has produced discriminatory preferential hiring. Surveys show that most blacks, as well as most whites, are opposed to preferential treatment for blacks. Using "diversity" sounds better because the term is vague and it is hard to say one is against it. But the Baruch case shows what " diversity" truly means; it is simply old wine in new bottles. That there is no logical or empirical justification for racial quotas in hiring or graduation should not need saying. But Simmons and his allies are not governed by logic or facts; they are driven by a sense of moral righteousness that is impervious to any argument. Rather than conforming to consistent and objective standards of excellence, Simmons makes up the rules as he goes along. Rather than appealing to the intellect, Simmons tugs at people ' s basest emotions in order to impose his political agenda on higher education.• LETTERS from Santa Fe The Bamch case shows what, ''divers£ry ))truly means)· zt is simply old wine in new bottles. Page 11 �•Founded: Established in 1696 in Annapolis, Maryland, as King William's School and chartered in 1784 as St. John's College. Great Books Program adopted 1937. Second campus in Santa Fe opened in 1964. I I Profile Profile Profile Profile • Curriculum: An integrated, four-year, non-elective arts and science program based on reading and discussing, m loosely chronolpgical order , the G reat Books of Western C ivilization. • Approach: . Tutorials, laboratories, and seminars requiring intense participation replace more traditional lectures. Classes are very small. Student/faculty ratio is 8: I. St. J ohn's is independent and non-sectarian . • Degree Granted: Bachelor of Arts in Liberal Arts. • Student Body: Enrollment is limited to about 400 students on each campus. C urrent freshman class made up of 55 % men and 45 % women, from 30 states and several foreign countries. Fifty-seven percent receive financial aid. Students may transfer between the Santa Fe and Annapolis campuses. • Alumni Careers: Education-21 % , business- 20 % , law-10 % , visual and performing arts-9% , medicine- 7% , science and engineering- 7 % , computer science- 6 % , writing and publishing-5 % . • Graduate Institute: The Graduate Institute in Liberal Education is an interdisciplinary M aster 's degree program based on the same principles as the undergraduate program . Oflered on both campuses year-round~ � 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 Letters from Santa Fe Description An account of the resource A newsletter published by the Santa Fe President's Office that includes articles about liberal education. Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 12 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letters from Santa Fe, July 1991 Description An account of the resource Letters from Santa Fe, St. John’s College—Santa Fe, New Mexico, July 1991 Creator An entity primarily responsible for making the resource Agresto, John 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 1991-07 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Contributor An entity responsible for making contributions to the resource Segall, Joel E., 1923- Weiner, Stephen S. Beer, William R., 1943- Alexander, Lamar, 1940- Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Letters_from_SF_1991-07 Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b44c8e3d170681e3fe47763c6a5620dd.pdf 33ccf451cf0314a38f7e75dc7303b128 PDF Text Text LETTERS from Santa Fe St. John 's College, Santa Fe, New Mexico J anuary 1991 A Message from the President 2 John Agresto 4 David W Breneman A Light for Higher Education Dear Friends, For almost a decade now there has been a growing debate about education at all levels-from elementary through graduate school. There have been monthly, it not weekly, reports, studies, surveys, and predictions issued on the state of American education. So many, that the central issue of what constitutes a good education and how to improve the education America's youth receive has often, I'm afraid, gotten lost in the rhetoric. Thus. this newsletterLetters from Santa Fe. You will see as you read this newsletter that it is not about education across the board but about American higher education in general and American liberal education in particular. This is for purely personal reasons-I have been involved in higher education all of my professional career, and I am the president of a four-year liberal arts college. I would like for Letters from Santa Fe to be a source of information to readers on the state of higher education, to give facts and figures that may not have crossed your desks, to reprint articles of general interest, to offer some observations on what is and is not working, and to let you know what's going on at the liberal arts college I know best, St. John's. For the most part. this newsletter will go to friends and professional acquaintances I have made over the years. However, at the best, these letters will be a two-way street with your writing if there is something you know, or notice. or want to bring to our collective attention. If this newsletter not only gives you valuable information but also helps start a conversation among us about the character and quality of American education, then I think we will have accomplished a great deal. 1n this first issue there will be more about St. John's College than in subsequent ones just because many of you are unfamiliar with who we are and what we do. Included is the talk I gave at my recent inauguration as well as the results of a study of how our students did compared to other students in a national survey. Also, there are articles by David W. Breneman and Lynne V. Cheney I think you will find interesting and helpful. So, this is our first issue of Letters from Santa Fe. Let me know what you think. 5 10 Are We Losing Our Liberal Arts Colleges? Lynne V Cheney Research and Teaching at Colleges and Universities Special Report: St. John's Seniors Ace NEH Survey While National Sample Flunks �John Agresto A Light for Higher Education Inaugural Address, April 28, 1990 we think about the place of college W hen education in America, many of us In the last thirty years the number of students concentrating in the liberal arts has fallen from 60 percent to around 10 percent. Page 2 automatically think of liberal education: of students leaving home for four years to read some literature, study some history, learn about languages, study mathematics, or bi0logy , psychology or classics. To think this way is simply an anachronism, simply false . In the last thirty years the number of students in American colleges and universities who can be said to concentrate in the liberal arts, or in some major area of the liberal arts, has fallen astonishingly. The figures are soft, but they look something like this: in the last thirty years the number of students concentrating in the liberal arts has fallen from approximately 60 percent of the college population to somewhere just around 10 percent. To think of American collegiate education today as liberal education is simply not true: the great bulk of it is technical, vocational , commercial and professional education . Everyone, it would seem, within the academy has the same explanation for the shift away from the liberal arts: students have been captured by materialism and commercialism, sttldents have lost their idealism, students have been seduced by bourgeois American capitalism and Wall Street or have simply given in to their narcissistic desire to be rich, selfish, competitive and comfortable. These explanations are, I think, by and large false and deluding. The leaders of American higher education often have the incredibly elastic ability to blame everything and everyone for their woes-everyone, that is, but themselves. So what's wrong with higher education today that has precipitated this monumental decline in liberal education? Plenty. First, it clearly has something to do with the decline of teaching. While I have no objection to good research and scholarship in the liberal arts, and I know that there are some students who pride themselves on association with the names of great scholars on their campuses, I do think that most students would rather be in the company of a great teacher than on a campus with renowned but unavailable researchers. Second, it has something to do with LETTERS fro m Santa Fe arrogance and contempt. I mean especially contempt for this country and this civilization . We all have our stories and we've all compiled enough evidence to know that the segment of the academy that almost seems to pride itself on its gloating disdain for general American habits and ways and hopes and loves is not to be found in schools of nursing or pharmacology or electrical engineering or accounting, but in the liberal arts. Yet students, despite what their parents might think, come to college with an instinctive, wholesome and totally proper love of country, of customs, and even of religious values and institutions. And while no one begrudges the academy its role as cultural critic, students do sense that if what they'll be subjected to is politics and ideology masquerading as teaching, or if they see themselves subject to an unremitting attack on Western civilization or on their untutored but seemingly sensible devotion to certain principles and values, well, they'd sooner major in business or finance, thank you all the same. It's a sad situation, for I've seen that the more professors drive away students because of their disdain and contempt for the principles and works of this civilization, the more they blame the character of today's students rather than themselves. LETTERSfrom Santa Fe A quarterly newsletter on higher education Published in January, April, July, and October at St. john 's College, Santa Fe. Submit letters or comments to: John Agresto, President St . john's College 1160 Camino Cruz Blanca Santa Fe, New Mexico 87501 -1599 Telephone (505) 982-3691 FAX (505) 989-9269 john Agresto, Publisher Ben Galison, Editor Douglas Jerrold Houston, Design and Production Copyright Santa Fe. © 1991 by St. John 's College, J anuary 199 1 �Third, the trivialization of the liberal arts has probably driven as many students away as the politicization of the liberal arts. Once we say that there are no great books to read or great ideas to understand or great people to study but that virtually all things are equally instructive, interesting or valuable, the more our students will disbelieve us and rightly walk away. If books and ideas are objects of play rather than substantial, transformative and significant items central and important for life, why bother? Then we've really made the liberal arts irrelevant. And, at the cost of $60,000 or more, students will go elsewhere. Despite the incredible decline in liberal education nationally, we know that there are places where it not only survives but flourishes. Where you're standing today is a case in point. Applications to this school are as strong as, if not stronger than, ever. There's a new library. Voluntary contributions are on the rise. And everyone I meet here senses that this is a place where teaching and learning are alive and healthy, where liberal education still manifestly flourishes. We are hardly perfect, and much of what I have to say may still be in the form of goals rather than solid fact, but I do think this college can be and is a model and a light for higher education generally. Here teaching is taken seriously because learning is taken seriously. Here, in a school without academic departments, where each day the tutors themselves strive to be better and more widely educated, the drive to know, the love of learning and the desire to talk about and teach what we've seen and read is clear. When the faculty here resolves, as it has so recently, that it would rather forego all salary increases than increase the size of classes, you know that teaching is paramount. Second, when one takes the books of the Western tradition as seriously as we do here, simple contempt for the tradition, or of the principles and works of this civilization, are impossible. We simply know too much to be enemies of this culture. We know, to be sure, that one's own is not necessarily the best . But we've seen enough and read enough to know the good when we see it. And we know that as we hold the ideas and works of this tradition up for question and investigation that we also, by that very act, transmit the ideas, works and principles of this tradition forward. We are not embarrassed to be both scholars and critics and bearers of the culture all together. And we trust that we turn out and will continue to turn out graduates who J anuar·y 1991 themselves have an attachment to this civilization as well. We trust that we are turning out students who are public servants and producers of public goods and not just carpers and critics. On that score, we also know that knowledge is not necessarily virtue-we know that there can be angels in understanding and devils in conduct. What is left for us to show, however, is that knowledge and virtue, education and public spiritedness, are not incompatible . What we have to show is what is written on the first page of our catalog, something which I think many institutions would be ashamed to reprint each year, though we are not-it goes like this: "Liberal education should seek to develop free and rational men and women committed to the pursuit of knowledge in its fundamental unity, intelligently appreciative of their common cultural heritage and conscious of their social and moral obligations." If we can do these things with fervor and intelligence, St. John's will continue to be what I think it is at present, a light to all colleges, a leader in the meaning of liberal education, and the maker of men and women of whom we and our fellow citizens will be proud. Here teaching is taken seriously because learning is taken seriously. LETTERS from Santa Fe Page 3 �David W. Breneman Are We Losing Our Liberal Arts Colleges? of doing research for a book I onn thethecourse future of private liberal arts colleges, I made a startling discovery. While I began with the belief that there were roughly 600 such institutions in this country, I have concluded that, given a reasonable definition of a liberal arts college, we have only about 200 of them left. My discovery was as simple as it was disturbing: The liberal arts college as we know it is disappearing from the landscape, and another type of institution-the professional college-is taking its place. Furthermore, I believe that most educators are not aware of this "sea change," nor have we begun to debate its significance . The liberal arts college as we know it is disappearing from the landscape. A Unique Mission Among the nation's 3400 colleges and universities, only the liberal arts colleges are distinguished by a mission of providing four-year baccalaureate education exclusively, in a setting that emphasizes and rewards good teaching above all else. These colleges tend to enroll small numbers of students; they emphasize liberal education over professional training. They are the source of a disproportionate number of graduates who go on to earn doctorates and to pursue academic careers. Their "privateness" means that certain values-religious and otherwise-can inform their mission in ways not possible at state institutions, while their small size makes possible a sense of community among students, faculty, and staff that can rarely be achieved in larger settings. The diversity of American higher education, one of its oft-noted and much-valued attributes, will be much reduced if these small private colleges are unable to sustain themselves and their mission because of changing economic circumstances. languages, social sciences, and physical sciences. They rarely enroll more than 2500 students; most enroll between 800 and 1800. The kind of education they provide might be described as pre-professional: Many students enroll in graduate or professional programs upon graduation, but the college itself offers virtually no undergraduate professional education. Economically, liberal arts colleges have comparable revenue and cost structures. Their common economic struggle is partly a function of their offering a curriculum that does not cater to current . student concerns with the job market. While remaining true to an educational ideal, liberal arts colleges must compete with universities that provide many more courses and majors, as well as a vast array of professional degrees in fields such as business, engineering, architecture, nursing, and education. And while it is easy to understand the pressure on colleges to shift away from offering liberal arts toward offering professional training, it is all the more important to appreciate the financial constraints of liberal arts colleges that have not taken that way out. David Breneman then lists 140 colleges as "Liberal Arts I" colleges-those private institutions in which more than half of the degrees awarded were in the arts and sciences. Only 140. Indeed, in our area, in addition to St. J ohn' s, the only comparable institution listed is Colorado College . Arizona, Utah, Nevada, and Oklahoma have none, and Texas only one. -J .A. Defining Terms After further thought it soon became apparent that liberal arts colleges might be characterized in two ways: by their educational ideals and by their economic structure . Educationally, these colleges award the bachelor of arts degree, are residential, enroll full-time students in the age range of 18 to 24, and limit the number of majors to roughly twenty in the arts, humanities, Page 4 LETTERS.from Santa Fe David W. Breneman is a visiting professor at the Harvard Graduate School of Education and a visiting fellow in economic studies at the Brookings Institution, Washington, D . C. He was presidmt of Kalamazoo College, Michigan, during 1983-1989. This article is reprinted with permission .from The Colltge Board Review, No. 156, Summer 1990. © 1990 by College Entrance Examination Board, New York. January 1991 �Lynne V. Cheney Research and Teachinp at Colleges and Universities decades critics have been saying that Forinstitutions of higher education do not do enough to encourage good teaching. Classicist William Arrowsmith made this point in 1967, observing that "at present, the universities are as uncongenial to teaching as the Mojave Desert to a clutch of Druid priests.'' Almost a quarter century later, historian Page Smith asserts that faculties "are in full flight from teaching .... In many universities, faculty members make no bones about the fact that students are the enemy. It is students who threaten to take up precious time that might otherwise be devoted to research. '' This situation has not come about because faculty members necessarily prefer research. In a recent survey, 71 percent reported that their interests either leaned toward or lay primarily in teaching. But the road to success-or even to survival-in the academic world is through publishing. Anthropologist Bradd Shore notes, "If you fail at the teaching and fail at the service but still do terrific scholarship, you are likely to get tenure," but not the other way around. A senior literature professor, who himself publishes actively, reports that " the way one prospers is by finding time away from teaching to get one's own work done." Philosopher Thomas Flynn relates the advice he received as a young assistant professor trying to get tenure: ' ' Beware of the students. They will destroy you." Dramatic Emphasis on Research The most dramatic examples of how research is valued over teaching occur when faculty members who have won campuswide awards for teaching suddenly find themselves without jobs. A 1988 article in The Chronicle of Higher E ducation even raised the possibility that teaching awards, by implying that a faculty member is not as serious about research as he or she should be, are "the kiss of death" as far as achieving tenure is concerned. Economist Thomas Sowell reports, "I personally know three different professors at three different institutions who have gotten the Teacher of the Year Award and were then told that their contracts would not be renewed. '' The emphasis on research is greatest at J anuary 1991 research universities where 64 percent of the faculty report spending five hours or less per week on formal classroom instruction and 86 percent report spending six or more hours per week on research. At liberal arts colleges, by contrast, only 16 percent of the faculty report less than five hours a week in the classroom; and 48 percent report spending six or more hours on research. Even at liberal arts colleges, however, the emphasis on research is growing. Fifty liberal arts schools have banded together under the lead of Oberlin College and are considering calling themselves "research colleges." Schools such as Colorado College, Grinnell, and Wellesley have reduced the number of hours faculty teach so that they have more time to do research. A recent survey of twelve liberal arts colleges reported that faculty frequently distinguish between teaching and what they often call, significantly, 'my own work, ' '' or research. Faculty members often blame administrators for the emphasis placed on research, but administrators are responding to powerful external forces. The money that flows to their institutions and the prestige their schools enjoy will be largely dictated by the research those institutions do. Thomas Sowell points out that hundreds of millions of federal dollars flow into research at universities. "Money talks in academia as elsewhere," Sowell notes, ''and what money says on most campuses is 'do research.' " Emory University's Frank Manley observes that academic reputation is established through the public act of publishing, not through the more private act of teaching. " The people who have status outside the University, who are writing and publishing, are the ones who are going to get the status inside the University," says Manley. "They are the ones. who are looked upon with most favor by the administrators because they are the ones who have the marquee value for the University.'' Even at liberal ll h arts co eges, t e emphasis on research is growing The Tyrannical Machine that Reigns The model that increasingly drives all of higher education- the tyrannical machine that reigns- was fir st established in the United States at the end of the nineteenth LETTER S from Santa Ft Page 5 �century. Derived from German universities, this model emphasized the production of knowledge rather than its diffusion. Both Daniel Coit Gilman and G. Stanley Hall, influential spokesmen for the new university ideal, thought that the scholar's proper role lay in producing "bricks" for the rising temple of knowledge. William James was among the first to note that such a singleminded view threatened a system in which there were many paths to excellence. It was in a 1903 essay on the Ph.D.-the degree associated with the new, research-oriented university-that James coined the phrase ''tyrannical machine. '' Teaching Less The gradually shrinking academic year also affects time faculty members spend in the classroom. Page6 One of the most dramatic effects of emphasizing the production of new knowledge-that is, research that leads to publication-rather than the communication of knowledge to the next generation-that is, teaching-has been a decline in how much faculty members teach. At four-year institutions, time spent by faculty in the classroom has decreased steadily. According to one estimate, teaching responsibilities at noted research universities_ have, since 1920, decreased in many instances by one-third, and often by half to two-thirds. As the president of York College of Pennsylvania, Robert Iosue, notes, it is difficult to be precise about the degree to which teaching responsibilities have declined because official teaching loads are often different from actual ones, which may be reduced for such work as service on a faculty committee. " In one bizarre case," louse says, "a professor received fifteen hours of reduction from an official work load of twelve hours. He was paid a three-hour teaching overload yet did not step inside the classroom. '' The gradually shrinking academic year also affects time faculty members spend in the classroom. In the late 1960s, according to an executive director of the American Association of Collegiate Registrars and Admissions Officers, most colleges had two seventeenweek semesters. Now, two fifteen-week semesters are more typical, with some schools in session as few as twenty-eight weeks-or half a year. Observing that students in Missouri institutions of higher education now spend a semester and a half less in college than students in the 1940s, Governor John Ashcroft has asked the schools in his state to lengthen the academic year. Because the prestige of an institution depends on whether it has a faculty well known for publishing, colleges and universities frequently raid other institutions for their research stars. "Hiring superprofessors," LETTERS from Santa Fe observes Lewis H. Miller of Indiana University, "is a quick and easy method of raising the value of one's academic stock." The primary way of luring faculty from other institutions is to offer them reduced teaching loads. As Lee Knefelkamp of the American Association for Higher Education puts it, "Unfortunately, the blue chip that we play in the poker game these days is to offer our best scholars less time with students. The currency of higher education has become, in fact, less time with the constituency we are supposed to serve." Professor Miller reports that when he was a dean, faculty members who visited his office to discuss offers they had from other institutions were almost always more attracted by the possibility of teaching less than the promise of earning more. "Although some of these colleagues were teaching just one or two courses a year," Miller writes, "they were being wooed by the prospect of a 50 percent reduction, even if that translated into teaching one course every other year. " When faculty members teach less, there is a financial consequence. Because more people must be hired to teach, the costs of education escalate-and so does tuition. Between 1980-81 and 1989-90, average tuition charges rose an inflation-adjusted 50 percent at public universities, 66 percent at private universities, and 57 percent at other private four-year schools. Other factors, including increased administrative expenses, account for some of these increases; but with instructional budgets typically comprising 40 percent of educational and general expenditures, the decline in the amount of time faculty members spend in the classroom clearly plays a role. Between 1977 and 1987, while the number of full-time arts and sciences students decreased by 14 percent, the number of full-time arts and science faculty members increased by 16 percent, but it is hard to find evidence that instruction benefited. Instead there are reports of students unable to get into classes or to take the courses they want. At the University of Texas at Austin, after the English department reduced the teaching load by one-third, students stood in long lines in Parlin Hall , waiting, as the student newspaper put it, " for an English class, any English class, to open.'' At Northwestern University , a student editorial complained about course offerings in history, noting that 20 percent of the department was on leave to do research and that none of the four highly publicized, newly hired faculty members in the department was teaching. An ''Academic Underclass'' Even though the number of arts and sciences students has declined markedly and J anuary 1991 �are often unsupervised; and while· some manage to be excellent teachers without any orientation or opportunity to discuss their work with experienced faculty members, few find themselves rewarded for a job well done. In fact what graduate students learn, all too often, is that teaching is not worth doing well. Says Frank Manley of Emory University, "I left Uohns Hopkins] with the idea that my main job was to do research, write books, and neglect undergraduates, because otherwise they would take all my time .... My career has been in part an unlearning of what I learned in graduate school." Jaime O'Neill of Butte College in Oroville, California, says that it took him "five years of adjustment to get over the snobbery of graduate school. The High Price the number of faculty members has increased significantly, many institutions still find themselves short of teachers. They frequently fill in the gap with what has been called an ''academic underclass'' -part-time instructors. Part-timers, who in 1988 comprised 37 percent of faculty nationwide, are paid much less than full-time faculty. A survey of English departments showed the typical parttime faculty member earning $1,500 per course although there were examples of departments paying as little as $400. Colleges and universities often cap the number of courses that a part-timer can teach so they will not have to pay fringe benefits. Thus many part-timers become "gypsy scholars," frantically commuting between teaching assignments at different institutions and frequently looking for other ways to supplement their salaries. Michael Shenefelt, a part-timer at New York University and Long Island University, reports that by supplementing his income as an office temporary, he is able to earn $20,00 a year. "A New York University elevator operator begins at $20,000," Shenefelt observes. For Ph.D.-granting institutions, graduate students are another source of cheap labor for the classroom, one used extensively at some universities. A 1989 walkout at Berkeley is reported to have caused the cancellation of nearly 75 percent of classes. Like part-time instructors, graduate students January 1991 Across the country are thousands of faculty members whose professional lives run counter to the prevailing culture of academia. At a liberal arts college in the Midwest where a new emphasis on publication has led to a cutback in course offerings, a literature professor teaches as many courses as he possibly can to try to make up the shortfall. "I am permitted to teach on an unlimited basis," he says "and I do. If I did not do this many students would not be able to take a literature course . " All too often, however, a decision to emphasize teaching exacts a price. At the University of Maryland, associate professor Maynard Mack, Jr., notes that his own focus on teaching "is not a fast track to that promotion. I should minimize my campus responsibilities and produce a second book." Nowhere is the Countertrend to academia's current culture stronger than in community colleges. The mission of these institutions is clear. "We are a practical teaching college," in the words of one professor. But in a system of higher education that does not place high value on teaching, community colleges rank low in prestige. Having less status than four-year colleges, they command fewer resources. Their faculty members earn less even though they teach more . The overwhelming majority of community college faculty spend more than eleven hours a week in the classroom; 10 percent spend more than twenty hours a week. Many find year-round employment a necessity. "If you don't teach,'' says Evelyn Edson of Piedmont Virginia Community College, "you work at Shoney's [a fast-food restaurant] in the summer. You get some kind of job. " The results can be too little time to undertake the reading and reflection that make for better teaching, too little time to exchange ideas with other faculty members about issues in one's field or ways to improve courses and curricula. LETTERS from Santa Fe Graduate students are another source of cheap labor for the classroom. Page 7 �Faculty Interests and Student Needs Focusing on increasingly narrow topics is one way of achieving the originality that publication demands. Page8 The increased emphasis on research has resulted in a surge of publications. The number of books and articles published annually on Shakespeare grew by 80 percent between 1968 and 1988; the number on Virginia Woolf by 800 percent. With so much being written, individual researchers find themselves having to take up narrower and narrower topics in order to find a niche. The consequences were apparent in the 1970s when Professor William Schaefer became editor of Publications of the Modern Language Association. Discovering a backlog of articles on exceedingly specialized topics, Schaefer developed a new editorial policy emphasizing articles of "significant interest"; but PMLA, despite being one of the premier journals of the academic world, did not receive a sufficient number of articles of wider interest to sustain the new plan. Focusing on increasingly narrow topics is one way of achieving the originality that publication demands. Another, as Gerald Graff has noted, is proposing innovative interpretations. "The new wave of paracritical and metacritical improvisation in criticism .. . . " Graff wrote in 1979, "may be a necessary spur to industrial growth at a time when the conventional modes of professional publication have worn thin." The importance of new theoretical approaches to scholarly publishing can be seen in journal article after journal article in which scholars write about ''foregrounding,'' ''appropriating,'' "inscribing," and "engendering." It can be seen in books: An historian, for example, takes up such topics as ''The Semantics of Transcendence as a General Academic Code" and "Historiographical Rejection of Cultural Disengagement." Theory shapes the programs of professional gatherings. At the Modern Language Association's most recent convention, papers were given on "The Authority of Female Representation in the Postmodern Matrix,'' '' Prosaics and Semiotic Totalitarianism,'' and ''Narrative Dismemberment: Psychological Digressions in the Structure of Hypertests." Members of the College Art Association are currently being invited to present papers on "Rethinking the 'Foucauldian' association of photography with the generalized 'panoptic' regime of truth and power. '' It is not surprising that faculty would want to teach what interests them professionally, but the extent to which specialization and new theoretical approaches have affected curricula may well startle anyone who has not LETTERS from Santa Fe followed the collegiate course of study over the last few decades. A student can fulfill core requirements at Harvard by studying tuberculosis from 1842 to 1952, and distributive requirements at Dartmouth with "Sexuality and Writing," which analyzes "the use of sexuality and its ramifications as symbols for the process of literary creativity, with particular reference to ... potency and creative fertility; marriage or adultery and literary sterility; deviation and/or solitude and autobiography; prostitution and history; chastity and literary self-referentiality.'' Concern for Western Civilization Courses At the University of Minnesota, faculty in the humanities department recently proposed doing away with the ten courses the department offers in Western civilization and substituting three new courses: "Discourse and Society," "Text and Context," and "Knowledge, Persuasion, and Power." In these introductory courses, students will analyze "ways that certain bodies of discourse come to cohere, to exercise persuasive power, and to be regarded as authoritative, while other are marginalized, ignored, or denigrated ." More advanced courses are also being planned, including "Music as Discourse," for which the syllabus includes music videos, a heavy metal concert, and songs sung at a workers' strike . Resistance from faculty in other departments as well as from students has led the humanities department to give up plans to abandon the Western civilization courses immediately. For the time being, the older curriculum will continue to be offered along with the newer ones. There is concern, however, about how long the Western civilization courses will last since the overwhelming majority of faculty members in the humanities department has little interest in teaching them. A disgruntled student at Minnesota observes, "This is all because members of.a department want to teach what they want to teach"-which is not necessarily what undergraduates need to learn. A recent nationwide survey conducted by the Gallup Organization for the National Endowment for the Humanities showed that many students manage to approach college graduation with alarming gaps in knowledge. About 25 percent of the nation's college seniors were unable to date Columbus's journey within the correct halfcentury. More than 30 percent could not identify the Reformation. "We are graduating a generation that knows less and less,'' says Vassar sociology January 1991 �professor James Farganis. In the absence of required, broad-based courses in which undergraduates study significant events and books, Farganis notes, "students are picking and choosing, making their own curriculum in a haphazard fashion." Some students do not study American or English literature at all: It is possible to graduate from 45 percent of the nation's colleges and universities without doing so. Similarly, some undergraduates do not study history: It is possible to graduate from 38 percent of the nation's colleges and universities without doing so. At 41 percent of colleges and universities, it is possible to graduate without studying mathematics; at 33 percent, without studying natural and physical sciences. Significant Decline in Humanities Majors Between 1968 and 1988, while the number of bachelor's degrees awarded in the United States grew by 56 percent, the number of bachelor's degrees awarded in the humanities fell by 39 percent. There have also been significant declines in mathematics and physical science majors during this period: down 33 percent and 9 percent, respectively. For the humanities (and for mathematics) the situation has improved in recent years, but the loss remains significant. Twenty years ago, one out of six college graduates majored in the humanities. Today the figure is one out of sixteen. No doubt there are many explanations, but surely one is that many students come to college poorly prepared in the humanities-and in mathematics and physical sciences as well-and once in college, they do not take introductory courses that fully introduce them to the challenges and pleasures of these disciplines. How could an undergraduate who has never taken a meaningful course in history or physics choose to major in one of these fields? people now earning undergraduate degrees in English or French at our most prestigious institutions have read two or three pages of Lacan, Derrida, Foucault, and Kristeva for every page of George Eliot or Stendhal. " In graduate school, students prepare to publish and survive by narrowing their focus as much as possible- and by reading theory. Elizabeth Fentress, who went to graduate school because she wanted to concentrate on original works of literature, has written about her discovery that there was no way to earn an advanced degree without diving into a "tidal wave of theory." Rather than be diverted from her goal, she ended her graduate studies. "I deemed it best to leave . ... " she writes, "and to learn what I wanted to learn on my own.'' Summary Research interests affect teaching and learning at all levels of higher education, and they have an impact on schools as well. Among today's college students are tomorrow's teachers; and if their curricula have been haphazard, they may well know less than they should about the subjects they will teach. If they have been taught in an indifferent fashion, they will be less likely to know how to teach well themselves. "The undergraduate education that intending teachers receive is full of the same bad teaching that litters American high schools," a group of education school deans observes. "If teachers are to know a subject so that they can teach it well, they need to be taught it well." ''We are graduating a generation that knows less and less, ''says Vassar sociology professor~ames Farganis. Preparation for Demands of Graduate Schools Those who do major in the humanities often find that their courses are not conceived as comprehensive treatments of important subjects but as preparation for graduate school. Even though most majors in subjects like English do not go on to work on Ph.D. 's, they may well spend time as undergraduates becoming familiar with critical theoryperhaps more time than they spend reading literature. "I strongly suspect," writes Professor Robert Alter of the University of California at Berkeley, "that many young January 1991 Lynne V. Cheney is Chairman of the National Endowment for the Humanities . Reprinted here is an excerpt from Tyrannical Machines : A Re- port on Educational Practices Gone Wrong and Our Best Hopes for Setting Them Right, published recently by the NEH. LETTERS.from Santa Fe Page 9 �Special Report: St. John's Aces NEH Survey While National Sample Flunks contract with the National EndowU nder ment for the Humanities, the Gallup The national mean score was 58 percentfailing. Organization last spring tested nearly 700 U.S. college seniors on their knowledge of American and world history and literature . If the students' answers were to be graded , more than half of those tested would have failed . Using the standard "A" to "F" scale , where less than 60 percent-correct score means failure, 55 percent would have received an "F" and another 20 percent a "D. " Just 11 percent would have received an "A" or "B" grade . The national mean score was 58 percent-failing. Appalled by these scores, St. John's decided in April of this year to administer informally the same test to its own seniors, hoping that we would see more heartening results. We did . Twenty-three out of the sixty members of the 1990 senior class volunteered to take the test one afternoon while President Agresto proctored. All of them passed. Only one person got a "C" grade. The other 22 , a full 96 percent, received grades of "A" or " B." The average score for the St. john's seniors tested was 91 percent correct-a grade of ''A. '' The NEH, whose mission it is to promote the study of the humanities, developed this survey to measure the students' command of basic historical and literary knowledge in the last year of their undergraduate education . Each senior was asked 87 questions concerning important historical figures, dates and events as well as significant authors and literary works. Significant gaps in knowledge about history were found among college seniors in a variety of areas. For exampi<;, only two in five students nationally knew that the "shot heard round the world " that signified the start of the American Revolution was fired at Concord , Massachusetts. (Seventy-eight percent of the St. John's seniors answered correctly.) One-fourth were unable to date Columbus' journey within the correct halfcentury. (None of the St. John's students missed this question .) If they were to take the Immigration and Naturalization exam to qualify for U.S . citizenship, the majority of American college seniors would flunk . In the literature section, one part consisted of 19 questions in a multiple choice Page 10 LETTERS from Santa Fe Summary Findings: Performance of College Seniors On History and Literature Questions GRADE A B c D F USA ('lo) St. Johns(%) 2 9 14 20 55 74 22 4 0 0 100 100 M ean Correct 58% 91 % No. in S urvey 691 23 Grading Scale U sed for the Survey: A 90% or more correct 80 % -89 % correct B 70%-79% correct C D 60 %-69 % correct less than 60 % correct F format with one correct answer and three "foils" presented. A majority of the national sample could not link major works by Plato, Dante, Shakespeare, and Milton with their authors. Only six in ten college seniors nationally knew that Chaucer wrote the Canterbury Tales or that Melville wrote Moby Dick. Less than one-half of the national survey of college seniors knew that Jonathan Swift wrote Gulliver's Tra vels and barely a quarter could identify Virgil as the author of the Aeneid. Nationwide , graduating seniors have equal difficulty with classic texts and newer literature. One interesting fact regarding St. John's students was their strong familiarity with literature not directly covered in their four years here . For example, 86 percent knew that Ralph Ellison was the author of Invisible Man when only 12 percent of seniors nationally could make that connection . "While our students here are bright , " Agresto said, "what this experiment tends to show is the singular importance of a rigorous, intensive and sequential program of study-a core curriculum, if you will-to help students see and understand the full sweep of civilized life with all its facets and complications. ' ' -Compiled by Ben Galison J a nuary 1991 �Sample Survey Questions 23. Who wrote Native Son, a novel of black life in Chicago, and Black Boy, which is highly autobiographical? USA(%) v 1 2 3 4 31 23 9 31 6 100 Richard Wright Eldridge Cleaver LeRoiJones MalcolmX Blank I No Answer St. John's (%) 72 18 5 5 0 100 24. A Greek play about a woman who defies a king in order to honor her dead brother is ... USA(%) 1 v 14 49 14 16 7 100 Medea 2 Antigone 3 4 Electra Agamemnon Blank I No Answer St. John's (%) 0 100 0 0 0 100 5 7. The ''shot heard round the world'' was fired at ... USA(%) v 1 Gettysburg 2 Yorktown 3 Concord 4 Bunker Hill Blank I No Answer 21 15 39 23 2 100 St. John's (%) 8 8 77 5 5 100 64. In which time period was the Civil War? USA(%) 1 2 3 v 4 5 6 Before 1750 1750-1800 1800-1850 1850-1900 1900-1950 After 1950 Blank I No Answer ** 15 24 58 2 ** 1 100 St. John's (%) 0 0 14 86 0 0 0 100 All of the St. John) s seniors passed. 96 percent received grades of 'A ) or 'B.) * * Less than one-half of one percent January 199 1 LETTERS from Santa Fe Pa ge 11 �Profile Profile St. john's College is an independent, non-denominational, four-year, co-ed, liberal arts college. •Founded: Established in 1696 in Annapolis, Maryland, as King William's School and chartered in 1784 as St. John's College. Great Books Program adopted 1937. Second campus in Santa Fe opened in 1964. • Curriculum: An integrated, non-elective arts and science program based on reading and discussing , in loosely chronological order, the Great Books of Western Civilization. •Approach: Tutorials, laboratories, and seminars requiring intense participation replace more traditional lectures. Classes are very small. Student/faculty ratio is 8: 1. • Degree Granted: Bachelor of Arts in Liberal Arts. • Student Body: Enrollment is limited to about 400 students on each campus. Current freshman class made up of 55 % m en and 45 % women , from 30 states and several foreign countries. Students may transfer between th e Santa Fe and Annapolis campuses. • Alumni Careers: Educatio n-2 1 % , b usiness-20 %, law- 10 %, visual and performin g arts-9 %, m edicine-7%, computer science-6 %. • Graduate Institute: The Graduate Institute in Liberal Education is an interdisciplinary Master' s degree program based o n the same principles as the undergraduate program. Offered on both campuses year-round . . ADDRESSCOR~~CTIO~ REQUESTED � 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 Letters from Santa Fe Description An account of the resource A newsletter published by the Santa Fe President's Office that includes articles about liberal education. Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 12 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Letters from Santa Fe, January 1991 Description An account of the resource Letters from Santa Fe, St. John’s College—Santa Fe, New Mexico, January 1991 Creator An entity primarily responsible for making the resource Agresto, John 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 1991-01 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Contributor An entity responsible for making contributions to the resource Breneman, David W. Cheney, Lynne V. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Letters_from_SF_1991-01 Presidents