32 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/35bd547a11f591d6035121267934524b.pdf 309252e80d9b35035e39b10b35dff235 PDF Text Text THE NEW P R O G R A M at ST. JOHN'S COLLEGE IN ANNAPOLIS Supplement to the Bulletin ANNAPOLIS, JULY, Founded as King William's School, 1696 M A R Y L A N D 1 9 3 7 Chartered as St. John's College, 1784 �Staff of the New Program, 1937-1938 STRINGFELLOW BARR, President and Fellow of St. John's College B. A. and M. A., University of Virginia M. A. Oxon. Formerly Professor of History at the University of Virginia. Editor of the Virginia Quarterly Review. Member of the Committee on the Liberal Arts at the University of Chicago. SCOTT BUCHANAN, Dean and Fellow of St. John's College B. A., Amherst College Ph. D., Harvard University Formerly Assistant Director of the People's Institute of New York. Professor of Philosophy at the University of Virginia. Chairman of the Committee on the Liberal Arts at the University of Chicago. OWEN E. HOLLOWAY, Tutor of St. John's College M. A. and J3. Lt'rr., Oxon. Formerly Procter Visiting Fellow at Princeton University. Assistant Lecturer at the Royal University of Egypt. R. CATESBY TALIAFERRO, Tutor of St. John's College B. A. and Ph. D., University of Virginia Formerly Student at the University of Lyons and the Sorbonne, Paris. Member of the Committee on the Liberal Arts at the University of Chicago. CHARLES GLENN WALLIS, Tutor of St. John's College B. A., University of Virginia Formerly Member pf the Committee on the Liberal Arts at the University of Chicago. Appointments of Fellows in Mathematics and Laboratory Science will be announced in the near future. �SUPPLEMENT TO THE BULLETIN Foreword by STRINGFELLOW BARR President of St. John's College The pamphlet in the reader's hand gives an account of the New Program of study at St. John's, written at my request by the new Dean of St. John's, Dr. Scott Buchanan. The New Program is not a college "course," in the ordinary sense. Nor is it a collection of such "courses," either "elective" or "required." It is elective only in the sense that a student, having first elected to come to St. John's rather than go to some other college, may next elect to take either the New Program or the old one. The New Program is a complete and integrated four-year curriculum. Having chosen it, the student will be required to take it in its entirety. Because it is comprehensive and general, it affords ample scope for individual interests and individual capacities. Like the old, the New Program leads to the degree of Bachelor of Arts. It will be open to freshmen who enter St. John's in September, 1937, or in later years. It is not open to those undergraduates who have already completed a year or more at St. John's, or at some other college, except in the rare cases where such undergraduates prefer—and this is already happening—to enter the New Program as freshmen. Students who desire to enter St. John's in 1937, but who do not wish to follow the New Program are free to follow the usual curriculum as outlined in the most recent College catalogue. The New Program has been so constructed as to give a young man a sound education and the capacity to think clearly and act wisely, things which he and his parents have a right to demand of a college, things which parents have of recent years found it harder and harder to secure for their sons. The requirements for the B.A. degree under the New Program are given in detail in Dr. Buchanan's statement. These requirements more than meet the demands of graduate schools in this country and of universities abroad. Students will find in the New Program the SUPPLEMENT TO THE BULLETIN 5 basic training with which they may enter and successfully pursue study in law schools, medical schools, engineering, theology, schools of business administration, library schools, schools of education, schools of journalism, post-graduate work in universities, or with which they can enter directly the fields of business, of social, and of public service. Dean Buchanan's statement is a supplement to the regular College catalogue, which can be secured on request. The regular catalogue of St. John's College deals with some of its many, and important, advantages, with its local tradition, with such practical matters as hours, courses, and the cost of tuition. This Supplement deals with a more important matter: why a young man should desire an education at all. It is not written in the language of an ordinary catalogue. It was not written in that language because that language is not suited to the discussion of the ends and means of liberal education. It warrants the careful study of prospective students and their parents if only because the subject of which it treats is of paramount importance to them, regardless of what individual college they may choose. I believe I am already familiar with the objections which various readers will raise: that the New Program is suitable only for unusually well prepared boys, or only for rich boys who do not have to earn their living later, that it does not provide professional training, that it is not suited to twentiethcentury America, that it is too conservative or even reactionary, that it leaves out the reader's pet "subject" or even his pet classic, that the student should follow his own "interests," or that he cannot "do" mathematics, and so on. There are completely convincing answers to all these objections, answers based on hard teaching experience. Obviously, there is not sufficient space here to make such answers instructive. Dr. Buchanan's statement itself can do no more than indicate what those answers must be. The College authorities will be glad to answer enquiries concerning the New Program, or concerning the old. They will be glad to arrange interviews with applicants or their parents. Requests for interviews should be addressed to "The President, St. John's College, Annapolis, Maryland" (Telephone: Annapolis 538). �SUPPLEMENT TO THE BULLETIN The New Program at St. John's By SCOTT BUCHANAN Dean of St. John's College The Aims of Liberal Education Two or three generations ago, when the aims of liberal education were still adequately implemented in curricula which had the sanction of both learned and popular opinion, it would have been unnecessary to discuss the aims in a college catalogue. Statements concerning aims would have appeared, and did appear, in the original charter of the college. Whereas, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, etc. This was the elegant style and certain manner of the founders of St. John's College in 1784, as indeed it was for the founders of King William's School in 1696. They could be thus brief and concise, and their words stood safe and secure in the steady faith they and their readers had in the nature of things and of man. We begin with a looser style and an uncertain manner, and it takes many more words to come to the point. In order to state our purpose we start with words from a writer, a scientific writer, of the nineteenth century: Education is the adaptation of the human animal to his environment. We note the play of the child and the restless activity of the adolescent in order to dis- SUPPLEMENT TO THE BULLETIN cern the thread that we wish to follow on to the end. Somewhere along this thread we must pass from the merely physical aspects of the environment to the living aspects, and finally to those things that minister to intellect and spirit. In the process of adaptation play and activity must make their contribution to work and thought. Human animals must feed themselves, sense the world they live in, and move about; in these things they are like other animals. But they must also imagine, speculate, and practise the arts. These involve man, the rational animal. We in this country have of necessity been concerned chiefly with our competence and adaptation in the useful arts, and in this we do not necessarily go astray. It is by taking the useful arts seriously that we discover the liberal arts. In the pursuit of our vital ends we find that imagination, scientific reason, speculation, and observation play an indispensable part, but we also increasingly realize these are special activities with special ends that must be pursued for their own sakes if our more immediate ends are to be gained. There must be appreciation, understanding, and knowledge of the truth even for the sake of our everyday needs. Crucial events in the twentieth century make it unnecessary to argue this point. The arts of apprehending, understanding, and knowing the truth are the liberal arts, and they set their own ends. They are also the arts of the freeman who sets his own immediate ends in the light of the more general good. It is only by the practice of the liberal arts that the human animal becomes a free man. It is only by discipline in these arts that spiritual, moral, and civil liberties can be achieved and preserved. It is in such obvious propositions as these that the founding fathers of 1784 and 1789 gave reasons for the institutions that they set up. It is embarrassing to admit that they are not always familiar and obvious to us. It will be an important part of the instruction at St. John's College to keep this part of our past alive in the minds of the students, but it is even more important that we implement the �8 SUPPLEMENT TO THE BULLETIN ends which the propositions celebrate and seek the virtues which they dictate. Ultimately the ends of liberal education are the intellectual virtues, the development of the capacities from which they come, and the integration of the characters to which they contribute* Tradition The most powerful controlling factor in any human environment is tradition, and any system of education that tries to ignore or escape the tradition within which it operates is bound to fail and destroy itself. The latent dangers in traditions become actual only when they are ignored and evaded. Conscious suppression or artificial construction of a tradition leads only to cultural monstrosity. Eternal vigilance within a tradition is the price of liberty. But there are many traditions: local traditions, family traditions, even personal day-to-day traditions; professional traditions, scientific and literary traditions, political traditions like monarchy and democracy. These provide the mediums in which the individual lives and moves, moral supports for his purposes, and ways for his imagination and thought to travel. Fallen into decay and disrepute, tradition reaches out a dead hand and stops the individual in his tracks. Traditions live in the individual minds and spirits; individuals find their vital fulfillments in living traditions. It is the purpose of the new program at St. John's College to recover the great liberal tradition of Europe and America, which for a period of two thousand years has kept watch over and guided all the other Occidental traditions. All liberal colleges ought to be devoted servants of this great tradition, and this is the secret of their tenacious attempts to discharge their functions against many odds. The tangible and eminently available embodiments and tools of this great tradition are the classics and the liberal arts. SUPPLEMENT TO THE BULLETIN The Classics For a long period of European history the ancient languages and mathematics provided the educational mediums of this tradition. They were called the classics. In the last generation it has been known that they were no longer effective carriers. Our educational system has responded by dropping them. But we have not been successful in finding the proper substitutes, tangible, available, movable objects whose obvious properties will enable teachers to move, lead, and discipline students in the liberal arts. Failure at this point is fundamental failure, and compensations in other directions no matter how good in themselves, no matter how various and interesting they may prove to be to the mass of students, are unfaithful to the imperative need of genuine liberal education. The first step in correction and recovery is admission of failure, and the second step must be research, in the literal sense of retracing the steps in the tradition back to the point where the thread was lost. We, the members of the present administration and staff of St. John's College, have been engaged in this research for the last decade. By following the traces we have found the steps in the great books of the European intellectual tradition. They not only throw light on what has happened to the liberal heritage, but they are themselves the mediums in which it can be revived and carried on in the liberal college. In short the great books of European thought are the classics, and in this sense liberal education should still be classical. It may be well in this place to state the criteria of a classic, the standards by which a given book can be judged to be or not to be a classic. To begin with the apparently trivial, a great book is one that has been read by the largest number of persons. To followers of the publishers' announcements of best sellers this criterion may seem unworthy. Over the entire period of European history, Plato, Euclid, the Bible, and Shakespeare are the best examples: barring historical accidents, such as the burning of the library at Alexandria, the judgment stands. The �SUPPLEMENT TO THE BULLETIN SUPPLEMENT TO THE BULLETIN second criterion is also apparently numerical: a great book has the largest number of possible interpretations. This does not mean that the book must be confusingly ambiguous; it rather refers to the inexhaustibility of its significance, each interpretation possessing a clarity and force that will allow other interpretations to stand by its side without confusion. Dante's Divine Comedy and Newton's Principia are the telling examples under this standard. The third criterion is more important and harder to determine: a great book should raise the persistent unanswerable questions about the great themes in European thought. Questions concerning number and measurement, matter and form, ultimate substance, tragedy, and God open up mysteries for the human mind. These questions are met and evaded regularly by self-styled practical men; faced and explored, they induce, balance, and maintain the intellectual virtues, and on their constant cultivation hang the issues of orthodoxy, heresy, and freedom which are always with us. The fourth criterion is that a great book must be a work of fine art; it must have an immediate intelligibility and style which will excite and discipline the ordinary mind by its form alone. Fifthly, a great book must be a masterpiece of the liberal arts. Its author must be a master of the arts of thought and imagination whose work has been faithful to the ends of these arts, the understanding and exposition of the truth. These five are the tests which a book must pass if it is to belong to any contemporary list of the classics. telligible to both professor and student become approachable and conquerable if the proper path through other books is followed. Finally the educative value and power of any given book increases at a very high ratio as other books are read. Consider Euclid and Newton, Sophocles and Freud, Plato and Kant, Hegel and Marx, Locke and the American Constitution. This is an overwhelming answer to inevitable doubts whether the modern college student has capacities equal to the task of reading which the St. John's program sets. It is also internal evidence from the books themselves that they are the best instruments of education. Current textbooks in special subjectmatters do not belong to the classics; they are the best examples we can find of books that are detached from the tradition and therefore doomed to early death. 10 But such a list makes a chronological series with an order that imposes additional powers on each book. Each book was written after and in the light of previous books; each book was written before other books which it has influenced. Each master has stood on the shoulders of another master and has had later masters as his students. These influences, which are historically vague in some cases, are impressive in the books themselves. Each is something more than itself in its organic place in the series, and this has many implications. One cannot internally understand a given book until he has read its predecessors and also its successors. It turns out that the best commentary on a great book is another great book. Books now unin- 11 Several models and a great deal of teaching and reading have gone into the compilation of the list. There is the experience with the American Expeditionary Force University at Beaune at the end of the War, there is the experience with honors courses at Columbia University during the twenties, there is the experience with adult reading courses in connection with the People's Institute and the New York Public Libraries, there is the experience with undergraduates, graduates, and high school students at the University of Chicago, there is the experience with Litterae Humaniores at Oxford, there is experience in the Benedictine monasteries from the sixth century on. But the best model that we have is the Bible, a series of books so selected and ordered that they have become the Scriptures of the whole race. This is the most read book in our list, and its inspiration has spread backward and forward through all the classics. It should be added that any limited list of the classics must always remain open to revision. There is no better way of revising it than its continuous use in teaching in a college. The "best hundred books" is a variable for collecting the values that satisfy its criteria. That is the minimum way of describing the scholarly task that is laid on the teaching faculty. �12 SUPPLEMENT TO THE BULLETIN A LIST OF GREAT BOOKS In Chronological Order Homer: Iliad'and Odyssey ^Eschylus: Oresteia Herodotus: History Sophocles: CEdipus Rex Hippocrates: Selections Euripides: Medea and Electra Thucydides: History of the Peloponnesian Wars Old Testament Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Distance of the Sun and Moon Aristoxenus: Harmony Plato: Meno, Republic, Sophist Aristotle: Organon and Poetics Archimedes: Works Euclid: Elements Apollonius: Conies Lucian: True History Plutarch: Lives Lucretius: On the Nature of Things Nicomachus: Introduction to Arithmetic Ptolemy: Almagest Virgil: JEneid Strabo: Geography Livy: History of Rome Cicero: De OfKciis Horace: Ars Poetica Ovid: Metamorphoses Quintilian: Institutes Marcus Aurelius: To Himself New Testament Galen: On the Natural Faculties Plotinus: Enneads Augustine: De Musica and De Magistro Song of Roland Volsunga Saga Bonaventura: On the Reduction of the Arts to Theology Thomas: Summa Theologica Roger Bacon: Opus Maius Chaucer: Canterbury Tales Leonardo: Note-books Erasmus: Colloquies Rabelais: Gargantua Copernicus: De Revolutionibus Machiavelli: The Prince Harvey: On the Motion of the Heart Gilbert: On the Magnet Kepler: Epitome of Astronomy Galileo: Two New Sciences Descartes: Geometry Francis Bacon: Novum Organum Hobbes: Leviathan Montaigne: Essays Cervantes: Don Quixote Shakespeare: Hamlet, King Lear Calvin: Institutes Grotius: The Law of War and Peace Corneille: Le Cid SUPPLEMENT TO THE BULLETIN Racine: Phedre Moliere: Tartuffe Spinoza: Ethics Milton: Paradise Lost Leibniz: Mathematical Papers Newton: Principia Boyle: Skeptical Chymist Montesquieu: The Spirit of the Laws Swift: Gulliver's Travels Locke: Essay Concerning Human Understanding Voltaire: Candide Fielding: Tom Jones Rousseau: Social Contract Adam Smith: Wealth of Nations Hume: Treatise of Human Nature Gibbon: Decline and Fall of the Roman Empire Constitution of the United States Federalist Papers Kant: Critique of Pure Reason Goethe: Faust Hegel: Science of Logic Schopenhauer: The World as Will and Idea Coleridge: Biographia Literaria Bentham: Principles of Morals and of Legislation Malthus: Essay on the Principles of Population Mill: System of Logic Marx: Capital Balzac: Pere Conor Thackeray: Henry Esmond Dickens: David Copperfield Flaubert: Madame Bovary Dostoevski: Crime and Punishment Tolstoi: War and Peace Zola: Experimental Novel Ibsen: The Doll's House Dalton: A New System of Chemical Philosophy Clifford: The Common Sense of the Exact Sciences Fourier: Mathematical Analysis of Heat Faraday: Experimental Researches into Electricity Peacock: Algebra Lobachevski: Theory of Parallels Darwin: Origin of Species Mendel: Papers Bernard: Introduction to Experimental Medicine Galton: Enquiries into the Human Mind and its Faculties "Joule: Scientific Papers Maxwell: Electricity and Magnetism Gauss: Mathematical Papers Galois: Mathematical Papers Boole: Laws of Thought Hamilton: Quaternions Riemann: The Hypotheses of Geometry Cantor: Transfinite Numbers Virchow: Cellular Pathology Poincare: Science and Hypothesis Hilbert: Foundations of Geometry James: Principles of Psychology Freud: Papers on Hysteria Russell and Whitehead: Principia Mathematica Veblen and Young: Protective Geometry 13 �14 SUPPLEMENT TO THE BULLETIN The books on this list for the most part have recently been republished in cheap editions* The cost to the student during the four years' course will, with a few exceptions, come within the customary sum paid for textbooks. In special cases, for instance Euclid's Elements in Heath's translation, the College will arrange a subsidy. It is therefore feasible to make and remake such a list, and to prescribe it as the required reading of all students at St. John's who enter the new program of study. The Liberal Arts There are two ways of explaining the function of the liberal arts in a liberal college. The simpler way is to describe the mechanics of instruction. That will appear in what follows. But first it will be well to make clear what the basic distinctions were before the modern chaos buried them under the materials of instruction. In general the liberal arts are the three R's, reading, writing, and reckoning. So they still appear in our primary schools; it is their integrity and power that still lure us back to the little red school houses where our fathers and grandfathers studied and practised them. Before the nineteenth century they had a higher place and a more elaborate development which gave birth to and nurtured the array of subject-matters in the modern university. For fifteen hundred years they were called the Seven Liberal Arts, and before that they were called the Encyclopedia, the "circle for the training of boys". There is a continuous tradition of these as there is of the books, and the two traditions are one in the end. Their formal and operating techniques are more difficult to recover than their products in the great books, but the recovery has proved possible and also illuminating for the practical problems of instruction that the books raise. The clearest historic pattern of the liberal arts for the modern mind is, curiously enough, to be found in the thirteenth century. At the time of Dante's Divine Comedy and St, Thomas' Summa Theologica, they were listed as follows: SUPPLEMENT TO THE BULLETIN Triviam Grammar Rhetoric Logic 15 Quadrivium Arithmetic Geometry Music Astronomy With the medieval emphasis on the rational activities of man and the central position of the speculative sciences of theology and philosophy interest centered on the last art in each column, and the other arts were subordinate and auxiliary to them. The master of arts in the thirteenth century would most likely write his books on logic and metaphysics or in music and astronomy. Other ages made different emphases. The Renaissance found rhetoric, geometry, and music (measurement) most productive and illuminating, with the other arts subsidiary. The Romans went farthest in rhetoric, as one might expect from noting their legal activities. The Alexandrians gave highest honors to the grammarian scholar and the arithmetician and geometer, with considerable consequent attention to experimental science. The Athenian Greeks agreed with the thirteenth century in their ordering of the arts. It seems that we in our political preoccupation and economic energy, coupled with experimental science, are primarily concerned with rhetoric and music, the Pythagorean name for mathematical physics. The order and the shifts in order that this indicates reflect the shifts of attention and emphasis in the great books, and these in turn, as methods of writing and reading, may be said to reflect the spirit of the ages in which they were written. These observations can be turned to account in the manner of teaching which we propose to follow. The entire period with the books and the patterns of the arts can be recapitulated in the four-year college course, the yearly divisions falling respectively at the end of the Alexandrian period, at the end of the middle ages, in the middle of the eighteenth century, and ending with contemporary writers. The schedule can be seen in the following scheme: �16 SUPPLEMENT TO THE BULLETIN SUPPLEMENT TO THE BULLETIN Schedule of Readings by Years Languages and Literature First Year JL Cell. Second Year Third Year Fourth Year Homer Herodotus Thucydides Aeschylus Sophocles Euripides Aristophanes Lucian Old Testament Horace Ovid Livy Virgil New Testament Quintilian Dante Volsunga Saga Song of Roland Chaucer Cervantes Shakespeare Milton Rabelais Corneille Racine Moliere Erasmus Montaigne Montesquieu Grotius Gibbon Voltaire Swift Rousseau Adam Smith American Constitution Federalist Papers Malthus Marx Fielding Balzac Flaubert Thackeray Dickens Ibsen Dostoevski Tolstoi Liberal Arts Mathematics and Science Plato Aristotle Hippocrates Galen Euclid Nicomachus Aristarchus Apollonius Ptolemy Archimedes Aristoxenus Lucretius Aurelius Cicero Plotinus Augustine Bonaventura Thomas Roger Bacon Strabo Leonardo Copernicus Galileo Descartes Calvin Spinoza Francis Bacon Hobbes Locke Hume Kepler Harvey Gilbert Newton Leibniz Boyle Kant Schopenhauer Hegel Goethe Bentham Mill James Freud > Peacock Boole Fourier Lavoisier Dalton Hamilton Faraday Maxwell Joule Darwin Virchow Bernard Galton Mendel Clifford Cantor Riemann Lobachevski Hilbert Poincare Gauss Galois Russell 8 Whitehead Veblen 8 Young 17 This scheme correlates the books with the appropriate contemporaneous ordering of the liberal arts, and provides the basic pattern of instruction so that it will be most effective and economical. The two outside columns give the divisions of the books that are primarily literary and linguistic in medium and style and those that are mathematical and scientific in these respects. The middle column gives the texts that expound the distinctions and ordering principles of the arts of reading, understanding, and criticism that will most efficiently exploit the contents of the books. Along with these, we propose to run laboratories of three kinds throughout the course, one to study the devices of measurement and instruments of precision, another to repeat the crucial and canonical experiments in the history of science, and still another for the focusing and concentrating of the devices of all the sciences upon such contemporary problems as the nature of the cell, the chemical, physical, and biological balances in the blood, and the basic problems in embryology. These are the non-bookish classics that the modern laboratory has produced, and the consequent disciplines will be provided for the liberal training of the student. It is an interesting fact of modern times that the classics and the liberal arts are kept alive chiefly by experimentation. The liberal arts are chiefly concerned with the nature of the symbols, written, spoken, and constructed, in terms of which we rational animals find our way around in the material and cultural world in which we live. Symbols have practical aspects, as in rhetoric and industry, which must be understood and distinguished from their theoretical uses and significances in science and literature. Again there are concrete data and artificial products that must be distinguished from the abstract principles and ideas which govern them* There are many connections that these aspects have with one another, and it is the business of the liberal artist to see these apart and put them together. Success in this constitutes intellectual and moral health. Failure is stupidity, intellectual and moral decay, and slavery, to escape which the founding fathers set up institutions of liberal education. It is reassuring to know that they had more than pious hopes in their minds when they made charters for St. John's College and its sister institutions. �T 18 SUPPLEMENT TO THE BULLETIN SUPPLEMENT TO THE BULLETIN Machinery of Instruction For students who choose to enter this program of study this year, 1937, there will be a staff of instruction consisting of men who have come to St. John's from the University of Chicago, the University of Virginia, Columbia University, and Oxford. Ideally these men should be equally well trained in each aspect of the program, have read all the books in the list, and mastered all the arts. Actually the members of the staff have been educated during the period of academic specialization, and they therefore are specialists who have re-educated themselves in varying degrees. Together their specialties cover the range of the books and the arts, and students will achieve balanced training through a scheme of combination and rotation of teaching techniques; and the same will be true for persons in charge. Such a scheme is dictated by the books and the liberal arts. The teaching devices in the scheme are four: 1) reading and discussion of the books in seminars; 2) formal lectures on special topics in the liberal arts; 3) tutorials; 4) laboratories. Seminars Meetings of seminar groups will occur twice a week with any additional meetings that special circumstances or difficulties may indicate. There will be two instructors in charge, and the instruction will make use of a wide range of devices from explication de texte to analysis of intellectual content and the dialectical treatment of critical opinion. Formal Lectures The liberal arts operate in the light of principles which constitute the liberal sciences. These sciences will be progressively expounded in formal lectures by various members of the staff as the course proceeds. They will be expository and critical also of themes that arise in the reading of the books. There will be at least two formal lectures a week. 19 Tutorials There will be three kinds of tutorial instruction for small groups or individuals: in original languages, in mathematics, and in writing. The study of an original language will be initiated in an intensive manner during a period of six or eight weeks at the beginning of each year. The books will be read in English translation, but their proper interpretation is most rapid and efficient when they are studied as translations. This requires only a part of the knowledge commonly demanded now in language courses, a knowledge that is rapidly and easily acquired by the study and analysis of texts selected from the books on the list. This training will serve two purposes in the course, first as it contributes to a knowledge of universal or general grammar as we shall study that in the liberal arts, and as a cumulative skill in the genuine reading of any text including those in English. Greek will be thus studied the first year, Latin the second, and French and German in the third and fourth. It should be noted that these correspond with the original languages of the texts in those years. The second kind of tutorial will be ordered to the elementary study of the mathematical books. Modern students, more because of the diversity in previous trainings rather than because of any genuine differences in native endowments, vary a great deal in their mathematical abilities. The mathematical tutorials will be organized and taught on the basis of diagnoses of individual cases with the aim of leading each student into vital intellectual relations with the mathematical texts. This task will be facilitated by the mathematical laboratory for those whose difficulties lie in the operational level. The third kind of tutorial is concerned with training in writing. Selected texts will be memorized, imitated in style, translated, and criticized. The aim here will be triple: to induce active participation in the thought of the great authors, to increase the original literary ability of the student, and to encourage him in original literary creation. There are plans for a magazine of commentary and criticism to which students, teach- �20 SUPPLEMENT TO THE BULLETIN SUPPLEMENT TO THE BULLETIN ers, and friends of the St. John's program may contribute. This will be closely connected with the writing tutorials and will be under student editorship. Laboratories There will be three kinds of laboratories; one in mathematics and measurement; one in experimentation; and one in the combination of scientific findings. The mathematical laboratory will be equipped with the basic instruments of measurement in all the sciences. Here students learn the mathematical principles that have been embodied in the instruments, learn to operate them, and thus become familiar with the operational aspects of both mathematics and the natural sciences. They will also acquire the "feel" of elementary laboratory techniques for all the sciences. The second kind of laboratory will allow students to repeat the crucial and canonical experiments in historic and contemporary science. There are classics in empirical science, experiments which once uncovered principles and laid the foundation for whole fields of investigation. Some of these go back to the lever and the balance, some of them like Galileo's experiments with the inclined plane founded classical mechanics, others like Milikan's measurement of the force on the electron have set the themes for contemporary science. Students will study these scientific classics* At the end of the course there will be a laboratory for the combining of scientific findings in order to investigate concrete problems of central importance. The best problems come from the medical sciences, problems of the cell, problems of blood balances, problems of embryology* They will be in charge of a member of the staff who is acquainted with medical science. These laboratories will provide a proper pre-professional scientific training, will illustrate the liberal arts in their liveliest contemporary practices, and will focus the past on the present for the whole course. The mathematical laboratory will carry the student through the first year, the experimental laboratory through the second and third years, and the combinatorial laboratory the last year. 21 Schedule A given week will contain a maximum of approximately seventeen hours of actual classroom and laboratory work. This will be divided as follows: Seminars Lectures Tutorials Language (for 6 weeks) Mathematics Writing Laboratory Total 4 2 . . hours hours 3 3 2 2^ hours hours hours hours l6l/2 hours Actually this total will vary between fourteen and seventeen hours with an average of hours for the week equal to the customary requirements of liberal colleges in this country. Admission to this Course On account of the great variation in preparatory training for college students, no preparation is assumed for this course beyond a minimum of reading, writing, and arithmetic; eventually there will be a formulation of this minimum requirement. At the start and for some time in the future we shall apply the usual set of requirements for admission to St. John's College, with special consideration for candidates of outstanding ability whose previous records may not conform to the stated regulations. This course is not designed for any special type of student, either better or worse than the average. It has rigors to meet the abilities of the best students, and it has excellences and aids for the conventionally judged mediocre or even poor student who also should have the best educational material and teaching attention. The course is a single all required course, and cannot be taken in part. It has within it so many degrees of freedom not frequently offered at present that no apology is needed for a formalism that is only apparent. �22 SUPPLEMENT TO THE BULLETIN Students entering St. John's College in September, 1937, will be personally advised concerning the opportunities for their education that this course offers, and will be invited to enter it. Old students who wish to make a new start may also choose to enter it. It cannot be taken in part as substitute for one, two, or three years that they still have to complete in the old curriculum. This rule also applies to students transferring from other institutions. Degree Requirements Satisfactory work in this course for four years will be accepted as fulfillment of the requirements for a Bachelor of Arts degree. There will be the usual semester examinations, either oral or written or both, and a final comprehensive examination, oral and written, at the end of the four years. Specifically, the requirements are as follows: Knowledge of the contents of the required books of the course* Competence in the liberal arts. A reading knowledge in at least two foreign languages. Competence in mathematics through elementary calculus. 300 hours of laboratory science. These requirements more than meet the demands of graduate schools in this country, whether in medicine, law, theology, science, business or the arts and sciences. There is enough freedom in the course for the individual student to meet any special requirements that his choice of career and graduate school may dictate. Despite daily assertions to the contrary, there is no educational device for assuring worldly success to the student. To cultivate the rational human powers of the individual so that armed with the intellectual and moral virtues he may hope to meet and withstand the vicissitudes of outrageous fortune— that is education. � 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 College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 22 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The New Program at St. John's College in Annapolis: Supplement to the Bulletin Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1937-07 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 Description An account of the resource College catalog supplement for the years 1937-1938 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/300e06d23ecf6c56dc40320ad224a634.pdf a9935cc64a5610128e58a07878947dbd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 22 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Supplement to the Bulletin, July 1937, The New Program at St. John's College in Annapolis Description An account of the resource Supplement to the Bulletin, entitled "The New Program at St. John's College in Annapolis". Published in July 1937. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1937-07 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 Bulletin_Supplement_1937_July Deans Presidents Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9187da0c29503be51ed1847813378675.jpg 7bc8f24bb32f6e18dc971238cdca33bf Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 10 x 13.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0363 Title A name given to the resource North Portico of McDowell Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1937-1938 [circa] Creator An entity primarily responsible for making the resource McKay, Hugh Subject The topic of the resource St. John's College (Annapolis, Md.). -- McDowell Hall -- 1930-1940. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. McDowell Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/55a36780702dc5bce8beb93d14393462.jpg 50bd93f31a9922feaa7bd4e95fc8bba4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 10 x 12.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0364 Title A name given to the resource North Portico of McDowell Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1937-1938 [circa] Creator An entity primarily responsible for making the resource McKay, Hugh Subject The topic of the resource St. John's College (Annapolis, Md.). -- McDowell Hall -- 1930-1940. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. McDowell Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a90bfca628606fa4a044d77918f37a23.jpg 3cc9413b12088a6adb608701c561b19f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 10 x 15 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Resolution Resolution of the image in dpi. 600 dpi Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0699 Title A name given to the resource Stringfellow Barr, Seated at Desk, Reviewing a Document with Scott M. Buchanan, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Creator An entity primarily responsible for making the resource Unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1937-1940 [circa] Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Subject The topic of the resource Barr, Stringfellow, 1897-1982 Buchanan, Scott Milross, 1895-1968. St. John's College (Annapolis, Md.). -- Presidents St. John's College (Annapolis, Md.). --Deans. Deans Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d497a9958e237b137b13eb30d1d12427.jpg 4cc4cc4bbecdcaaebe5445b4e7770df3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 10 x 7 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0367 Title A name given to the resource Meeting in the Great Hall in McDowell Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1937-1950 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- McDowell Hall -- Great Hall -- 1940-1950. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Great Hall McDowell Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7b4e20bca723018b0834d98e1ed84c7b.jpg 5eb1ff901c865011fe7f659165cac306 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 12.5 x 10 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0505 Title A name given to the resource John S. Kieffer, William Kyle Smith, Richard Scofield and Students at a Senior Oral in McDowell Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1937-1950 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Senior Orals (St. John's College, Annapolis, MD) St. John's College (Annapolis, Md.). -- Presidents. St. John's College (Annapolis, Md.). -- Deans. St. John's College (Annapolis, Md.). -- Faculty. Kieffer, John Spangler. Smith, William Kyle. Scofield, Richard 1898-1970. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni Deans Presidents Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/cba889856b13c9454211a368b84267c3.jpg 08b87275d9d630df839dc62a00a5aa6a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 12.5 x 10 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Resolution Resolution of the image in dpi. 600 dpi Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0448 Title A name given to the resource Front View of Iglehart Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Creator An entity primarily responsible for making the resource Unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1938 Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Subject The topic of the resource Iglehart Hall (St. John's College, Annapolis, MD) 1938. Iglehart Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/1fbce2298c90d9ed042edc6007536c31.pdf f9a7480f192df99f8f868026a29dcb3c 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 Yearbooks Description An account of the resource This collection contains yearbooks from St. John's College in Annapolis, MD. Yearbooks are sometimes referred to as the "Rat Tat", "Cicerone", or "Canvas". This collection includes all published yearbooks since 1896.  Please note that yearbooks were not published every year.<br /><br />Holdings: <br />1896 v. 1<br />1898 v. 2 - 1899 v. 3<br />1901 v. 4 – 1912 v. 15<br />1914 v. 17 – 1918 v. 21<br />1920 v. 22 – 1945/1946<br />1947 – 1951/1953<br />1957<br />1982<br />1986 – 1990/1991<br />1992 – 2001/2002<br />2015/2016 – 2017/2018<br />2021/2022 - 2024/2025<br /><br />Click on <strong><a title="Yearbooks" href="http://digitalarchives.sjc.edu/items/browse?collection=21">Items in the Yearbooks Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context yearbooks 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 (bound book) Page numeration Number of pages in the original item. 98 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 The Rat-Tat (1938) Description An account of the resource St. John's College Yearbook for the year 1938. Also, the first yearbook to incorporate the New Program. Creator An entity primarily responsible for making the resource Medford, Jr., Ernest Leslie (editor) Hamilton, Jr., Harry Lee (manager) Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1938 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 1938 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/bf0fd589521c6e814f64b9b5de264306.jpg 7192a2b9cb9153d202e9da8eb2b26a25 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 12.5 x 10 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0353 Title A name given to the resource The Cupola of McDowell Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1938 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- McDowell Hall -- 1938. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. McDowell Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d1cf47f13982c61143d78f83ba9be52d.jpg a98321d169dcd3de63b1f96120d4b32e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 10.5 x 13 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0358 Title A name given to the resource The Cupola of McDowell Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1938 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- McDowell Hall -- 1938. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. McDowell Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5f10715c3381be633ae0ea168a5eab3f.jpg 28b72e2952cb81cecd76e558073d5ee5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 9.5 x 12 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0362 Title A name given to the resource Front View of McDowell Hall with Cupola, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1938 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- McDowell Hall --1938. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. McDowell Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/dc6dcb163829a390c1fab63c6e7f55a5.jpg 659c5361880bf18ca4a450dea7fee70b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 12.5 x 9.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0437 Title A name given to the resource The Liberty Tree with Fence, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1938 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Liberty Tree (St. John's College, Annapolis, MD) 1938. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Liberty tree https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/847e2cf4511d369f05606d985a7bbaae.jpg 0c56d996266daecb6a440382d93d37d7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 12.5 x 9.5 cm Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0438 Title A name given to the resource Humphreys Hall from McDowell Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1938 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Brick buildings Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Humphreys Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6ca76d97c7b15e0a8d78516d5d10502b.jpg beebbf994b3100e2f740fb508479e65b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 10 x 13.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0457 Title A name given to the resource Side View of Iglehart Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1938 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource Iglehart Hall (St. John's College, Annapolis, MD) 1938. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Iglehart Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6db0579aca3f2afe4843a22b67b3a5c3.jpg 28a9deef88cdfd33e90f648f3040c76b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0830 Title A name given to the resource George C. Vedova and Students in Sophomore Mathematics Tutorial, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1938 Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Mathematics Tutorial. St. John's College (Annapolis, Md.). -- Faculty. St. John's College (Annapolis, Md.). -- Students. Vedova, George C. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Annapolis Sophomore Math Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6fcafe9a7b3c372519a9974709592446.jpg 34bc487d4effb2cc37e09a212fbf2429 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource <p>The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. </p> To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <strong><a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a></strong> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 25.5 x 20.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Resolution Resolution of the image in dpi. 600 dpi Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0872 Title A name given to the resource Students in the Coffee Shop with Waiters, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Creator An entity primarily responsible for making the resource Unknown Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1938 [circa] Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/73a6cf74bf7cbff9fdbd287536cdc931.pdf 100c07128e0852091465ccdbab704225 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication.<br /><br />Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 8 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1938_2_18 Title A name given to the resource St. John's Collegian, February 18, 1938 Date A point or period of time associated with an event in the lifecycle of the resource 1938-02-18 Description An account of the resource Vol. LII, No. 8 of the St. John's Collegian. Published on February 18, 1938. Creator An entity primarily responsible for making the resource Myers, P. A. (Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/95c78299ff6e27dd71121b488b6a36a8.pdf 25331ee677446ff911a89081eb9bd796 PDF Text Text HAMPTON INSTITUTE HAMPTON . VIRGINIA BOARD OF TRUSTEES J, HENRY SCATTER G OOD, CHAIRMAN PHILADELPHIA, PA, ARTHUR HOW E , PRE S ID E NT ROBERT OGDEN PURVE S, TR EAS UR ER JOHN W, HANES, NEW YORK CITY NEW YORK CITY HENRY WILDER FOOTE, BELMONT , MA S S . DANIEL W. ARM S TRO N G , NEW YORK CITY ARTHUR CURTI S S JAMES , CHAIRMAN EMKRITU S WIL.LIAM H . SCOVIL.L.E , SE CRE TARY OWGIHT P. ROBINSON , PHI L ADELPHIA , PA , CHARLES E . BI G ELOW , NEW YORK CITY ARTHUR HOWE , HAMPTON , VA . WILLIAM JAY SCHIEFFI!:LIN, NEW YORK CITY THOMAS JESSE JONE S, NEW YORK CITY FRANK W . DA R LING, HAMPTON, VA , ROBERT A . GARDNER , C HIC AG O , I L L . C H E S TER B. EMERSON , CLEVELAND, FIELD SE C RETARY FRANK P. GR A H A M , CHAPEL HILL, N . C. W . C AMERON FORBES, BO S TON , MASS . MORGAN E . NORRI 9 1 KILMARNOCK, V A. R O BERT R . MOTON , CAPAHOSIC , VA . OHIO RALPl-1 JOHN M . SCHIFF, NEW YOR K CITY June 1?, 1938 Dear President Barr: As we ar:::·ange the field schedule of the Hampton Quartette for next year , we bring to you herein a suggest ion. Your interest wi ll be our plea sure . Sincerely yours, President Stringfellow Barr St. John's Coll ege Annapolis Maryland A. MACGILVRA �THE HAMPTON QUARTETTE WANTS TO SING FOR YOU Since 1873 the Hampton Quartette has visited schools and colleges in our country and abroad. Their programs, mainly of Negro Spirituals and Work Songs, carry enjoyment to tens of thousands of campus citizens and return engagements are now traditional at several hundred fine institutions. Moreover, the music promotes in its hearers a striking degree of understanding of the twelve million of our citizens who, with their forebears, have yielded these, the only American folk songs. Hampton Institute sends this and other musical groups into the field: (a) To raise scholarship funds for Negro boys and girls who will otherwise be denied training; (b) to advance interracial esteem; and (c) to share the beauty of the American Negro folk music in authentic form. Fees are not charged. Students and staff sometimes join in a contribution to Hampton. Many schools send what they can from school funds. Hampton relies solely upon the interest and capacity of its audiences to cooperate, no appeal being made; and any amount that is sent to Hampton is gratefully received. Phillips-Andover, Phillips-Exeter, Horace Mann, Deerfield Academy, Winsor School, Lake Forest, Francis Parker, Laurel, Hawken, Kent, Loomis, Taft, Choate, Moses Brown, Spence, Brearley, Harvard, Yale, Bryn Mawr, Wellesley, Smith, Vassar, Western Reserve, University of Chicago, Oberlin and Haverford are representative of the student bodies reached regularly by the Quartette. Programs usually occupy thirty minutes to one hour, divided into groups of songs. A recent graduate of Hampton speaks briefly (three minutes) about Hampton Institute and about the origin and significance of the songs. Hampton Institute will be pleased to present a fitting program at any regular or special assembly of your staff and students during the student year of 1938-1939, when other engagements will require them to be in your section. If you are interested to have the Quartette, please write us soon while the schedule is being prepared, naming the date and hour of your first choice, with as many alternative dates as are available. THE HAMPTON QUARTETTE HOPES TO SEE YOU NEXT YEAR � 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 Playbills & Programs Description An account of the resource Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe.<br /><br />Click on <strong><a title="Playbills &amp; Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills &amp; Programs Collection</a></strong> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context playbillsprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 2 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hampton Quartette Date A point or period of time associated with an event in the lifecycle of the resource 1938-06-17 Identifier An unambiguous reference to the resource within a given context Bx1-13 Description An account of the resource Request letter from the Hampton Quartette of the Hampton Institute to perform at St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9b768df45f796c5f54563a6be778b2bd.pdf 41129fce915f15bab02ffdb7f7a8f907 PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS CATALOGUE FOR 1937-1938 ANNOUNCEMENTS FOR 1938-1939 OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM ~~Library I I I 0 L t.t.rrlllld ANNAPOLIS, MARYLAND JULY, 1938 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �ST. JOHN'S COLLEGE IN ANNAPOLIS �ST. JOHN'S COLLEGE IN ANNAPOLIS CATALOGUE FOR 1937-1938 ANNOUNCEMENTS FOR 1938-1939 OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM ANNAPOLIS, MARYLAND JULY, 1938 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �CONTENTS PAGE COLLEGE CALENDAR BOARD OF VISITORS AND GOVERNORS.......................... PRINTED BY BALTIMORE PRESS BALTIMORE, MD. 8 FACULTY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LoRD 6 OFFICERS OF ADivrINISTRATION............ . . . . . . . . . . . . . . . . . . . THE 5 9 THE NEW PROGRAM AT ST. JoHN's CoLLEGE A Brief History of St. John's College ..........•.....•.... The Background of the New Program .................... The Liberal Arts. . . . • . . • . . . . . . . . . . . . . . . . . • . . . . . . . . . . . • Mode of Instruction. . • . . • . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . The Physical Environment. . . . • . . . . . . . . . . . . . . . . . . . . . . . . 17 20 25 31 34 COURSES OF INSTRUCTION IN THE ELECTIVE PROGRAM. . . . . . • . . . . 37 GENERAL REGULATIONS Admissions · . . . . . . . . . . . . . • . . . . . • . . . . . • . . • . . . . . . . . • . . . . Residence . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fees, Scholarships, and Student Aid ................•..•.. Scholastic .Requirements . . . . • . . • . . . . . . . . . . . . • . . . . . . . . . . Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . 62 65 67 73 80 STUDENTS ENROLLED, 1937-38; DEGREES CONFERRED AND PRIZES AWARDED, 1936-37 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 INDEX .... ' .....•.....•.................................. 90 �1938 1939 JANUARY s JULY M T w T F 2 3 9 10 16 17 23 24 30 31 4 5 11 12 18 19 25 26 .. .. 6 13 20 27 .. 7 14 21 28 .. s s 1 8 15 22 29 .. 3 10 17 24 31 M T w T F 1 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29 .. . . .. .. .. FEBRUARY .. 6 13 20 27 .. 7 14 21 28 1 8 15 22 .. 2 3 4 9 10 11 16 17 18 23 24 25 . . .. .. .. 7 14 21 28 1 8 15 22 29 2 3 4 9 10 11 16 17 18 23 24 25 30 31 . . 6 13 20 27 .. 1 7 8 14 15 21 22 28 29 .. .. MAY 1 8 15 22 29 5 .. 1 2 3 4 12 7 8 9 10 11 19 14 15 16 17 18 26 21 22 23 24 25 . . 28 29 30 31 . . .. 5 12 19 26 .. 6 13 20 27 .. 7 14 21 28 1 8 15 22 29 2 9 16 23 30 5 12 19 26 .. .. .. 4 5 11 12 18 19 25 26 .. 6 13 20 27 .. 7 14 21 28 1 8 15 22 29 2 .. .. .. .. 9 2 3 4 5 16 9 10 11 12 23 16 17 18 19 30 23 24 25 26 . . 30 31 . . . . .. 6 13 20 27 .. 7 .. .. 1 14 6 7 8 21 13 14 15 28 20 21 22 . . 27 28 29 5 12 19 26 .. 6 13 20 27 .. 2 9 16 23 30 T F 5 6 12 13 19 .20 26 27 .. .. .. 5 12 19 26 .. 7 14 21 28 .. DECEMBER 2 9 16 23 30 .. 6 13 20 27 7 14 21 28 .. . . . . .. 1 2 3 4 7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 . . . . .. . . .. .. 3 4 10 11 17 18 24 25 . . .. .. 5 12 19 26 .. . . .. 6 13 20 27 .. 7 14 21 28 .. 1 8 15 22 29 .. 1 2 8 9 15 16 22 23 29 30 September 20 ... Entrance examinations ............. September 19 September 21. .• Registration ...................... September 20 September 22 ..• Convocation: opening of session ..... September 21 November 13 ... First quarter ends .................. November 12 November 25 ... Thanksgiving day: holiday . ......... November 24 December 22 ... Christmas recess begins ............. December 17 1938 1939 January 2 ...... Christmas recess ends ................. January 2 January 20 ..... Midyear examinations begin ........... January 23 January 29 ..•.. Midyear examinations end ............ January 28 3 4 5 10 11 12 17 18 19 24 25 26 31 .. . . February 22 .... Washington's birthday: holiday ...... February 22 March 26 ...... Third quarter ends .......... ,. ......... March 18 April 13 ....... Spring recess begins ................... March 18 April 20 ....... Spring recess ends ..................... March 27 May 26 ........ Final examinations begin ................. May 29 MAY .. 7 14 21 28 1938 January 31. .... Second semester begins ............... January 30 APRIL .. 2 9 16 23 30 1937 September 23 ..• Classes begin ..................... September 22 .. MARCH 1 8 15 22 29 .. COLLEGE CALENDAR s 3 . . . . .. l· 2 3 4 10 5 6 7 8 9 10 11 17 12 13 14 15 16 17 18 24 19 20 21 22 23 24 25 .. 26 27 28 29 30 31 . . 2 3 4 5 9 10 11 12 16 17 18 19 23 24 25 26 30 . . . . . . 3 4 .. .. .. .. 1 10 11 4 5 6 7 8 17 18 p 12 13 14 15 24 25 n0 19 20 21 22 . . ./ 25 26 27 28 29 M J w 2 Ta 4 91 10 11 16 17 18 23 24 25 30 31 . . .. .. .. FEBRUARY NOVEMBER 2 3 4 5 6 9 10 11 12 13 16 17 18 19 20 23 24 25 26 27 30 31 . . . . . . JUNE 1 8 15 22 29 .. OCTOBER .. .. .. 5 12 19 26 .. 2 9 16 23 30 .. SEPTEMBER APRIL .. .. 3 4 10 11 17 18 24 25 .. .. s s AUGUST MARCH .. 6 13 20 27 JANUARY 6 13 20 27 .. June 4 ......... Final examinations end ................... June 3 June 5 .......•. Baccalaureate Sunday .................... June 4 June 7 ......... Class day .............................. June 5 June 8 ......... Commencement ......................... June 6 JUNE 3 . . .. 10 4 5 ri' 17 11 12 13 24 18 19 20 31 125 26 27 • •1 .. 7 14 21 28 1 2 8 9 15 16 22 23 29 30 3 10 17 24 .. 5 �~~~~~~~~~~~---.~ i I ,1 I I CATALOGUE OF ST. JOHN'S COLLEGE 7 LANSDALE G. SASSCER, President of the Senate, Upper Marlboro, Md. EMANUEL GoRFINE, Speaker of the House of Delegates, Baltimore, Md. BOARD OF VISITORS AND GOVERNORS JUDGES OF THE COURT OF APPEALS Chairman, DR. RoBERT M. HUTCHINS, President, University of Chicago, Chicago, Ill. CARROLL T. BoND, Chief Judge . .................. Baltimore, BENJAMIN F. JoHNSON, Associate Judge ............ Salisbury, HAMMOND URNER, Associate Judge ... .............. Frederick, W. MASON SHEHAN, Associate Judge . ................ Easton, T. ScoTT OFFUTT, Associate Judge .................. Towson, WALTER J. MITCHELL, Associate Judge ............. . LaPlata, FRANCIS NEAL PARKE, Associate Judge ........ . Westminster, D. LINDLEY SLOAN, Associate Judge . ............ Cumberland, Vice-Chairman, DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. . Secretary, RICHARD F. CLEVELAND, Baltimore Trust Bldg., Baltimore, Md., Lawyer. l DR. AMOS F. HUTCHINS, 1227 N. Calvert Street, Baltimore, Md~, Surgeon. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 ,E. Saratoga Street, Baltimore, Md. 1 FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Va. PAULL. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. RoBERT 0. BONNELL, President, The Public Bank of Maryland, 15 E. Fayette Street, Baltimore, Md. STRINGFELLOW BARR, President, St. John's College, Annapolis, Md. CLARENCE W. STRYKER, Professor Emeritus of History, St. John's College, Annapolis, Md. CoLBY M. CHESTER, Chairman, General Foods Corporation, 250 Park Avenue, New York City. HAROLD F. LINDER, Member of firm of Carl M. Loeb & Company, 61 Broadway, New York City. DR. ScoTT BucHANAN, Dean, St. John's College, Annapolis, Md. The Governor of the State of Maryland, the President of the Senate, and the Speaker of the House of Delegates of the Maryland General Assembly and the Judges of the Maryland Court of Appeals are ex officio members of the Board. His Excellency, HARRY W. NICE, Governor of Maryland, President Ex Officio, Annapolis, Md. 6 • Md. Md. Md. Md. Md. Md. Md. Md. �FACULTY OFFICERS OF ADMINISTRATION PRESIDENT AND FELLOW PRESIDENT STRINGFELLOW BARR .....•..•........•.....•....•.. Brice House STRINGFELLOW BARR, B. A., M.A ....... ······ .12 McDowell Hall DEAN ScoTT BucHANAN, B. A., Ph.D ................ 11 McDowell Hall ASSISTANT DEAN J oHN McCLEARY, A. B., M. A. .................... 5 Randall Hall TREASURER HARRISON WEYMOUTH, A. B.........•.....•... 13 McDowell Hall B. A., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; dip!Ome, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modern European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37. Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. President and Fellow of St. John's College, July 1, 1937-. DEAN AND FELLOW ScoTT BUCHANAN .............................•.. 36 East Street MIRIAM STRANGE, A. B..................•..... 14 McDowell Hall B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph.D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Dean and Fellow of St. John's College, July 1, 1937-. LIBRARIAN PROFESSOR OF CHEMISTRY LuLu VIOLA EBAUGH ..............•.........•.. Woodward Hall HERMANN.BERNHARD ........................... 2 Taney Avenue AUDITOR WILL-A. CLADER, C. P.A........ 57 William Street, New York City REGISTRAR DIETITIAN GEORGIA MAE SMITH ..••...•...•..............•... RandaU HaU COLLEGE PHYSICIAN ]AMES JosEPH MURPHY, M. D .................. ·······.Infirmary Student, Universities of Petrograd, Wuerzburg, and Leipzig; Ph. D,, University of Berlin, 1913. Assistant in Chemistry, Institute of Agriculture, Berlin, 1913-14; Chemical Research, 1914-23; Instructor in.Chemistry, Swarthmore College, 1923-25; Assistant Professor of Chemistry, St. John's College, 1925-26; Associate Professor of Chemistry, St. John's College, 1926-30; Professor of Chemistry, St. John's College, 1930-. PROFESSOR OF MATHEMATICS DIRECTOR, DEPARTMENT OF PHYSICAL EDUCATION VALENTINE LENTZ, B. S ..•..•..•..•..• · · · · · • · · · · · • · ·Gymnasium 8 GEORGE ALTHOFF BINGLEY ..•..•..•..•..•........•.. Brice House B. A., 1910, M.A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-B; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-. 9 �10 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 11 ASSOCIATE PROFESSOR OF PHILOSOPHY PROFESSOR OF ENGLISH v· FORD KEELER BROWN ........ , ..•..••..•.. 243 King George _Street ADAM ALLES ...........•........•......... Edgewater, Maryland B. A., Colorado State Teachers College, 1917; B. D., Oberlin College, 1920; M.A., 1921, Ph.D., 1926, Yale University. University of Berlin, 1922-23; University of Paris, 1923-24. Sterling Fellow and Assistant in Ethics, 1924-25, University Fellow, 1925-26, Yale University; Instructor in German, Rutgers University, 1926-27; Assistant Professor of Philosophy, St. John's College, 1927-34; Associate Professor of Philosophy, St. John's College, 1934-. A. B., University of Washington, 1920; D. Phil., Oxford University, 1926. Assistant in English, 1919-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's College, 1925-29; Professor of English, St. John's College, 1929-. PROFESSOR OF BIOLOGY REGINALD HEBER RIDGELY .......... Revell Street, West Annapolis ASSOCIATE. PROFESSOR OF BIOLOGY B. S., 1895, A. M., 1902, St. John's College; D. Sc., University of Maryland, 1920. Professor of Biology, St. John's College, 1912-. FREDERICK WHIPPLE APPEL ................... 217 Hanover Street Ph. B., 1924, Ph.D., 1927, University of Chicago. National Research Fellow, University of Chicago, 1927-28; Assistant Professor of Biology, St. John's College, 1928-29; Associate Professor of Biology, St. John's College, 1929-; Investigator, The Marine Biological Laboratory, Woods Hole, Massachusetts (summers), 1934-. PROFESSOR OF FRENCH JACOB BERNARD SEGALL ..•.....•..•.....•..•........ Brice House B. L., and B.Sc., Lycee of Jassy, Roumania, 1884; Ph.D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modern Languages, McGill University, 1900-01; Instructor in French, College of the City of New,York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; Professor. of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-. PROFESSOR OF ECONOMICS VERTREES JUDSON WYCKOFF .................• 13 Thompson Street B. A., 1920, Ph.D., 1923, Johns Hopkins University. Research Student at the Bethlehem Steel Company, 1923-24; Assistant Professor of Economics, St. John's College, 1924-26; Associate Professor of Economics, St. John's College, 1926-36; Professor of Economics, St. John'.s College, 1936-. ~. ASSOCIATE PROFESSOR OF PHYSICS \/ MARION ALONZO EASON ........•.....•....• Severnside, Maryland E. E., University of Virginia, 1909. General Electric Company, 1909-11; Instructor in Mathematics and Physics, Fitchburg (Massachusetts) High School, 1911-13; Electrical Maintenance Department, Du Pont Powder Company, 1914-15; Instructor in Electrical Shop Practice, Department of Manual Arts, Boston, Mass., 1915-16; Instructor in Mathematics, United States Naval Academy, 1916-20, Assistant Professor, 1920-25; Instructor, Mathematics and Physics, Naval Academy Preparatory School, 1925-27; Assistant Professor of Physics, St. John's College, 1927-34; Associate Professor of Physics, St. John's College, 1934-. ASSOCIATE PROFESSOR OF SPANISH THOMAS AusTIN FITZGERALD ..•.........•....... 567 West Street M. D., University of Maryland, 1896. College Physician, St. John's College, 1919-; Lecturer in Hygiene, St. John's College, 1929-. Ped. B., Missouri Teachers' College, 1911; A. B., University of Missouri, 1913; A. M., University of Illinois, 1921; Certificado, Centro de Estudios Hist6ricos, Madrid, 1929. Instructor in Ancient and Modern Languages, Pensacola Classical School, 1913-14; Burlington (Iowa) High School, 1914-18; Terrill School (Dallas), 1918-20; Assistant in Romance Languages, University of Illinois, 1920-21; Assistant Professor of Spanish, University of Kansas, 1921-73; Instructor in Romance Languages, University of Illinois, 1923-27; Assistant Professor of Romance Languages, St. John's College, 1927-29; Assistant Professor of Spanish, St. John's College, 1929-34; Associate Professor of Spanish, St. John's College, 1934-. ASSOCIATE PROFESSOR OF CHEMISTRY ASSOCIATE PROFESSOR OF GERMAN PAUL ALLEN, JR .....................•..•..•.. 24 Murray Avenue RICHARD KuEHNEMUND ................... 235 King George Street A. B., Harvard College, 1919; A. M., 1922, Ph.D., 1924, Harvard University. Instructor in Chemistry, New York University, 1923-24; Research Chemist, 1924-29; Assistant Professor of Chemistry, St. John's College, 1929-34; Associate Professor of Chemistry, St. John's College, 1934-. · Ph. D., University of Goettingen, 1922. Assistant at the Philological Seminar, University of Goettingen, 1920-24; Instructor in Modern Languages, St. John's College, 1924-26; Assistant Professor of Modern Languages, St. John's College, 1926-29; Associate Professor of German, St. John's College, 1929-. LECTURER IN HYGIENE ]AMES JOSEPH MuRPHY ....... , .....•..... 139 King George Street �12 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 13 ASSOCIATE PROFESSOR OF ART AND ENGLISH ASSISTANT PROFESSOR OF MATHEMATICS RICHARD ScoFIELD ..•.......••..•..•..•..•..•.... 22 State Circle GEORGE CLARENCE VEDOVA ..................... 73 Conduit Street B. A., 1919, M.A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-. B. A., International College, Smyrna, 1913; A. M., Columbia University, 1925. Instructor in Mathematics, International College, 1914-19; Assistant in Mathematics, Columbia University, 1925-27; Instructor in Mathematic~, Columbia University, 1927-28; Instructor in Mathematics, St. John's College, 1928-29; Assistant Professor of Mathematics, St. John's College, 1929-; Instructor in Mathematics at the United States Naval Postgraduate School during the winter terms of 1937 and 1938. ASSISTANT PROFESSOR OF BIOLOGY WILLIAM HENRY BAYLIFF ..•..•........•..•..•.. 162 Green Street B. A., 1924, M. S., 1928, University of Oklahoma. Instructor in Biology, Ponca City (Oklahoma) H. S., 1924-27; Assistant in Zoology, University of Oklahoma, 1927-28; Instructor in Biology, St. John's College, 1928-30; Assistant Professor of Biology, St. John's College, 1930-. INSTRUCTOR IN FRENCH v EDWARD TYLER HEISE ..................• 235 Prince George Street A. B., St. John's College, 1936; student in Department of Romance Languages of the Faculty of Philosophy of The Johns Hopkins University, 1936-37, 1937-38. Instructor in French, St. John's College, July, 1937-. ASSISTANT PROFESSOR OF PSYCHOLOGY ASSISTANT DEAN AND INSTRUCTOR IN HISTORY JOHN LINCOLN FINAN ...•.................•....... Randall Hall JOHN McCLEARY. . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . • 40 East Street A. B., Harvard College, 1933; A. M., Duke University, 1934; Ph.D., Yale University, 1937. Graduate assistant, Duke University, 1933-34; University fellow, Yale University, 1934-35; 1935-36; 1936-37. Research assistant, Department of Primate Biology, Yale University, 1937 (resigned). Investigator, Psychological Corporation, 1934-35. Instructor in Psychology and Sociology, Larson Junior College, 1936-37. Assistant Professor of Psychology, St. John's College, July, 1937-. A. B., Johns Hopkins University, 1926; M.A., University of Wisconsin, 1930. Assistant, University of Wisconsin, 1929-31; Fellow in the Experimental College, University of Wisconsin, 1930-31; President Adams Fellow in History, University of Wisconsin, 1931-32 (resigned); Assistant in History, Johns Hopkins University, 1931-32; Junior Instructor in History, John~ Hopkins University, 1932-35; Visiting Professor of History, St. John's College, 1935-36; Instructor in History, St. John's College, 1936-. ASSISTANT PROFESSOR OF CLASSICAL LANGUAGES INSTRUCTOR IN ENGLISH JOHN SPANGLER KIEFFER ..•..•..•.....•.. 243 Prince George Street ·TENCH FRANCIS TILGHMAN .................. 36 Maryland Avenue A. B., Harvard College, 1927, as of 1926; A. M., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages, St. John's College, 1929-34; Assistant Professor of Classical Languages, St. John's College, 1934-. B. A., 1928, M.A., 1930, Ph.D., 1933, University of Virginia. Instructor in English, University of Virginia, 1929-33. Instructor in English, St. John's College, 1934-. TUTOR ASSISTANT PROFESSOR OF CHEMISTRY GEORGE CoMENETZ ........•.. , ......... 182 Prince George Street GEORGE HAROLD McFARLIN ..........•... 179 Prince George Street B. S., College of the City of New York, 1930; M.A., 1931, Ph.D., 1934, Columbia University; Fellow, The Institute for Advanced Study (Princeton, New Jersey), 1935-37. Teaching Fellow in Physics, College of the City of New York, spring, 1930; Instructor in Mathematics, Columbia University, 1934-35; Tutor, St. John's College, July, 1937-. A. B., 1925, A. M., 1926, Indiana University. Instructor in Chemistry, Southeast Missouri State Teachers College, 1926-27; University of Chicago, 1927-29; Instructor in Chemistry, St. John's College, 1929-31; Assistant Professor of Chemistry, St. John's College, 1931-. TUTOR ASSISTANT PROFESSOR OF HISTORY AND POLITICAL SCIENCE JAMES STEWART MARTIN ................. 239 Prince George Street A. B., University of Chicago, 1934; J. D., University of Chicago, 1937. Tutor, University of Chicago Law School, Pre-legal Division, 1934-36; Assistant Professor of History and Political Science, St. John's College, July, 1937-. OWEN ERNEST HoLLOWAY .......•............ 201 Hanover Street B. A., 1929, B. Litt., 1930, M.A., 1933, Oxford University. Senior Assistant, Department of Western Manuscripts, Bodleian Library, Oxford, 1931-33; Proeter Visiting Fellow, Princeton University, 1933-35; Assistant Lecturer in English Literature, Royal University of Egypt, 1935-37; Tutor, St. John's College, 1937-. �14 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE TUTOR " ·I 15 PRESIDENT EMERITUS ROBERT CATESBY TALIAFERRO ........... 206 Prince George Street THOMAS FELL ...............•................ Ruxton, Maryland B. A. with Final Honors, University of Virginia, 1928; Certificat d'etudes superieures en philosophie generale, et certificat d'etudes superieures en histoire de la philosophie, Univ. de Paris, 1932; Ph.D. in philosophy (with minor in mathematics), University of Virginia, 1936. Assistant d'anglais au Lycee de Rochefort, France, 1928-29. Fellow in philosophy, University of Virginia, 1934-35. Assistant in philosophy, University of Virginia, 1935-36. Assistant to Professor Mortimer Adler in the special pre-legal course, University of Chicago, and Member of the Committee on the Liberal Arts, University of Chicago, 1936-37. Tutor, St. John's College, July 1937-. Graduate, King's Copege, London, 1876; University of London, 1879; Ph.D., St. John's College, 1889; LL. D., Hampden-Sydney College, 1889, University of Pittsburgh, 1912, William and Mary College, 1921; D: C. L., University of the South, 1907; Litt. D., University of Maryland, 1923. President of St. John's College 1886-1923. ' PRESIDENT EMERITUS ENOCH BARTON GAREY ........................ Towson, Maryland B. A., St. J~hn's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washmgton College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23· President of St. John'~ College, 1923-29; President, The Garey School, 1933-35; Head, Maryland State Pohce, 1935-37. TUTOR· CHARLES GLENN WALLIS ..•..............•.... 205 Hanover Street B. A., University of Virginia, 1936. Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Tutor, St. John's College, July 1, 1937-. ' ,I LECTURER MoRTIMER ADLER .................... 20 Cedar Street, Chicago, Ill. Ph.D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, University of Chicago, 1930-; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. PROFESSOR EMERITUS OF HISTORY CLARENCE WILSON STRYKER .•........... Bembe's Beach, Maryland B. A., Union College, 1885; A. M., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32. LABORATORY TECHNICIAN l/ GEARY ALLISON LoNG, ]R .............. 7113 York Road, Baltimore B. E., Johns Hopkins University, 1924. Assistant Laboratorian, United States Naval Engineering Experiment Station; Laboratorian,. General Electric Company (Schenectady, New York); Laboratorian, General Electric Works (Lynn, Massachusetts); Laboratorian, General Electric Lamp Works (Harrison, New Jersey); Laboratorian, Consolidated Gas, Electric Light and Power Company of Baltimore. DIRECTOR OF ATHLETICS; COACH OF FOOTBALL, BASKETBALL, AND BASEBALL VALENTINE LENTZ ................... The Pines, Arnold, Maryland B. S., St. John's College, 1918. ASSISTANT TO DIRECTOR OF ,1THLETICS; COACH OF LACROSSE JOHN CHARLES DoNOH'.UE .......................... Pinkney Hall A. B., St. John's College, 1935. 2 �...... 'THE NEW PROGRAM AT ST. JOHN'S COLLEGE S T. JOHN'S COLLEGE is a small liberal arts college for men. It is non-denominational, and has been so since its founding. It has never been co-educational. It maintains no graduate or professional schools. It is the third oldest college in the United States. Attention is focused upon it today because in September, 1937, a new College administration introduced the so-called "New Program," a four-year all-required curriculum, based on the study of some hundred great books from the Greeks to the present. The New Program is designed to furnish a sound general education. At St. John's it has replaced the elective system of numerous departmental courses which characterizes American colleges today. No other American college is offering a curriculum similar to the New Program. St. John's College is deeply rooted in the American tradition. In 1696 the General Assembly of colonial Maryland passed the following Act: CHAP. XVII A Petitionary act for free-schools. Lib. LL. No. 2. fol. 115. Dread Sovereign . . . . Being excited by his present Excellency Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT . IT MAY BE ENACTED, II. AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master; or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and 17 �18 CATALOGUE OF ST. JOHN'S COLLEGE established under your royal patronage, And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July I-9, r696. "King William's School," established in accordance with this Act, flourished until the Revolution, when, according to tradition, its building became a gunshop. In 1784 the Legislature granted the charter for St. John's College; in the following year an Act was passed which transferred the masters, students, and funds of King William's School to St. John's. The College has, therefore, a tradition reaching back to the seventeenth century. The "fundamental and inviolable principles" of the College charter are recognizably principles also of the Declaration of Independence. Indeed, one of the signers of that Declaration, William Paca, was among the petitioners for this very Charter; and three other signers, Charles Carroll of Carrollton, Samuel Chase, and Thomas Stone, served on the Board of Visitors and Governors of St. John's College. But the founding fathers of St. John's and of our Republic were aware that the liberties they had won with blood could be lost through folly and inertia. To prevent that folly they determined that our youth should possess a liberal education and in the preamble of the College Charter they declared: WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, etc. 'The founders of St. John's College and of similar colleges of liberal arts knew that, although h.abeas corpus can protect a free man's body from tyranny, only a liberal education can protect his mind. They even knew that, once the mind falls under the subtle tyranny of ignorance, grosser tyrannies soon flourish. They were therefore aware that "the wisest and best CATALOGUE OF ST. JOHN'S COLLEGE 19 regulated States" strike at the roots of tyranny by establishing and maintaii:iing liberal education. It was with such notions in mind that George Washington, who had visited St. John's, wrote its Faculty: "I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youth who are favored with your care." Seven years later he sent his adopted son, George Washington Parke Custis, to St. John's College, which President Washington's nephews, Fairfax and Lawrence, had already attended. To the same generations of St. John's men belong Francis Scott Key, 1796, and Reverdy Johnson, 1811, later Minister to Great Britain. A few decades ago, St. John's College, along with countless other American colleges, followed the lead of Harvard under President Eliot and introduced the "elective system,'' under which with increasingly few restrictions the student chose which subjects he would study and which he would not. During those decades, the many separate courses one took in order to secure a bachelor's degree became more and more specialized and less and less related until the American undergraduate wandered in a maze. of scheduled "offerings,'' choosing those courses which were easiest or which were taught by men he liked or which came at a convenient hour of the morning or which seemed likely in some way to increase his chances of getting rich in later life. The curriculum at St. John's, like the curriculum of other American colleges, suffered this decay. But in 1937 the Board of Visitors and Governors of St. John's, recognizing this decay, turned for guidance to the Committee on the Liberal Arts, which President Robert Maynard Hutchins had set up at the University of Chicago for the purpose of investigating the proper content of a liberal arts curriculum. The result of their consultation was that four members of the Committee consented to undertake at St. John's a restoration of the liberal education which its Charter calls for. Of these four, Stringfellow Barr assumed the Presidency of the College, and Scott Buchanan became Dean of St. John's. In September, 1937, the New Program was introduced, but it seemed wise for the first year to permit incoming freshmen to decide b'etween the New Program and the Old Program or elective system. One-third chose the New. The remaining freshmen entered the Old Program, which was also followed in the three upper classes. A few upper-classmen sacrificed the �,~ 20 CATALOGUE OF ST. JOHN'S COLLEGE "credits" towards a degree which they had acquired in the Old Program and entered the New Program as freshmen· for piecing together the two programs was not permitted. ' By January it was clear that the initial problems of organization had been met, and the Board of Visitors and Governors ruled that, beginning with September, 1938, the New Program should be the required curriculum for all students at St. John's except those who had already been admitted to the Old. It is for these that the present catalogue contains information relevant to the Old Program, for these and for students who may desire to transfer from other colleges to St. John's at the grade of sophomore or higher. On the other hand, students who enter St. John's as freshmen need concern themselves only with the requirements and content of the New Program and the same thing is true of students who have studied at' other colleges but who wish to enter as freshmen in the New Program. Except that certain New Program lectures are open to all members of the College, the two programs of study do not in any way overlap. -4 The student who proposes to attend a liberal college, whether St. John's or some other, will do well to consider first the aims of liberal education. Two or three generations ago, there would have been no point in discussing those aims in a college catalogue. They were implicit in the college curriculum. Today college catalogues rarely discuss the aims of liberal education but for a different reason: in the minds of our generation the; have become confused and obscure. Irrelevant aims have been substituted: social contacts, athletics, college activities voca~ional ~r~ining, prep.aration for money-making, merely ~atisfy­ mg mm1mum reqmrements for entrance into graduate and professional schools, the acquisition of pleasanter manners. Yet a liberal college is neither a club, nor a trade-school nor a finishing .school, nor an asylum for the young unem~loyed. At least, it ought never to consent to be these things. A liberal college should be concerned with supplying the student with a l~beral education, and the student who considers entering a liberal college should know what the aims of liberal educa- · tion are. A scientific writer of the nineteenth century defined education as the adaptation of the human animal to his environment. Human animals, like other animals, have physical wants: they CATALOGUE OF ST. JOHN'S COLLEGE 21 must, as we say, make a living. But, unlike other animals, human animals have intellectual and spiritual wants as well. Like other animals, human animals may be trained. Unlike other animals, they must be educated too, if they would be really human. We Americans, in our eagerness to open and exploit a continent, have emphasized the practical, the utilitarian, the economic. We have practised brilliantly the useful arts. But, in doing so, we have rediscovered what our ancestors knew: that back of the practical lies theory, that true utility depends on distinguishing means from ends, that economic goods are the means to life but not its sufficient .end. In pursuing the useful arts, we have been led back to the liberal arts: the arts of apprehending, understanding, and knowing. It was to teach these higher, and exclusively human, arts that our ancestors founded and endowed the "college of liberal arts." For they knew that it is only by practising the liberal arts, by understanding and knowing, that the human animal becomes a free man. It is only by discipline in these arts that spiritual, moral, and civil liberties can be achieved and preserved. No wonder the founders of St. John's College considered such arts "of the ' highest benefit to society"-more truly "useful" than a tradeschool, useful as they knew trade-schools to be. But our ancestors knew likewise that, although the useful arts of making a living ultimately depend on the liberal arts of apprehending and understanding, the liberal arts are not best studied as a mere balance-wheel for the useful arts. Ultimately, the ends of liberal education are the intellectual virtues. The human animal does not desire knowledge merely in order to eat. He desires knowledge because he is human. The relation between the useful arts and the liberal arts, between "practical education" and what men have for centuries called a "liberal education," may be briefly stated if we remind ourselves that we eat to live but that we do not live to eat. To live, we must eat: we must therefore learn and practise the useful arts. To live as free men in a free society, we must also think, imagine, speculate, understand: we must therefore learn and practise the liberal arts if we would live responsibly and freely. Forall who would live in this human fashion, not merely as animals or slaves, liberal education has therefore a high "utility," and colleges of liberal arts are "of the highest benefit to society." �22 CATALOGUE OF ST. JOHN'S COLLEGE The liberal arts are the arts of thinking, and we human animals think through symbols. The liberal arts are therefore the arts of handling symbols. Since the symbols through which we think are of two general sorts, words and numbers, it is not hard to see why for many centuries the liberal arts have been practised primarily on languages and mathematics. But the. words we learned from our parents' lips, the language we think and speak in, the ideas which lie behind that language, all these represent a complex which we call tradition. If we understand that tradition, if we constantly expand and criticize it, we utilize the full heritage of civilized human animals. If we try to escape from tradition, to live without that heritage, we are doomed to live blind and uncivilized lives. If in our confusion we then try to concoct a synthetic tradition-and this has happened in our own days in many places-we become monstrous; and for the proper authority of tradition we substitute tyranny. All men, including college freshmen, have traditions and live by them: local traditions, family traditions, even personal dayto-day traditions; professional traditions, scientific and literary traditions, political traditions like monarchy and democracy. But all these traditions are parts of the great liberal tradition of Europe and America, which for a period of two thousand years has kept watch over and guided all other Occidental traditions. The liberal college is concerned with transmitting this rich heritage and with continually restating it in fresh and contemporary terms. The tools which it requires, in order to do this well, are the liberal arts. The most tangible and available embodiments of the tradition itself are the classics. The "classics" which liberal education made use of until recent decades were Greek, Latin, and mathematics. But it made increasingly bad use of them. It made, indeed, such bad use of them, that it eventually forgot why it had chosen them. In the circumstances, it began quite naturally to drop them out of the college curriculum. Unfortunately, it has never since succeeded in finding adequate substitutes, and its wild efforts to find such substitutes have resulted only in cluttering the college curriculum with tidbit courses in ill-related subjectmatters. So conspicuous has this failure been that the college student long ago turned from his scheduled courses to athletics and other extra-curricular activities to find the discipline CATALOGUE OF ST. JOHN'S COLLEGE 23 which the class-room no longer supplied. Curiously enough, at this point the college, recognizing that the courses it offered were educationally less successful than student activities, turned some of the activities into courses, in a vain effort to recapture control of the educational process. This is the unconscious origin of courses in journalism, public speaking, athletic coaching, current events, which characterize liberal colleges today. Recognizing this series of failures in liberal education, a number of men in different university faculties set to work to find again the point at which the tradi~ion of liberal education had been lost. This finding again, this "research," went on in many places for many years, but by separate paths eventually converged upon the great books of the European intellectual tradition. These great books are the medium in which our liberal heritage has oeen rediscovered, in which it can be revived, in which it can be taught again in the liberal college. In that sense the great books are_ still classics. In that sense too liberal education should still be classical. Since the word classic has many meanings today-there are "the classics" of Greek and Latin literature, and there are boxing "classics" in the world of professional sport-this may be the place to state the standards by which one may judge a book to be a classic. To begin with the apparently trivial, a great book is one that has been read by the largest number of persons. To followers of the publishers' announcements of best sellers this criterion may seem unworthy. Over the entire period of European history, Plato, Euclid, the Bible, and Shakespeare are the best examples: barring historical accidents, such as the burning of the library at Alexandria, the judgment stands. The second criterion is also apparently numerical: a g.,reat book has the largest number of possible interpretations. This does not mean that the book must be confusingly ambiguous; it rather refers to the inexhaustibility of its significance, each interpretation possessing a clarity and force that will allow other interpretations to stand by its side without confusion. Dante's Divine Comedy and Newton's Principia are the telling examples under this standard. The third criterion is more important and harder to determine: a great book should raise the persistent unanswerable questions about the great themes in European thought. Questions concerning number and measurement, matter and �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE form, ultimate substance, tragedy, and God open up mysteries for the human mind. These questions are met and evaded regularly by self-styled practical men; faced and explored, they induce, balance, and maintain the intellectual virtues, and on their constant cultivation hang the issues of orthodoxy, heresy, and freedom which are always with us. The fourth criterion is that a great book must be a work of fine art; it must have an immediate intelligibility and style which will excite and discipline the ordinary mind by its form alone. Fifthly, a great book must be a masterpiece of the liberal arts. I ts author must be a master of the arts of thought and imagination whose work has been faithful to the ends of these arts, the understanding and exposition of the truth. These five are the tests which a hook must pass if it is to belong to any contemporary list of the classics. But such a list makes a chronological series with an order that imposes additional powers on each book. Each book was written after and in the light of previous books; each book was written before other books which it has influenced. Each master has stood on the shoulders of another master and has had later masters as his students. These influences, which are historically vague in some cases, are impressive in the books themselves. Each is something more than itself in its organic place in the series, and this has many implications. One cannot internally understand a given book until he has r~ad its predecessors and also its successors. It turns out that the best commentary on a great book is another great book. Books now unintelligible to both professor and student become approachable and conquerable if the proper path through other books is followed. Finally the educative value and power of any given book increases at a very high ratio as other books are read. Consider Euclid and Newton, Sophocles and Freud, Plato and Kant, Hegel and Marx, Locke and the American Constitution. This is an overwhelming answer to inevitable doubts whether the modern college student has capacities equal to the task of reading which the St. John's program sets. It is also internal evidence from the books themselves that they are the best instruments of education. Current textbooks in special subjecttnatters do not belong to the classics; they are the best examples we can find of books that are detached from the tradition and therefore doomed to early death. Several models and a great deal of teaching and reading have gone into the compilation of the list. There is the experience with the American Expeditionary Force University at Beaune at the end of. the Wa_r, there is the experience with honors courses at Columbia University during the twenties, there is the experience with adult reading courses in connection with the People's Institute and the New York Public Libraries, there is the experience with undergraduates, graduates, and high school students at the University of Chicago, there is the experience with Litterae Humaniores at Oxford, there is experience in the Benedictine monasteries from the sixth century on. But the best model that we have is the Bible, a series of books so selected and ordered that they have become the Scriptures of the whole race. This is the most read book in our list, and its inspiration has spread backward and forward through all the classics. It should be added that any limited list of the classics must always remain open to revision. There is no better way of revising it than its coµtinuous use in teaching in a college. The "best hundred books" is a variable for collecting the values that satisfy its criteria. That is the minimum way of describing the scholarly task that is laid on the teaching faculty. The books on this list for the most part have recently been republished in cheap editions. The cost to the student during the four years' course will, with a few exceptions, come within the customary sum paid for textbooks. In special cases, for instance Euclid's Elements in Heath's translation, the College has arranged a subsidy. It 'is therefore feasible to make and remake such a list, and to prescribe it as the required reading of all students at St. John's who enter the new program of study. 24 25 . THE LIBERAL ARTS There are two ways of explaining the function of the liberal arts in a liberal college. The simpler way is to describe the mechanics of instruction. That will appear in what follows. But first it will be well to make clear what the basic distinctions were before the modern chaos buried them under the materials of instruction. In general the liberal arts are the three R's, reading, writing, and reckoning. So they still appear in our primary schools; it is their integrity and power that still lure us back to the little red school houses where our fathers (Continued on page 28) �26 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Racine: Phedre Moliere: Tartuffe Spinoza: Ethics Milton: Paradise Lost Leibniz: Mathematical Papers Newton: Principia Lavoisier: Elements of Chemistr'Y Boyle: Skeptical Ch'Ymist Montesquieu: The Spirit of the Laws Swift: .Gulliver's Travels Locke: Essa'Y Concerning Human Understanding Voltaire: Candide Fielding: Tom Jones Rousseau: Social Contract Adam Smith: Wealth of Nations Hume: Treatise of Human Nature Gibbon: Decline and Fall of the Roman Empire Constitution of the United States Federalist Papers Kant: Critique of Pure Reason Goethe: Faust Hegel: Science of Logic Schopenhauer: The World as Will and Idea Coleridge: Biographia Literaria Bentham: Principles of Morals and of Legislation Malthus: Essay on the Principles of Population Mill: System of Logic Marx: Capital Balzac: Pere Goriot Thackeray: Henry Esmond Dickens: David Copperfield Flaubert: Madame Bovary Dostoevski: Crime and Punishment Tolstoi: War and Peace Zola: Experimental Novel Ibsen: The Doll's House Dalton: A New System of Chemical Philosophy Clifford: The Common Sense of the Exact Sciences Fourier: Mathematical Analysis of Heat Faraday: Experimental Researches into Electricity Peacock: Algebra Lobachevski: Theory of Parallels Darwin: Origin of Species Mendel: Papers Bernard: Introduction to Experimental Medicine Galton: Enquiries in~o the Human Mind and its Faculties Joule: Scientific Papers Maxwell: Electricity and Magnetism Gauss: Mathematical Papers Galois: Mathematical Papers Boole: Laws of Thought Hamilton: Quaternions Riemann: The Hypotheses of Geometry Cantor: Transfinite Numbers Virchow: Cellular Pathology Poincare: Science and Hypothesis Hilbert: Foundations of Geometry James: Principles of Psychology Freud: Papers on H'Ysteria Russell: Principles of Mathematics Veblen and Young: Projective Geometry A LIST OF GREAT BOOKS In Chronological Order Homer: Iliad and Od'Y.I.Ie'Y 1Eschylus: Oresteia Herodotus: History Sophocles: (Edipus Rex Hippocrates: Selections Euripides: Medea and Electra Thucydides: History of the Peloponnesian Wars Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Distance of the Sun and Moon Aristoxenus: Harmony Pl~to: Meno, Republic, Sophist Aristotle: Organon and Poetics Archimedes: Works Euclid: Elements Apollonius: Conics Lucian: True History Plutarch: Lives Lucretius: On the Nature of Things Nicomachus: Introduction to Arithmetic Ptolemy: Almagest Virgil: .tEneid Strabo: Geograph'Y Tacitus: Histories Cicero: De 0 f/iciis Horace: Ars Poetica Ovid: Metamorphoses Quintilian: Institutes Marcus Aurelius: To Himself The Bible Galen: On the Natural Faculties Plotinus: Enneads Justinian: Institutes Augustine: De Musica and De Magistro Song of Roland Volsunga Saga . Bonaventura: On the Reduction of the Arts to Theplog'Y Thomas: Summa Theologica Dante: Divine Comed'Y Roger Bacon: Opus Maius Chaucer: Canterbury Tales Leonardo: Note-books Erasmus: Colloquies Rabelais: Gargantua Copernicus: De Revolutionibus Machiavelli: The Prince Harvey: On the Motion of the Heart Gilbert: On the Magnet Kepler: Epitome of Astronom'Y Galileo: Two New Sciences Descartes: Geometry Francis Bacon: Novum Organum Hobbes: Leviathan Montaigne: Essa-ys Cervantes: Don Quixote Shakespeare: Hamlet, King Lear Calvin: Institutes Grotius: The Law of War and Peace Corneille: Le Cid ;, ,. ': 27 �28 CATALOGUE OF ST. JOHN'S COLLEGE and grandfathers studied and practised them. Before the nineteenth century they had a higher place and a more elaborate development which gave birth to and nurtured the array of subject-matters in the modern university. For fifteen hundred years they were called the Seven Liberal Arts, and before that they were called the Encyclopedia, the "circle for the training of boys." Thete is a continuous tradition of these as there is of the books, and the two traditions are one in the end. Their formal and operating techniques are more difficult to recover than their products in the great books, but the recovery has proved possible and also illuminating for the practical problems of instruction that the books raise. The clearest historic pattern of the liberal arts for the modern mind is, curiously enough, to be found in the thirteenth century. At the time of Dante's Divine Comedy and St. Thomas' Summa Theologica, they were listed as follows: Trivium / Grammar Rhetoric Logic Quadrivium Arithmetic Geometry Music Astronomy With the medieval emphasis on the ration<!.1 activities of man and the central position of the speculative scien,ces of theology and philosophy interest centered on the last art in each column, and. the other arts were subordinate and auxiliary to them. The master of arts in the thirteenth century would most likely write his books on logic and metaphysics or in music and astronomy. Other ages made different emphases~ The Renaissance found rhetoric, geometry, and music (measurement) most productive and illuminating, with the other arts subsidiary. The Romans went farthest in rhetoric, as one might expect from noting their legal activities. The Alexandrians gave highest honors to the grammarian scholar and the arithmetician and geometer, with considerable consequent attention to experimental science. The Athenian Greeks agreed with the thirteenth century in their ordering of the arts. It seems that we in our political preoccupation and economic energy, coupled with experimental science, are primarily concerned with rhetoric and music, the Pythagorean name for mathematical physics. CATALOGUE OF ST. JOHN'S COLLEGE 29 The order and the shifts in order that this indicates reflect the shifts of attention and emphasis i!l the great books, and these in turn, as methods of writing and reading, may be said to reflect the spirit of the ages in which they were written. These observations are turned to account in the manner of teaching followed at St. John's. The entire period with the books and the patterns of the arts can be reclipitulated in the four-year college course, the yearly divisions falling respectively at the end of the Alexandrian period, at the end of the middle ages, in the middle of the eighteenth century, and ending with contemporary writers. The schedule can be seen in the scheme· on page 30. This scheme correlates the books with the appropriate contemporaneous ordering· of the liberal arts, and provides the basic pattern of instruction so that it will be most effective and economical. · The two outside columns give the divisions of the books that are primarily literary and linguistic in medium and style and those that are mathematical and scientific in these respects. The middle column gives the texts that expound the distinctions and ordering principles of the arts of reading, understanding, and criticism that will most efficiently exploit the contents of the books. Along with these, laboratories of three kinds are successively used, one to study the devices of measurement and instruments of precision, another to repeat the crucial and canonical experiments in the history of science, and still another for the focusing and concentrating of the devices of all the sciences upon such contemporacy problems as the nature of the cell, the chemical, physical, and biological bala11ces in the blood, and the basic pwblems in embryology. These are the non-bookish classics that the modern laboratory has produced, and the consequent disciplines are provided for the liberal training of the stu,dent. It is an interesting fact of modern times that the· classics and the liberal arts are kept alive chiefly by experimentation. The liberal arts are chiefly concerned with the natur~ of the symbols, written, spoken, and constructed, in terms of which we rational an\mals find_ our way around in the material and cultural world in which we live. Symbols have practical aspects, as in rhetoric and industry, which must be understood and distinguished from their theoretical uses and significances in science and literature. Again there are concrete data and artificial pro- �30 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE SCHEDULE OF READINGS BY YEARS First Year Second Year Languages and Literature Homer Herodotus Thucydides l:Eschylus Sophocles Euripides Aristophanes Plutarch Lucian Liberal Arts Plato Aristotle Lucretius Mathematics and Science Hippocrates Euclid Nicomachus Aristarchus Apollonius Archimedes Aristoxenus Horace Ovid Tacitus Virgil The Bible Quintilian Dante Volsunga Saga Song of Roland Chaucer Aurelius Cicero Plotinus Augustine Bonaventura Thomas Roger Bacon Third Year Cervantes Shakespeare Milton Rabelais Corneille Racine Moliere Erasmus Montaigne Montesquieu Grotius Calvin Spinoza Francis Bacon Hobbes Locke Hume Kepler Harvey Gilbert Newton Leibniz Boyle Fourth Year Gibbon Voltaire Swift Goethe Rousseau Adam Smith American Constitution Federalist Papers Malthus Marx Fielding Zola Balzac Flaubert Thackeray Dickens Ibsen Dostoevski Tolstoi Kant Schopenhauer Hegel Peacock Boole Bentham Clifford Mill James Freud Poincare Hilbert Russell Fourier Lavoisier Dalton Hamilton Faraday Maxwell Joule Darwin Virchow ·Bernard Galton Mendel Cantor Riemann Lobachevski Gauss Galois Veblen & Young Ptolemy Galen Leonardo Copernicus Galileo Descartes 31 ducts that must be distinguished from the abstract principles and ideas which gove'rn them. There are many connections that these aspects have with one another, and it is the business of the liberal artist to see these apart and put them together. Success in this constitutes intellectual and moral health. Failure is stupidity, intellectual and moral decay, and slavery, to escape which the founding fathers set up institutions of liberal education. It is reassuring to know that they had more than pious hopes in their minds when they made charters for St. John's College and its sister institutions. Despite daily assertions to the contrary, there is no educational device for assuring worldly success to the student. To cultivate the rational human powers of the individual so that armed with the intellectual and moral virtues he may hope to meet and withstand the vicissitudes of outrageous fortunethat is education. INSTRUCTION The machinery of instruction adopted for the New Program was worked out step by step at various places during the past two decades, at Columbia University, at the University of Chicago, at the University of Virginia, and in connection with adult education carried on in New York City. It underwent further adaptation during the session 1937-38 at St. John's. It has been so devised as to furnish the student with a maximum of balanced training through a combination apd rotation of teaching techniques. It is dictqted by the books read and by the liberal arts. The teaching devices in the New Program are four: (1) reading and discussion of the books in seminars; (2) formal lectures on special topics in the liberal arts; (3) tutorials; ( 4) laboratories. SEMINARS Meetings of seminar groups occur twice a week with any additional meetings that special circumstances or difficulties may indicate. There are at least two instructors in charge, and the instruction makes use of a wide range of devices from explication de texte to analysis of intellectual content and the dialectical treatment of critical opinion. 3 �32 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE FORMAL LECTURES vidual cases with the aim of leading each student into vital intellectual relations with the mathematical texts. This task is facilitated by the mathematical laooratory for those whose difficulties lie in the operational level. The liberal arts operate in the light of principles which constitute the liberal sciences. These sciences are progressively expounded in formal lectures by various members of the staff as the course proceeds. The lectures are expository and critical also of themes that arise in the reading of the books. There are at least two formal lectures a week. TUTORIALS There are two kinds of tutorial instruction for small groups or individuals: in original languages and in mathematics. The study of an original language is initiated in an intensive manner during a period of six or eight weeks at the beginning of each year. The books are read in English translation, but their proper interpretation is most rapid and efficient when they are studied as translations. This requires only a part of the knowledge commonly demanded now in language courses, a knowledge that is rapidly and easily acquired by the study and analysis of texts selected from the books on the list. This training serves three purposes in the course. First, it contributes to a knowledge of universal or general grammar as that is studied in the liberal arts. Secondly, it develops in the student a cumulative skill in the reading of any text whether in a foreign language or in English. Third, language training at St. John's includes memorizing short passages, imitating the style of great writers, translating, and criticizing. These things are done in order to· induce in the student an active participation in the thought of great authors, to increase his original literary ability, and to incite him to original literary creation. All these aims were formerly achie~ed through . the study and thoughtful translation of Greek and Latin before our colleges first forgot why Greek and Latin had been chosen as educational mediums and then almost completely discarded them. The second kind of tutorial is ordered to the elementary study of the mathematical books. Modern students, more because of the diversity in previous trainings rather than because of any genuine differences in native endowments, vary a great deal in their mathematical abilities. The mathematical tutorials are organized and taught on the basis of diagnoses of indi- 33 LABORATORIES Three kinds of laboratories are used: one in mathematics and measurement; one in experimentation; and one in the. combination of scientific findings. The mathematical laboratory is equipped with the basic instruments of measurement in all the sciences. Here students learn the mathematical principles that have been embodied in the instruments, learn to operate them, and thus become familiar with the operational aspects of both mathematics and the natural sciences. They also acquire the "feel" of elementary laboratory techniques for all the sciences. The second kind of laboratory allows students to repeat the crucial and canonical experiments in historic and contemporary science. There are classics in empirical science, experiments which once uncovered principles and laid the foundation for whole fields of investigation. Some of these go back to the lever and the balance, some of them like Galileo'f experiments with the in.dined plane founded classical mechanics, others like Milikan's measure~ent of the force on the electron have set the themes for contemporary science. Stud€futs are familiarized with these scientific classics. At the end of the course there will be a laboratory for the combining of scientific findings in order to investigate concrete problems of central importance. The best problems come from the medical sciences, problems of the cell, problems of blood balances, problems of embryology. They will be in charge of a member of the staff who is acquainted with medical science. These laboratories provide a proper pre-professional scientific training, illustrate the liberal arts in their liveliest contemporary practices, and focus the past on the present for the whole course. The mathematical laboratory carries the student through the first year, the experimental laboratory through the second and third years, and the combinatorial laboratory through the last year. �'I 34 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE SCHEDULE A given week contains a maximum of approximately seventeen hours of actual classroom and laboratory work. This is divided as follows: Seminars . . . . . . . . . . . . . . . . . . . . . . . . . 4 Lectures .......................... · 2 Tutorials Language . . . . . . . . . . . . . . . . . . . . . . . 5 Mathematics ................ .'. . 5 Laboratory . . . . . . . . . . . . . . . . . . . . . . . 2i hours hours hours hours hours Total ............. ·........... 18-! hours Actually this total varies between fourteen and eighteen hours with an average of hours for the week equal to the customary requirements of liberal colleges in this country. This program more than meets the demands of graduate schools in this country, whether in medicine, law, theology, science, business, or the arts and sciences. There is enough freedom in the course for the individual student to meet any special requirements that his choice of career or graduate school may dictate. THE PHYSICAL ENVIRONMENT I It will be apparent that for two decades an educational movement has been growing in various universities and colleges throughout our country which has come to a focus in St. John's College. That movement, for which President Hutchins of the University of Chicago is the best known spokesman, is the restoration of true liberal education in America. But it was important that, if a successful focus were to be reached, a suitable and propitious physical setting should be found for it. It · was not a matter of chance that St. John's College in Annapolis was chosen. Since it was essential to the scheme that the full fore~ ~f our tradition, freed of sentimentaJity and intellectual snobbery, be brought into play, it was dt;sirable that the physical setting provide the obvious symbols of our past, and of our past at its best and most forceful. St. John's offered the obvious advantage of age: it is the third oldest college in our country. It offered the advantage of architectural dignity and simplicity, combined with living historical traditions of our 35 young Republic and its colonial origins. Its campus of thirtyfive acres lay along the. water's edge and in one of America's loveliest colonial towns, Annapolis, a town rich in the finest examples of pre-Revolutionary architecture. Annapolis itself, built where the Severn empties into the Chesapeake Bay, is convenient to both Baltimore and Washington, with their theater, their music, their art galleries. St. John's offered the right degrees of tranquillity and accessibility to provide a young man with a place in which to mature and find himself. The physical arrangements of the College are ordered towards its educational ends. The students are comfortably housed in six residence halls, the cleaning and management of which are under the direct supervision of a stewardess. In 1937 the dining hall and kitchens were .completely renovated and placed under the expert management of a trained dietitian. Athletics, both intercollegiate and intramural, are carefully supervised to the end that they may develop bodily skills and disciplines, afford outdoor recreation, and strengthen rather than compete with intellectual development. Varsity schedules are played in football, basketball, and lacrosse; minor sports include tennis, fencing, and sailing. Provision is also made for track, boxing, baseball, badminton, wrestling, swimming, and boating. Further to ensure the physical well-being of the student, the College maintains an infirmary service, which is under the direction of the College Physici~n, of a registered nurse, and of infirmary assistants. With the encouragement of the Faculty, the ,student body maintains a year-book, _a weekly newspaper, clubs for the expression of particular interests, five national fraternities, two honorary societies, a dramatic club, and a music club, the lastnamed of which supervises a concert orchestra, a jazz orchestra, a band, and a glee club. To encourage student self-government, the administration seeks constantly the advice of a student council, elected by the entire student body. The religious needs of the student body are served by six churches and one synagogue in Annapolis, all of which invite student attendance. The churches and their respective pastors are as follows: St. Anne's Protestant Episcopal, the Rev. Dr. Edward D. Johnson; Calvary Methodist Episcopal, the Rev. E. Cranston Riggin; College Avenue Baptist, the Rev. Roger I. �36 CATALOGUE OF ST. JOHN'S COLLEGE Berghauser; First Presbyterian, the Rev. Dr. James J. Coale; St. Martin's Evangelical Lutheran, the Rev. Harry G. Yaggi; St. Mary's Roman Catholic (Redemptorist Fathers), the Rev. Francis Gallagher, C. SS. R.; Kenesth Israel Synagogue Rabbi Morris E. Gordon. ' ' . Although the College is non-denominational, it recognizes its intellectual responsibilities to religion. The theological problems of the Christian faith, many of which are dealt with in the great books read in the New Program, are further ex-~ pounded and discussed in a series of Sunday evening lectures. These lectures are given by members of the Faculty of St. John's and of other college faculties, and are open to all members of the College. Student attendance is voluntary. COURSES OF INSTRUCTION IN THE ELECTIVE PROGRAM Freshman courses are numbered from 1 to 19, Sophomore courses from 20 to 29, Junior courses from 30 to 39, and Senior courses from 40 up. The numbers of full courses are unqualified, halfcourses running throughout the year are indicated by hf following the number, and half-courses given only in the first or the second halfyear are designated by 1 hf or 2 hf. Courses not given in the current year are bracketed. The Roman numeral in parentheses after the name of each course indicates the examination group to which the course is assigned. Separate sections have their examination groups listed successively. Courses are open ordinarily to members of a higher class; and occasionally members of a lower class may obtain the permission of an instructor to register for a higher class. The previous consent of the instructor is required for registration in courses indicated by an asterisk ( * ). In addition to the courses which follow, special work can be arranged between the instructor and the student. I. DIVISION OF THE LANGUAGES, LITERATURE, AND ART PROFESSORS BROWN (Chairman), FnzGERALD, KIEFFER, KuEHNEMUND, ScoFIELD, AND SEGALL; DR. TILGHMAN AND MR. HEISE. ART Art 21. Survey of. the History of Art. PROFESSOR SCOFIELD. (n) A survey of the history of art in Western Europe with special emphasis on the Greeks in the first half-year and on the Italian Renaissance in the second half-year. M-W-F at 10. (T-Th-S at 12 in 1938-39: Exam. Group XI.) ENGLISH tEnglish 1. Grammar, Composition, and Prose Forms. (xv) The course is intended to supply students with the elements of English grammar and the English language as a useful tool. Frequent papers; conferences; collateral reading. Required of all Freshmen in the Old Program unless they pass an anticipatory examination in grammar and composition. Does not count toward fulfillment of major or distribution. Section Section Section Section A; B; C; D; M-W-F M-W-F M-W-F T-Th-S at 9. at 1:30. at 2:30. at 10. DR. TILGHMAN. PROFESSOR SCOFIELD. DR. TILGHMAN. DR. TILGHMAN. t This course will not be given after 1937-38. 37 �38 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE English 21. Survey of English Literature. [*English 35. The Eighteenth Century.] PROFESSOR SCOFIELD. 39 (v1) PROFESSOR BROWN. A study of the main tendencies of English literature from Beowulf to the present time, with readings in great or characteristic writers and in social backgrounds. Recommended for all students who propose to concentrate i~ English. English literature from 1688 to the death of Shelley. The important writer• of the Restoration, the eighteenth century, and the French Revo,lution will be studied with their political, social, and intellectual backgrounds. M-W-F at 9. M from 2 to 4. Omitted in 1937-38. English 23. Contemporary Literature. (u) PROFESSOR BROWN. English 36.l 1hf. The Romantic Period. A study of European and contemporary American art and social thought in poetry, prose fiction, and drama. M-W-F at 10. [English 24 2 hf. The Modern Drama.] PROFESSOR SCOFIELD. A course in rapid reading in the nineteenth- and twent-:ieth-century drama, with special attention to the period after Ibsen. Hours to be arranged. Second half-year. T 2:30-4:30. First half-year. To be omitted in 1938-39. (1v) PROFESSOR BROWN. (1v) PROFESSOR BROWN. A course designed for students who would like some familiarity with the great works of literature. The Bible, Homer, Dante, Shakespeare, Goethe, etc. M-W-F at 12. From Tennyson to Shaw. Chiefly the poetry and fiction of the period, with a study of the social and intellectual backgrounds. M-F at 12. Second half-year. To be omitted in 1938-39. [English 37 2 hf. Victorian Poetry.] [*English 31.1 hf. Advanced Composition.] 2 (vn) PROFESSOR SCOFIELD. Intended for students who wish further opportunity to practice composition. So far as possible, the work of the course will be covered in individual conferences. M-T-F at 3 :30. Second half-year. Omitted in 1937-38. (vn) PROFESSOR SCOFIELD. e~clusive of Shakespeare, from Marlowe to (1x) PROFESSOR SCOFIELD. The chief poets read will be Tennyson, Browning, Arnold, Swinburne, Morris, and Rossetti. T-Th-S at 10.. Second half-year. Omitted in 1937-38. [English 38. American Literature.] [English 34 1hf. The Drama from 1588 to 1800.] Prerequisite: English 21. M-T-F at 3 :30. First half-year. Omitted in 1937-38. English literature from 1781 to 1825. The "Romantic Revolt," with chief emphasis on Blake, Wordsworth, and Shelley; readings in social and intellectual backgrounds. English 36.2 2 hf. Victorian Literature. English 29.1 1hf. Great Books. English 29.2 2 hf. Great Books. A study of the English drama, Sheridan. (xm) PROFESSOR BROWN. (n) PROFESSOR BROWN. Puritan and Co-Ionia! writings; the literature of the Revolution; the New England school; Cooper, Poe, Hawthorne, Melville, and Whitman; the Frontier and the South. When possible this literature will be studied as creative art, otherwise a.s the &pression of national or sectional culture. Students electing this course are recommended to elect at the same time History 25. M-W-F at 10. Omitted in 1937-38. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 40 [English 39. American Literature from 1870.] (v) 41 French 11. Advanced French Prose. (111) PROFESSOR SEGALL. PROFESSOR BROWN. Rapid reading from representative works of modern prose· lateral reading; reports. . ' M-T-F at 1:30. Omitted in 1937-38. (III) [English 41. Chaucer.] The Prologue and ten of the Canterbury Tales will be carefully read in class. In addition the minor poems, The Book of the Duchess and Troilus and Criseyde will be studied less in detail. Other important works of the fourteenth century, especially Gawain and the Green Knight and The Pearl will be read. M-W at 11. Omitted in 1937-38. (v) English 45. Shakespeare. PROFESSOR BROWN. A general course with little emphasis on technical problems. In the first halfyear the student will read about twenty plays, and make some study of social and cultural backgrounds. In the second half-year there will be a detailed examination of Troilus and Cressida, Measure for Measure, and the five great · tragedies. M-W-F at 1:30. (T-Th-S at 10 in 1938-39: Exam. Group IX.) (v1) English 49. The Novel. PROFESSOR SCOFIELD. A study of the novel primarily as a form of literary art, but with some attention to its sociological usefulness. In the first half-year the course will be concerned chiefly with the types and forms of the novel and the craftsmanship of the novelist. In the second half-year a few great novels, probably selected from the works of Tolstoi, Dostoevski, Turgeniev, Balzac, and Stendhal, will be studied thoroughly. No one should elect the course who is not able to read a novel of average length each week. Open to Juniors. M-W-F at 2:30. (T-Th-S at 9 in 1938-39: Exam. Group VIII.) FRENCH (Iv) French 1. Beginning French. MR. HEISE. Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. M-W-F at 11. (T-Th-S at 12 for 1938-39: Exam. Group XI.) French 2. Intermediate French. (xiv) MR. HEISE. Review of basic principles: grammar and composition, conversation, reading from the works of nineteenth-century and contemporary authors. Prerequisite: French 1, or two years of high-school French. Section A; M-W-F at 9. Section B; M-W-F at 10. compr~hensive col- Prerequisite: French 2, or three years of high-school French. M-W-F at 11. [*French 13. French Composition and C~nversation.] (xn) Comprehensive outside reading of modern prose; oral reports in French. Advised for all students who propose to concentrate in French. Prerequisite: French 2, or three years of high-school French. Open only to those other students whose previous work in French has been of at least C quality. Th from 1:30 to 4:30. Omitted in 1937-38. (v) French 20. Survey of French Literature. PROFESSOR SEGALL. A summary of French literature. Readings of representative works of the more important periods. A good reading knowledge of French is required. Prerequisite: French 11, or four years of high-school French. M-W-F at 1:30. (M-W-F at 12for1938-39: Exam. Group IV.) French 27. History of French Literature and Civilization. (11) PROFESSOR SEGALL. From the origins to the present time. Lectures; comprehensive outside reading in English; weekly reports. No knowledge of French is required. Open only to men who stand in the first three groups of the rank list. M-W-F at 10. (T-Th-S at 11 in 1938-39: Exam. Group X.) [French 31. Eighteenth-Century French Literature.] (v1) PROFESSOR SEGALL. The literary movements of the Age of Reason and their relations to the social and political conditions of the period. Outstanding authors, such as Lesage, Marivaux, Montesquieu, Voltaire, Diderot, Rousseau, will be studied in their representative works. Comprehensive outside reading; weekly reports; theses. Students taking this course should be able to read French with ease. Prerequisite: French 11, or four years of high-school French. M-T-F at 2:30. Omitted in 1937-38. �CATALOGUE OF ST. JOHN'S COLLEGE 42 43 CATALOGUE OF ST. JOHN'S COLLEGE [*German 33. Advanced Composition and Conversation.] [French 41. Nineteenth-Century and Twentieth-Century French Literature.] PROFESSOR SEGALL. Primarily for students who wish to acquire a better facility in writing and speaking German. Advised for those students who wish to concentrate in German. Prerequisite: Two years of college German or the equivalent. M-F from 3 to 4:30. Omitted in 1937-38. The literary tendencies of the age and the social and political conditions underlying them. The eighteenth-century precursors, the literature of the Empire, romanticism, realism, naturalism, symbolism, and nee-romanticism will ~e co~­ sidered. Comprehensive outside reading; weekly reports. Students takmg this course should be able to read French with ease. Prerequisite: French 11, or four years of high-school French. Hours to be arranged. Omitted in 1937-38. [*German 35. Introduction to the History of German Civiliza( v) tion.] PROFESSOR KuEHNEMUND. A lecture course in English, with outside reading and written reports. Open to Juniors and Seniors who want an opportunity to become acquainted with German life, thought, and art up to the end of the eighteenth century. GERMAN German 1. ~eginning German. PRoFEssoR KuEH:NEMUND. (m) Prerequisite: History 1 passed with grade of C or better. M-T-F at 1:30. Omitted in 1937-38. Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. [*German 36. History of German Civilization during the Nineteenth and Twentieth Centuries.] (v) PROFESSOR KuEHNEMUND. M;;:W-F" at 11. German 10. Intermediate German. PROFESSOR KuEHNEMUND. .A lecture course in English, with outside reading and written reports. The course offers to any student an opportunity to become acquainted with German life, thought, and art during the nineteenth and twentieth centuries. Some account of the Germans in America will be included. Review of basic principles: grammar and composition; conversation; reading from works of nineteenth-century and contemporary authors. Prerequisite: German 1, or two years of high-school German. M-W-F at 9. (T-Th-S at 9 in 1938-39: Exam. Group VIII.) German 20. ·Modern Literature. PROFESSOR KuEHNEMUND. (vn) Prerequisite: German 35, or History 21. M-T-F at 1:30. Omitted in 1937-38. (v1) German 40. Problems of Current German Life and Thought. PROFESSOR KuEHNEMUND. Training to enable the student to translate German rapidly. Oral and written reports on prepared translation; sight translation. (x1) Open only to students concentrating in German. Prerequisite: German 10, or three years of high-school German. M-W-F at 2:30. (M-F 1:30-3 :00 in 1938-39: Exam. Group V.) Tat 10. GREEK German 21. Scientific German. PROFESSOR KuEHNEMUND. (vm) Intended for students specializing in the sciences. Prerequisite: German 10, or three years of high-school German; T-Th at"· (T-Th at 12 in 1938-39: Exam. Group XL) I I j Greek 1. Beginning Greek. PROFESSOR KIEFFER. Elements of grammar and compositiori; reading of simple prose. T-Th-S at 11. (x) �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE [Greek 22 2 hf. Homer, the Iliad.] (1) Subject matter of the course chosen from the historians and the legal writers. May be varied from year to year to suit needs of students. ILIAD. Prerequisite: Greek 1, or two years of high-school Greek. M-W-F at 9. Second half-year. Omitted in 1937-38. [Greek 24 1hf. Homer, the Odyssey.] Prerequisite: Latin 1, or two years of high-school Latin. T-Th-S at 10. First half-year. (1) Latin 17 2hf. Prose Selections. (v) PROFESSOR KIEFFER. PROFESSOR KIEFFER. Readings from the (Ix) PROFESSOR KIEFFER. PROFESSOR KIEFFER. Readings from the Latin 11 1hf. Readings from Latin Prose. 45 Prerequisite: Latin 1, or two years of high-school Latin. M-Th-F at 1:30. Second half-year. ODYSSEY. Prerequisite: Greek 1, or two years of high-school Greek. M-W-F at9. First half-year. Omitted in 1937-38. [Greek 25. New Testament and Patristic Greek.] Latin 21 1hf. Poetry of the Golden Age. PROFESSOR KIEFFER. (v) PROFESSOR KIEFFER. Readings from Catullus, Vergil, Horace. Prerequisite: Latin ll 1hf, or four years of high-school Latin. Hours to be arranged. First half-year. Readings in early Christian literature. Prerequisite: Greek 1, or two years of high-school Greek. M-T-F at 1:30. Omitted in 1937-38. Latin 24 2 hf. Plautus and Terence. PROFESSOR KIEFFER. Greek 31. Plato; Greek Tragedy. (m) PROFESSOR KIEFFER. Readings from the DIALOGUES Prerequisite: Latin ll 1hf, or four years of high-school Latin. Hours to be arranged. Second half-year. of Plato and two tragedies. Prerequisite: Greek 22 2 hf, 24 1hf, or 25. M-W-F at 11. [Greek 34 2 hf. History of Greek Tragedy.] Readings in Latin comedy. (1x) PROFESSOR KIEFFER. A study of the extant Greek tragedies. A study of the development of the tragic form and of its influence on later literature and on the modern theatre. No knowledge of Greek is required. T-Th-S at 10. Second half-year. Omitted in 1937-38. *Latin 30. Roman Law. PROFESSOR KIEFFER. Readings .in English from Justinian. Lectures on the history of Roman law. Open to Juniors and Seniors, with the consent of the instructor. Hours to be arranged. "SPANISH Spanish 1. Elementary Spanish. (IV) PROFESSOR FITZGERALD. LATIN Latin 1. Beginning Latin. PROFESSOR KIEFFER. Elements of grammar and composition; reading of simple texts. M-W-F at 12. (1v) Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. M-W-F at 12. "Courses in Spanish will not be given after 1937-38. �46 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF Spanish 2. Intermediate Spanish. PROFESSOR FITZGERALD. [Economics 38 1 hf. Introduction to Business.] PRGJFESSOR WYCKOFF. (x) Prerequisite: Economics 21. M-T-F at 1:30. First half-year. Omitted in 1937-38. Prerequisite: Spanish 2, or three years of high-school Spanish. T-Th-S at 11. (Ix) *Economics 39 2hf. Social Problems of Industry. PROFESSOR WYCKOFF. M-W-F at 11. Second half-year. T-Th-S at 10. First half-year. Economics 40. Seminar in Economics. PROFESSOR WYCKOFF. II. DIVISION OF THE SOCIAL SCIENCES AND PHILOSOPHY Open only to Seniors majoring in the Division of the Social Sciences. T at 11, and individual conferences. ECONOMICS (n) HISTORY History 1-A. History of Western Civilization up to the Seventeenth Century. (n) PROFESSOR KIEFFER. (MR. McCLEARY in 1938-39.) A study of the problems arising from the maintenance of life in a modern social group. M-W-F at 10. (T-Th-S at 10 in 1938-39: Exam. Group IX.) Economics 32 1 hf. Financial Problems. PROFESSOR WYCKOFF. (x) A course in economic theory and the major subjects of economic controversy. ALLES, KIEFFER, MARTIN, AND MR. McCLEARY Economics 21. General Principles. PROFESSOR WYCKOFF. (m) The purpose of this course will be to study the effects of our industrial system upon the community. A study of the cultural background of Spanish civilization as seen in the literature, and to some extent in the art and architecture, of the Spanish people. No knowledge of Spanish required. Lectures, readings, discussions, reports. (Chairman), (v) A study of the principles of industrial enterprises. A general view of Spanish literature, illustrated by reading from representative works of the more important periods. Collateral reading and reports. PROFESSORS WYCKOFF (v) Open to Juniors and Seniors, with permission of the instructor. M-T-F at 1:30. Second half-year. Omitted in 1937-38. Prerequisite: Spanish 1, or two years of high-school Spanish. M-W-F at 9. Spanish 25 1 hf. Spanish Life and Culture. PROFESSOR FITZGERALD. 47 JOHN'S COLLEGE [*Economics 37 2hf. Security Investment and Analysis.] PROFESSOR WYCKOFF. Review of basic principles: grammar and composition; conversation; reading from the works of nineteenth-century and contemporary authors. Spanis,h 11. Introduction to Spanish Literature. PROFESSOR FITZGERALD. ST~ A survey of the evolution of our western civilization from its beginnings up to the seventeenth century. This course is especially designed for students who wish to take but a single course in history. (m) M-W-F at 10. (T-Th-S at 9 in 1938:-39: Exam. Group VIII.) The aim of this course is to make the student familiar with our commercial and investment banking systems. Prerequisite: Economics 21. M-W-F at 11. (M-W-F at 10 in 1938-39: Exam. Group II.) First half-year. History 1-B. History of Western Civilization Since the Seventeenth Century. ' (I) MR. McCLEARY. · j A survey of the evolution of our western civilization from the seventeenth century to the present. M-W-F at 9. 4 �48 CATALOGUE OF ST. JOHN'S COLLEGE [History 21. Medireval European History.] PROFESSOR KIEFFER. CATALOGUE OF ST. JOHN'S COLLEGE (m) Philosophy 27 2 hf. Ethics. PROFESSOR ALLES. 49 (m) A course in the foundations of modern Europe from the breakdown of the Roman Empire in the west to the establishment of the national state. A survey of moral theory and practice with special emphasis on Socrates, Plato, Aristotle, Stoicism, Christianity, Kant, etc. M-W-F at 11. Omitted in 1937-38. M-W-F at 11. Second half-year. History 22. Europe Since 1914. MR. McCLEARY. (vm) Philosophy 31. History of Philosophy. PROFESSOR ALLES. (1x) A &tudy of Europe during and since the Great War. Prerequisite: History 1-A. A study of philosophic speculation from the early Greeks to modern times. T-Th-S at 9. Given in 1937-38; to ~e omitted in 1938-39. T-Th-S at 10. History 23. English History. PRoFEssoR MARTIN. (MR. McCLEARY in 1938-39.) (m) A study of religion from the historical, psychological, and philosophical points of view. A· survey of English history. M-W-F at 11. (M-W-F at 10 in 1938-39: Exam. Group II.) History 25. American History. PROFESSOR MARTIN. (v) A study of the political, social, and economic development of the United ~tat~s, with special reference to the period from 1789 t? th~ present_. ~~phas1s. ~ill be upon constitutional development through leg1slat10n and 1ud1c1al declSlon. (Texts: Declaration of Independence; Constitution; Federalist Papers; Rousseau, Social Contract; Locke, Second.Essay on Civil Government; Adam Smith, Wealth of Nations; Schlesinger, Political and Social History of the United States; mimeographed materials.) M-W-F at 1:30. (M-T-F at 1:30 in 1938-39.) PHILOSOPHY Philosophy ll 1hf. Logic. PROFESSOR ALLES. Prerequisite: Philosophy 12 2 hf or 27 2 hf or 31, or the permission of the instructor. M-W-F at 9. First half-year. Philosophy 38.1 2 hf. The Fundamentals of Christianity. PROFESSOR ALLES. (I) A study of the basic teachings of Jesus and St. Paul. Consideration will be given to the Jewish and Hellenistic background and influences. M-W-F at 9. Second half-year. Beginning in 1938-39, the only Philosophy courses offered will be: (x) The course is chiefly concerned with the study of valid and invalid forms of reasoning in deductive and inductive logic. Open to qualified Freshmen after consultation with the instructor. T-Th-S at 11. First half-year. Philosophy 12 2 hf. Introduction to Philosophy. PROFESSOR ALLES. Philosophy 37 1hf. Philosophy of Religion. PROFESSOR ALLES. (x) The following are some of the problems discussed: the origin of the universe and of life; the nature of reality; mind; the origin and nature of human knowledge; God. Open to qualified Freshmen after consultation with the instructor. T-Th-S at 11. Second half-year. Philosophy 13. Instructor and exact description of course to be announced. (I) M-W-F at 9. Philosophy 25. Instructor and exact description of course to be announced. (Iv) M-W-F at 12. POLITICAL SCIENCE Political Science 21. Law and the State. PROFESSOR MARTIN. (vm) A study of the basic concepts of politics. Examination of human associations and institutions, and the function of law in human society. (Texts: Friedrich, Constitutional Government and Politics; Aristotle, Ethics, Politics; Plato, Republic; St. Thomas Aquinas, Treatise on Law, De Regimine Principium; mimeographed materials.) T-Th-S at 9. (T-Th 1:30-3:00 in 1938-39: Exam. Group XII.) �50 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Political Science 27. Anglo-American Law. PROFESSOR MARTIN. (x) *Biology 14 1 hf. Readings in Biology. PROFESSOR RIDGELY. 51 (xn) A study of the principal legal rights and the remedies available for their enforcement, both at common law and by statute. Examination of methods of legislative and administrative control over economic institutions, in the light of the judicial process. (Texts: Blackstone, Commentaries; mimeographed case materials.) This course is intended for students who are not majoring in the sciences, but who wish some cultural knowledge of them. It will not be credited for distribution as a laboratory science. The course will cover biological literature which is of a general rather than a technical interest. The content of the course will vary from year to year. Three hours weekly. T-Th-S at 11. Open only to upperclassmen who have had no biology. T-Th from 1:30 to 3 :00. First half-year. III. DIVISION OF THE SCIENCES AND MATHEMATICS BIOLOGY PROFESSORS VEDOVA (Chairman), ALLEN, APPEL, BAYLIFF, BERNHARD, BINGLEY; Biology 15 2 hf. Field Zoology. PROFESSOR BAYLIFF. EAsoN, FINAN, McFARLIN, AND RIDGELY Biology 1 2 hf. History of the Earth and Its Inhabitants. PROFESSOR APPEL. (xn) Evidences of successive changes in the geological and biological world; theories of such changes. Three hours a week. T-Th from 1:30 to 3 :00. Second half-year. Prerequisite: Biology 11. Hours to be arranged. Second half-year. Biology 16 1 hf. Physiology. PROFESSOR APPEL. Biology 10 2 hf. Social Biology. PROFESSOR APPEL. The biology of population groups, as distinguished from the biology of the individual. Special attention to the quantitative and qualitative study of mankind; human ecology and human genetics. Three hours of recitation and four hours of laboratory. Hours to be arranged. Second half-year. Biology 11. Beginning Zoology. An ecological study of fresh and brackish water faunas near Annapolis. Readings in the problems and methods of ecology. Two hours of recitation and six hours of laboratory. (III, XI) An introduction to animal biology. General principles of morphology, physiology, ecology, histology, genetics, embryology, etc., and a survey of the common groups of animals. Two hours of recitation and six hours of laboratory. A general study of vital processes. The physico-chemical nature of protoplasm, and the relation of life to the environment. Three hours of recitation and four hours of laboratory. Laboratory fee, $10.00. Hours to be arranged. .First half-year. Biology 20 1 hf. Invertebrate Zoology. PROFESSOR BAYLIFF. (m) Laboratory fee, $10.00 per half-year. Section A; PROFESSOR RIDGELY. Recitation, M-F at 11. Laboratory, M-F from 1:30 to 4:30. The morphology and evolution of the invertebrates. Some attention to larvae, to extinct groups, and to groups of uncertain phylogenetic position. Many of the specimens to be used in the laboratory are deep-sea and mid-Atlantic forms taken by the "Atlantis" in 1931 and 1933. The specimens were given to the department through the kindness of Doctor Henry B. Bigelow of the Oceanographic Institute, and Mr. Joseph S. Bigelow of Annapolis. Two hours of recitation and six hours of laboratory. Section B; PROFESSOR BAYLIFF. (Pre-medical students). Recitation, T-Th at 12. Laboratory, T-Th from 1:30 to 4:30. Laboratory fee, $10.00. Recitation, W-F at 11. Laboratory, T-Th from 1:30 to 4:30. First half-year in alternate years. (Omitted in 1938-39.) �52 CATALOGUE OF St. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Biology 21 1 hf. Comparative Anatomy of Vertebrates. (1v) PROFESSOR APPEL. A history of the successive types of structure found in the higher animals. An introduction to human anatomy. Two hours of recitation and six hours of laboratory. Prerequisite: One year of college biology. Laboratory fee, $10.00. Recitation, W-F at 12. Laboratory, T-Th from 9 to 12. First half-year. Biology 22 2hf. Embryology of Vertebrates. PROFESSOR RIDGELY. A further study of the higher types of animal structure as seen in developmental anatomy. Two hours of recitation and six hours of laboratory. Prerequisite: One year of college biology. Laboratory fee, $10.00. Recitation W-F at 12. Laboratory, T-Th from 9 to 12. Second half-year. 53 Biology 34 2 hf. Genetics. PROFESSOR BAYLIFF. A study of the principles of heredity and variation, and of the relation of these to each other and to evolution. Laboratory work to consist of breeding experiments with different strains of Drosophila and of calculations in practical breeding problems. Three hours of recitation and four hours of laboratory. Prerequisite: Biology 11 or the equivalent. Biology 27 2 hf 1s recommended. · Laboratory fee, $10.00. Hours to be arranged. Second half-year. Biology 37 1 hf. Parasitology. PROFESSOR BAYLIFF. Evolutionary and general biological significance of the parasitic mode of life. Consideration of the ecological relationships between parasite and host. Internal parasites only; chiefly those of vertebrates. Two hours of recitation and six hours of laboratory. Prerequisite: Biology 11 or the equivalent; Biology 20 1 hf is recommended. Laboratory fee, $10.00. Hours to be arranged. First half-year in alternate years. (Given in 1938-39.) Biology 27 2 hf. The Mechanism of Development. PROFESSOR APPEL. Studies on the germ cells and on developing eggs, emphasizing the interrelations of embryology, genetics, cytology, and physiology. A history of the attempt to analyse the early foflll.ative processes in terms of preformation and epigenesis. Two hours of recitation and six hours of laboratory. Prerequisite: One year of college biology. Laboratory fee, $10.00. Hours to be arranged. Second half-year. Biology 39 1 hf. The Species Problem. PROFESSOR BAYLIFF. Readings in zoogeography, paieontology, genetics, and other fields offering an explanation of the mechanism of evolution. Three hours of recitation. Prerequisite: Biology 11. Hours to be arranged. First half-year. Marine Biology. Biology 30 1 hf. Histology. PROFESSOR APPEL. The .comparative study of normal cells and tissues. Two hours of recitation and six hours of laboratory. Prerequisites: Comparative anatomy and embryology of the vertebrates. Laboratory fee, $10,00. Hours to be arranged. First half-year. Advanced students, particularly those who are concentrating in biology, are urged to take at least one summer course at some marine biological laboratory. The season of the year and the diversity of animals available at such institutions combine to give the student opportunities for study which cannot be duplicated during the regular school year. With the approval of the department, courses taken at a marine laboratory may be counted toward the fulfillment of the requirements for the degree. To encourage and assist worthy biology and pre-medical students to attend such laboratories, the College offers annually a full tuition scholarship applicable either at the Biological Laboratory, Cold Spring Harbor, Long Island, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts. �54 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE CHEMISTRY Chemistry 2. General Chemistry for Science Students. · Chemistry 31 1 hf. Quantitative Analysis, Part IL Continuation of Part I, including volumetric and gravimetric methods for the determination of salts, minerals, and alJoys. One hout lecture and eight hours of laboratory. A standard course in General Chemistry in which chemical phenomena and underlying principles are studied. The lectures and laboratory work include topics which are in part introductory to Qualitative Analysis. Two hours of lectures, one hour of recitation, and four hours of laboratory. An extra hour will be required of aIJ stud~nts having difficulty with the course. · Prerequisite: Chemistry 22 2 hf. Laboratory fee, $15.00 and breakage. M-T-F from 1:30 to 4:30. First half-year. Laboratory fee, $25.00 and breakage. Recitation, M-W-F at 10. Laboratory, T-Th from 10 to 12. (In case of conflict, other hours can be arranged.) Make-up, M at 1. (x1) PROFESSOR McFARLIN. The aim of this course is to give to the student a thorough grounding in the principles involved in the detection of unknown substances, In ·the lectures and recitations special emphasis is given to the theoretical foundations of analytical chemistry. The laboratory work is devoted to the qualitative analysis __ of "unknowns" and to the separation an,d identification of the metals and acid radicals usualJy met with in inorganic chemistry. Two hours of lectures and recitations and six hours of laboratory. Chemistry 32 2 hf. Physical Chemistry, Part I. (1v) PROFESSOR ALLEN •. -,_ Substances in the gaseous, liquid, and solid states; the structure of matter· energy changes; chemical equilibria; and substances in dilute solution form th; basis of study. The laboratory work includes determinations of molecular weights, measurements of physical properties, etc. Three hours of lectures and four hours of laboratory. · Prerequisites: Chemistry 21 1 hf and Mathematics 21. Laboratory fee, $15.00 and breakage. Recitation, M-W-F at 12. Laboratory, F from 1:30 to 5:30. Second half-ye'ar. Chemistry 33. Organic Chemistry. (m) PROFESSOR BERNHARD. An introductory course in the chemistry of carbon compounds. The lectures and laboratory work are designed to give a knowledge of the fundamental reactio~s an~ properties of representative compounds of the aliphatic and aromatic senes. Two hours of lectures and recitation and six hours of laboratory. Prerequisites: Chemistry 2 and Mathematics 11. Laboratory fee, $15.00 and breakage. Recitation, T-Th at 12. Laboratory, M-F from 1:30 to 4:30. First half-year. Chemistry 22 2 hf. Quantitative Analysis, Part I. (v) PROFESSOR ALLEN. (u) PROFESSORS BERNHARD AND McFARLIN. Chemistry 21 1 hf. Qualitative Analysis. 55 (v) Prerequisite: Chemistry 2. Laboratory fee, $25.00 and breakage. Recitation, M-W at 11. Laboratory, T-Th from 1:30 to 4:30. PROFESSOR McFARLIN. The theory of volumetric and gravimetric analysis. Exercises in acidimetry and alk:alimetry, and gravimetric determination of simple compounds. One hour lecture and eight hours of laboratory. Prerequisite: Chemistry 21 hf. Laboratory fee, $15.00 and breakage. Recitation, M at 1: 30. Laboratory, M from 2:30 to 6:00; F from 1:30 to 6.:00. Second half-year. 1 Chemistry 42. Advanced Organic Chemistry. (x1) PROFESSORS BERNHARD AND ALLEN. ~elected .t~pics _of organic cheT?istry are discussed in greater detail. Readings ~n the ongmal l!ter~ture are ~ss1gned. _The laboratory work in the first half-year includes quant1tat1ve organic analysis and the preparation of organic compounds. Two hours of lectures and six hours of laboratory. Prerequisite: Chemistry 33. Laboratory fee, $25.00 and breakage. Recitation, T-Th at 12. Laboratory, T-Th from 9 to 12. �56 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE (I) Chemistry 43 1 hf. Physical Chemistry, Part II. 57 Mathematics 33. Higher Algebra. PROFESSOR VEDOVA. PROFESSOR ALLEN. The topics treated include electrochemistry, theory of strong electrolytes, colloid chemistry, and photochemistry. Three hours of lectures and recitations with reports on assigned reading in the original literature. In this course such topics as matrices, linear transformations forms etc. are studied with a view to preparing the student for furthe; work in 'pure mathematics. Prerequisites: Chemistry 32 2 hf; ability to read French and German. M-W-F at 9. First half-year. Prerequisite: Mathematics 21. Hours to be arranged. Mathematics 35. The Elements of Mechanics. (Ix) PROFESSOR BINGLEY. *Chemistry 50. Problems in Chemistry. The principles of statics and dynamics, with applications to particles and rigid bodies. MEMBERS OF THE DEPARTMENT. A laboratory course devoted . to small research problems. Eight hours of laboratory and library work. Prerequisites: Chemistry 32 2 hf and Chemistry 33. Laboratory fee, $25.00 and breakage. Hours to be arranged. Prerequisite: Mathematics 21. T-Th-S at 10. (T-Th-S at 9 in 1938-39: Exam. Group VIII.) Mathematics 37. Number Systems. (I) PROFESSOR V1movA. MATHEMATICS Mathematics 11. Introduction to Mathematical Analysis. (vm) Prerequisite: Mathematics 11. M-W-F at 9. PROFESSOR BINGLEY. This course ainis to give a survey of the essentials of trigonometry, college algebra, and analytic geometry. The two-fold purpose of mathematical study is emphasized: to enable the student to use mathematical processes as a tool in his scientific studies, and to enable hini to recognize the cultural value of rigorous thinking. T-Th-S at 9. (T-Th-S at 10 in 1938-39: Exam. Group IX.) (n) Mathematics 21. Differential and Integral Calculus. Mathematics 41. Mathematical Analysis, Part II. (x) PROFESSOR VEDOVA. A continuation of Mathematics 31 with an introduction to differential equations and functions of a complex variable. The partial differential equations of physics are studied. Prerequisite: Mathematics 31. T-Th-S at 11. PROFESSOR BINGLEY. Methods of differentiation, series, indeterminate forms, etc., with the sinipler applications to mechanics and the higher plane curves. Formulas of integration, with applications to the determination of length, areas, volumes, centers of gravity, pressures, and moments of inertia. Prerequisite: Mathematics 11. M-W-F at 10. Mathematics 43. Introduction to Modern Geometry. PROFESSOR VEDOVA. Prerequisite: Mathematics 33. Hours to be arranged. Mathematics 45. Differential Equations. Mathematics 31. Mathematical Analysis, Part I. (vm) PROFESSOR VEDOVA. An advanced course in the calculus with an introduction to differential geometry. The applications of mathematical analysis to the physical sciences are stressed. Prerequisite: Mathematics 21. T-Th-S at 9. (T-Th-S at 10in1938-39: Exam. Group IX.) (xI) PROFESSOR VEDOVA. Intended primarily for the student of physics or engineering, this course emphasizes applications to geometry and physics and aims to equip the student with some of the means used for the ready solution of the commoner types of equations, rather than to inipart to him any extensive knowledge of the underlying theory. T-Th-S at 12. �58 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE PHYSICS Physics 21. Elements of Physics. (xI) PROFESSOR EASON. This course covers the elements of mechanics, heat, electricity, magnetism, sound, and light. It is designed to give the student an acquaintance with, and an explanation of, the natural phenomena which envelop his daily life. Three hours of recitation and four hours of laboratory. (vm) Prerequisites: Physics 21 and Mathematics 11. Laboratory fee, $20.00 and breakage. Recitation, T-Th-S at 9. Laboratory, T-Th from 2:30 to 4:30. T-Th-S at 9. First half-year. Psychology 15 1 hf. Syst~matic Psychology. (m) PROFE.SSOR FINAN. A survey of contemporary systems of psychology including Introspectionism Functionalism, Behaviorism, the psychology of Gestalt and "Dynamic" psy~ chologies. The significant contributions of each school will be considered critically with the purpose of integrating the several viewpoints. M-W-F at 11. First half-year. (n) PROFESSOR EASON. Psychology 16 2 hf. Experimental Psychology. (v) PROFESSOR FINAN. An attempt is made to acquaint the student with the modem theory regarding the nature of heat and its practical application. The course will be carried on both by tex.t-book readings and lectures. Much parallel reading will be assigned throughout the year and extensive laboratory work done. Prerequisites: Physics 21; Mathematics 21; Chemistry 2. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 10. Laboratory, W-F from 2:30 to 4:30. Informal lectures, demonstrations, and experiments. Intended primarily to train students in the weighing of evidence according to the quantitative logic of science, this course will provide experience in the design, conduct, ail.d interpretation of simple experiments. Such topics as the comparative nervous system, the sensory, motor, and central components of the reflex arc, learning motivation, intelligence, personality; and social behavior will be consider:d. Open especially to lowerclassmen. (Laboratory facilities to accommodate 20 students. Fee: $10.00.) M-F from 1:30 to 3 :30. Second half-year. Beginning in 1938-39, these two courses in Physics will be offered: Recitation, T-Th-S at 11. Laboratory, T-Th from 2:30 to 4:30. (vm) An introductory course consisting of lectures, demonstrations, and discussions in general psychology. The several sensorimotor systems, the reflex, conditioned reflex, learning, motivation, emotion, perception, and personality together with theit development and differentiation will be considered from the viewpoint of man as a psyi:hobiological organism. Beginning with the fundamental ideas underlying electrical science, this course explains how such principles may be applied in industry, the arts, and to the problems of everyday lfe. Three hours of recitation and four hours of laboratory. Physics 21. Elements of Physics. Instructor to be announced. PSYCHOLOGY PROFESSOR. FINAN. PROFESSOR EASON. Physics 42. Theory of Heat. (Iv) Recitation, M-W-F at 12. Laboratory, M-F from 2:30 to 4:30. Psychology 10 1 hf. General Psychology. Prerequisite: Mathematics 11 or Plane Trigonometry. Laboratory fee, $20.00 and break,age. Section A; Recitation, T-Th-S at 12. Laboratory, T-Th from 2:30 to 4:30. Section B; Recitation, T-Th-S at 12. Laboratory, W-F from 2:30 to 4:30. Physics 31. Electricity and Magnetism. Physics 33. Advanced Physics. Instructor to be announced. 59 (x) Psychology 18 i.hf. Human Psychobiology. (v) PROFESSOR FINAN. An intensive course consisting of a series of laboratory exercises whose purpose is to provide the student with first-hand knowledge of the fundamental principles of psychology considered as a purely experimental and objective science it is also intended to generate an appreciation for the naturalistic approach t~ �60 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE the understanding of human nature. Ebbinghaus' classical investigations of memory, Cattell's objective studies of mental reaction, Thorndike's pioneer studies in learning, Pavlov's discovery of the conditioned reflex, Sherrington's analysis of reflex function will be repeated as representative samples of the experiments on which the science is built. M-F from 1:30 to 3:30. First half-year. Psychology 23 2 hf. Applied Psychology. (m) PROFESSOR FINAN. Designed primarily to afford advanced students the opportunity to secure a working knowledge of the psychology of law and medicine. Psychology in relation to social, political, and economic institutions will occupy approximately one-half of the course, the remainder treating of the psychopathology of the "normal" and abnormal mind. Admission to this course is conditioned on sufficient previous training in the biological and social sciences. M-W-F at 11. . Second half-year. (This course will alternate with Psychology 25 2 hf; it will not be given in 1938-39.) Psychology 25 2 hf. Fields of Psychology. (m) 61 Hygiene 1. General Principles of Hygiene. DR. MURPHY. Lectures on the science of health. Biology; the supply of oxygen and the elimination of carbon dioxide; food and the digestion of foods; heat regulation of the body; removal of waste material from the body; physical exercise; the nervous system; mental hygiene; diseases in general; particular diseases. One lecture each week for ten weeks, beginning with the first Tuesday in October. Required of all freshmen, and of transfer students who have not had an equivalent course. Tat 4:30. Physical Training 1. MR. LENTZ. Three hours a week required of all freshmen. A thorough physical examination by the College Physician is required of all entering students. All students competing for teams are excused from taking regular class work while reporting regularly for any varsity sports. Required physical training consists of outdoor competitive games in the fall; apparatus work, hand ball, indoor baseball, cage ball, basketball, and other competitive sports in the winter; with outdoor competitive sports again in the spring. Hours to be arranged. PROFESSOR FINAN. Exploration and intensive sampling of the following fields: historical and systematic psychology; genetic psychology, both phylogenetic and ontogenetic; social psychology; abnormal psychology; and applied psychology. Admission to this course is conditioned on sufficient previous training in psychology to enable the student to work at an intermediate level. M-W-F at 11. Second half-year. •' Psychology 37. Introduction to Research. PROFESSOR FINAN. Open to properly qualifie!l students concentrating in psychology or in other biological sciences, this course provides experience in ·the use of the methods and technique of psychological investigation. Each student projects and carries out an original experimental problem. Hours to be arranged. Psychology 50. Reading course. PROFESSOR FINAN. An intensive study of the areas of psychology not included in the foregoing courses. Open to advanced students in psychology. Hours to be arranged. Physical Training 2. MR. LENTZ. Advanced course in physical trammg. Two years of physical trammg are required of all students. Students who fail to fulfill the requirements in physical training will not be allowed to graduate. Open only to those men who have passed satisfactorily in Physical Training 1. Hours to be arranged. �CATALOGUE OF ST. JOHN'S COLLEGE GENERAL REGULATIONS The rules and regulations contained in this catalogue and constituting the basis for the government of the College are made by the Board of Visitors and Governors and the Faculty, and they are at all times subject to revision, repeal, and addition by them. The President, the Dean, the Treasurer, and the Manager of the Dining Hall are the executive officers of the College, and it is their duty to enforce the rules and to guide the activities of the College community to the ends of freedom, peace, and order. External discipline is only a means to these ends, however, and the administration attempts on all occasions to give as much power and responsibility to the members of the community as they will exercise for the sake of the common good. It is assumed that each student will conduct himself as a gentleman and responsible member of the community. It is assumed that each student organization will conduct its affairs as an integral part of the community. The general co-ordinating oversight of students, their common life, and their activities is delegated to the Student Council, whose members are elected by the student body. They are encouraged to take the initiative· in making and executing rules, to make recommendations to the administration, to seek counsel and guidance from the senior members of the community, and to act in a judicial capacity in disciplinary c.ases. In .controversial matters which are vital to the community the administration retains the power of vetoing the acts of the Student Council. Any student who is unable or unwilling to abide by the regulations of the College may be asked by the administration to withdraw from the College at any time. REGULATIONS CONCERNING ADMISSION Application for Admission. Application for admission should be filed by every candidate as early as possible in the year in which he hopes to enter. On the application form, supplied by the Registrar upon request, the candidate should furnish the names of the schools he has attended, and the names of persons who can submit testi62 63 m~nials_ concerning his c~a~acter. It is customary for the Registrar to wnte directly to the pnnc1pal of each school for a recommendation of ~he student and a transcript of the student's record. The Registrar wntes also to the other persons who can certify to the applicant's character and personality. As soon as all credentials have been secured the candi~ate's record is considered and appraised; and as promptly as possible thereafter the applicant is notified of the action taken concerning his admission. Since considerable time may be spent in securing the proper credentials, it is desirable that application blanks, fully filled in, should be filed eatly, preferably before June first. No new students will be admitted to the old elective program· be-. ginning in the session of 1938-39 all freshmen must take the' new St. John's program. No students will be admitted to the new St. John's program with advanced standing. Students with credits from other colleges may apply for advanced standing in the old elective program at St. John's College. Requirements for Admission. The general requirement for admission is the standard four-year high-school course, or its equivalent. More specifically, the requirement calls for ( 1) the recommendation of the school principal or headmaster, and (2) fifteen units of acceptable work of secondary-school level. A unit of entrance credit in any subject except English represents four or five school periods of work a week for approximately thirty-six weeks· in other words a full year's work irt a secondary school. In Engli;h a unit is mor~ than a full year's work, four years of work being valued as three entrance units. For a list of the subjects and units specifically required, see "Subjects Which May be Offered for Admission." Admission by Certificate. Graduates of .accredited high schools, private schools, academies, and preparatory schools are admitted without examination if the transcripts of their records cover fully the fifteen units required for admission and they have the recommendations of their school principals or headmasters. Admission by Examination. When there is doubt about the adequacy of an applicant's preparation, he may be required to take entrance examinations. Candidates who presentless than fifteen units of entrance credit will be required to complete the conditions for regular admission in good standing by taking appropriq.te examinations. Candidates whose previous schooling has been interrupted or irregular, candidates who desire credit for private study or for vocational subjects, and candidates who graduated from high school a number of years before seeking admission, may be required to take examinations. · 5 �64 CATALOGUE OF ST. JOHN'S COLLEGE Entrance examinations may be taken in June, under the College Entrance Examination Board, at any one of the many places where the Board examinations are given in the United States and abroad; or examinations may be taken at the College in September, on the days indicated in the College Calendar. Students who expect to take the College examinations should communicate with the Registrar, who will furnish information about them. Students who expect to take the examinations of the College Entrance Examination Board should make application by mail to the Secretary of that Board at 431 West 117th Street, New York City. The Registrar of the College will be glad to help any student to arrange for either kind of examination. Subjects Which May Be Offered for Admission. For admission in good standing a candidate must present fifteen units of college entrance credit in the subjects listed below: English: Four years of work are required. This work counts as three units of credit. Foreign Languages: Greek, Latin, French, Spanish, German. At least two years of work (two units) in a single language are required. Not more than four can be accepted in any one language; but up to a maximum of eight units may be accepted in foreign languages. Mathematics: In algebra one and one-half years of work (one and one-half units) are required. An additional half-unit of advanced algebra may be accepted. In plane geometry one year of work (one unit) is required. . An additional half-unit in solid geometry may be accepted. In trigonometry no work is required but one-half unit in plane trigonometry may be accepted, and one-half unit in spherical trigonometry. Social Science: In history one year of work (one unit) is required, and as many as six units may be accepted. In civics one year of work (one-half unit) may be accepted. In "Problems of American Democracy" one year of work (one unit) may be accepted. ln economics one year of work (one unit) may be accepted. In sociology one year of work (one unit) may be. accepted. Science. One year of work (one unit) may be accepted in biology, botany, zoology, physics, chemistry, general science, physical geography, and (in special cases) in some other science. Miscellaneous: Electives totaling not more than three and one-half years of work (three and one-half units) may be accepted from the following schedule: CATALOGUE OF ST. JOHN'S COLLEGE 65 Subject Amount of work accepted Music · · · .... · · · · ..................... A half or a whole unit Art · · · · · · · · · · · · · · · · · . · · · .............. A half or a whole unit. Typewriting ........................... A half unit. . Stenography ........................... A whole unit. Commercial Arithmetic ................. A half or a whole unit ~~achine) Design . / ................... A half or a whole unit: opwork.............................. A half or a whole unit. Book~eepmg .......................... A whole unit. Drawmg (Freehand or Mechanical) ....... A half or a whole unit or two half· units. ' Admission ~ith Advanced Standing from Other Colleges. St~dents who wish to transfer to the new St. John's program must ~eg1ster as freshmen ~or the four-year course; no advanced standing · m the new program Is granted for other college credits. St~dents who wish to transfer to the old elective program at St. J~hn ~ College from other colleges and universities should file apphcat10ns. for admis~io? siI?ilar to those filed by other new students. 1:he routme of adm1ss10n IS the same as that followed in admitting high school gradua~es, but the student's college record not his high school record, furmshes the basis for admission. Official statements must be submitted from the institutions which he has attended showing his status at the time of transfer and a list of the course~ he has pursued, with the grades attained. S_t1;1dents who transfer from approved collegiate institutions may pet1t1on for advanced standing in the elective program on the basis of the college courses they have taken and passed. In controversial cases examinations may be required before advanced standing can be granted. A certain discount in credits is to be expected in any transfer from one college to another. This is due to differences in courses and in prerequisites in various institutions. RESIDENCE ~ll. stude~ts not livii;ig 3:t home are required to live in the College bwldmgs (either dorm1tones or fraternity houses) and to take their meals in the College Dining Hall. Each dormitory room is provided with the necessary furniture including a single bed with mattress and pillow, a chest of dra~ers, a study table, and chairs. Towels, bed linen, and blankets are to be supplied by the student, as are also such decorations as window draperies, rugs, and runners for chests of drawers and tables. The student should consult his prospective room-mate and his own good taste in planning room decoration. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Old students should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New students have rooms assigned to them tentatively as soon as their applications for admission have been accepted and their matriculation fee of fifteen dollars has been paid. They should indicate in their applications for admission the names of any other students with whom they would prefer to live. Assignment of new students to rooms is subject to change after they arrive at College. As far as possible new students will be assigned to single rooms in the dormitories. Rooms in the dormitories and fraternity houses may not be occupied during any vacation. The dormitories and the fraternity houses will be open for occupancy from noon of the second day before the opening of College in September. The College through the Manager of the Dining Hall and Dormitories maintains the care of the dormitories and fraternity houses. In addition to her staff there are student dormitory managers whose duty it is to report complaints, to maintain order and cleanliness, and to enforce the following regulations concerning breakage and damage to College property: it will be open from noon of the second day before the opening of College in September; only breakfast will be served ori the morning of the first day of the Christmas recess, and only supper will be served on the day just preceding the resumption of classes; a similar schedule will be observed before and after the Spring recess. 66 Any damage to College property will be charged to the occupant or occupants of the room, or to the occupants of the dormi- . tory or fraternity house, in which the damage occurs. Each student who occupies a room in a dormitory or fraternity house must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged against this deposit according to the student's responsibility. The deposit must be maintained at all times during the session. It will be returned at the end of any session, or upon the withdrawal or graduation of the student from the College. This deposit is called Caution Money. The College reserves the right to repair completely, at the expense of the occupant or occupants, any dormitory room whose walls, ceiling, or floor has been seriously damaged. Intentional damage to College property is a serious offense, and it will be dealt with summarily. THE DINING HALL The Dining Hall is maintained by the Manager of the Dining Hall and Dormitories. Special attention is given to a balanced diet, an interesting variety of menus, and reasonable cost. The Dining Hall is closed when the College is not in session, except for a single holiday; 67 INFIRMARY SERVICE A fully equipped Infirmary is maintained at the College. It is in charge of the College Physician, a trained nurse, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are free to those who have paid their regular College fees. Medical services rendered by others than members of the College Infirmary staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported promptly by the student. Students suffering from contagious or infectious diseases must reside in the Infirmary until discharged by the College Physician. The College Physician makes a daily report to the Dean. FEES, SCHOLARSHIPS, AND STUDENT AID COLLEGE FINANCES Few who pay college fees realize the actual cost of the educational services to which they are contributing; it is important that they know some of the facts. · Over a period of several decades the cost per student per year in American colleges has been rising; the average cost is now something over $1000 per student per year. St. John's runs slightly over that average at present and will continue to aim at this economical figure. What is true of colleges in general is true of St. John's: student fees cover only a portion of the actual cost; the remainder is made up from an appropriation from the State of Maryland of $70,000 a year, income from endowment funds, and gifts. Ideally, those who can should pay the full cost of their education, so that those who cannot may have the full advantage of the State appropriation and the income from endowment and gifts. The current practice is an approach to this ideal scheme. A standard fee is fixed at some figure below the actual cost. This is paid by all students. Students, who are not able to pay in full from their own funds, apply for scholarships, or other forms of aid that involve work performed for the College. The College distributes its funds available for this purpose with due regard for the abilities and actual performances of the needy students. �68 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE In figuring the budget for the academic year each student should include items not listed below as fixed charges, such as books, clothes, laundry, stationery, and other incidentals. Laboratory Fees. In the courses of biology, chemistry, and physics-and in one or two psychology courses-special fees are charged to cover expenditures for materials and specimens. These fees, amounting usually to either $10.00 or $15.00 per half-course and either $20.00 or $25.00 per full course, are specified under the descriptions of the individual courses. Laboratory fees will be payable hereafter as follows: FIXED CHARGES Matriculation Fee. For each new student there is a matriculation fee of $15. This fee is due and payable to the College at the time of application for admission. Since this fee covers the expense of admitting and enrolling the student, admission cannot be considered complete, and no dormitory room can be assigned or reserved, until it is paid. It is credited on the charge for tuition, but is not refunded if the candidate fails to complete his registration. Annual Fees. For students entering the College in 1938 and thereafter, the total fixed charges for the year are as follows: Tuition ........................... $400 Board and Room. . . . . . . . . . . . . . . . . . . 400 Total ......................... $800 Payments of these fees are due and must be made according to the following schedule: Tuition October 1 . . . . . . . . . . . . . . . . . $125 December 1 . . . . . . . . . . . . . . . 100 March 1 . . . . . . . . . . . . . . . . . . 100 May 1 . . . . . . . . . . . . . . . . . . . 75 Board and Room $125 100 100 75 Total $250 200 200 150 For old students who matriculated before 1938 the total fixed charges remain as follows: T U!tIOn .. ......................... . $270 Board and Room ................. . 385 Total ........................ $655 Payments of these fees are due and must be made according to the following schedule: Tuition October 1 . . . . . . . . . . . . . . . . $81 December 1 . . . . . . . . . . . . . . . 81 March 1 . . . . . . . . . . . . . . . . . . 54 May 1 . . . . . . . .. . . .. . . . . .. 54 Board and Room $114 114 81 76 Total $195 195 135 130 The above fees include the College medical service, admission to local College events, and subscription to College publications. For full courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . For hair' courses taken: (1) In the first half-year. . . . . . . . . . . . . . . . . . (2) In the second half-year ............... . Dec. I half 69 Mayl half all all In addition to the regular laboratory fee, students will be charged for any breakage for which they may be responsible. Graduation Fees. A diploma fee of $10.00 and a fee of $2.50 for the rental of an academic cap and gown will be charged to all graduating students before Commencement Day. Students who wish to arrange for academic costumes otherwise than through the College should notify the Office to this effect by May fir st. Caution Money. Each student residing in a dormitory or a fraternity house must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged against this deposit according to the student's responsibility. The deposit must be maintained at all times during the session. It will be returned at the end of any session or upon the withdrawal or graduation of the student from College. �CATALOGUE OF ST. JOHN'S COLLEGE 71 THE FRIEDRICH JONATHAN VON SCHWERDTNER SCHOLARSHIP AWARDS AND AIDS Through scholarships, assistantships, student service, and prizes, a limited number of deserving students may be aided somewhat in meeting their college expenses. SCHOLARSHIPS AWARDED BY THE COLLEGE MERIT SCHOLARSHIPS To that student of St. John's College who in his Freshman year attains the highest scholastic average, a scholarship providing free tuition for the following year. To that student of St. John's College who in his Sophomore year attains the highest scholastic average, a scholarship providing free tuition for the following year. Rules Governing these A wards 1. These scholarships shall be awarded annually by the Faculty on the recommendation of the Committee on Scholarships and Prizes, and the awards shall be announced in September at the formal opening of College. 2. Either, or both, of these scholarships may be withheld, at the discretion of the Faculty, if the scholastic averages attained, though the highest in their respective classes, are not clearly excellent. 3. In cases of ties, or near ties, the Faculty reserves the right to consider the financial needs of the candidates, and their scholarship in its broader aspects, in making these awards. 4. The Faculty also reserves the right to disqualify a candidate on evidence of other forms of serious unworthiness. 5. Students whose tuition is already provided for by other scholarships are ineligible for these awards. 6. The decisions of the F acuity are final. THE PHILIP A. MYERS, II, SCHOLARSHIP To be awarded annually in tuition, the income of ten thousand dollars, the gift of Philip A. Myers, II. To be awarded, in tuition, to some deserving student, the income of fifteen hundred dollars, offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of thirty dollars to ,be applied to the cost of tuition. SCHOLARSHIPS AWARDED BY PATRIOTIC SOCIETIES THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship covers tuition, board, and room rent, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. SCHOLARSHIPS OF THE COLONIAL DAMES OF AMERICA In 1937-38, the Colonial Dames of America had the following scholarships at St. John's College: 1. A $250 scholarship given by the parent society. Awarded to Howard Palmer Hill. 2. A $200 scholarship given by the parent society. Awarded to Clarence Edward Roache, Jr. 3. A $140 scholarship given by the Paris Chapter. Awarded to Lawrence Hilgeman, Jr. 4. A $250 scholarship given by Mr. and Mrs. Arthur W. Butler, in memory of their son-Arthur Butler, Jr. Awarded to Edward Willis Hearn. Applicants for these scholarships are expected to submit evidence that they are of colonial descent and that they themselves revere the the ideals and standards of their forbears. Application should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Walter W. Price, 1 West 72nd Street, New York City. MARYLAND STATE SCHOLARSHIPS THE CLIFTON C. ROEHLE SCHOLARSHIP SENATORIAL SCHOLARSHIPS To be awarded annually in tuition, the income of six thousand dollars, the bequest of Mrs. Anna M. D. Roehle, in memory of her son Clifton C. Roehle. To one student from each county of Maryland and from each of the legislative districts of Baltimore City, a "senatorial scholarship"providing free tuition, board, and room rent-is given every four years. 70 �72 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Candidates for these scholarships, residing in Baltimore City or in Dorchester, Kent, and Queen Anne _Counties, _should apply t~ ~he Registrar of the College for information regardmg _the competitive examination· candidates residing in the other counties should ap_ply to their res;ective county Boards of Education for this informat10n. These scholarships do not provide for laboratory fees, breakage fees, or caution money. · ' pletely as possible so that justice may be done in the individual case relatively to other applications. The following types of service are regularly open: TUITION SCHOLARSHIPS To one student from each county of Maryland and from. each of the legislative districts of Baltimore City, a "tuition scholarshtp"providing free tuition-is given every four years. . . ·. Candidates for these scholarships, residing in Baltimore City or m Dorchester, Kent, and Queen Anne Counties, should apply to. ~he Registrar of the College for information regarding _the competitive examination; candidates residing in the oth~r countie~ s~ould a~ply to their respective county Boards of Education for this mformation. These scholarships do not provide for any fees other than regular tuition. SCHOLARSHIPS AT OTHER INSTITUTIONS FOR ST. JOHN'S STUDENTS SCHOLARSHIPS IN ENGINEERING Three scholarships in engineering are offered at the Johns Hopk~ns University to graduates of St. John's College. Students who are mterested should confer with the major Advisers in the Departments of Mathematics, Physics, Chemistry, and Economics. 73 Laboratory Assistant Physics Chemistry Biology Psychology New Program Laboratory Infirmary Assistant Library Assistant Gymnasium Assistant Waiter in the Dining Hall Student Dormitory Manager The National Youth Administration makes a yearly grant to the College. This is used to pay an hourly wage to students of good character and need, for irregular and occasional service to the secretarial and manual work of the College. Application for such work should be made on the regular student aid blanks which may be obtained from the Registrar. The students maintain an Employment Bureau which keeps a record of remunerative positions in Annapolis and canvasses the prospects for positions for students after graduation and during vacation. All students hold scholarships and other forms of student aid only on condition of maintaining good academic standing. SCHOLASTIC REGULATIONS SCHOLARSHIP IN MARINE BIOLOGY DEGREE REQUIREMENTS FOR THE NEW ST. JOHN'S PROGRAM STUDENT SERVICE Satisfactory work in this course as it is outlined in the earlier section in this catalogue will be accepted as fulfillment of the requirements for the degree of Bachelor of Arts. The schedule calls for. a total of from· 130 to 150 semester hours of classroom and laboratory work. Examinations, either oral or written or both, will be given at the end of each term, and both oral and written examinations will be given at the end of each year for the work covered in that year. Specifically, these requirements are as follows: Knowledge of the contents.of the required books in the course. Competence in the liberal arts. A reading knowledge in at least two foreign languages. Competence in mathematics through the elementary calculus. Three hundred hours of laboratory science. Satisfactory work in the course in hygiene and in the course in physical training (two years of work). A tuiti~n scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York, or ~t the Marine Biological Laboratory, Woods Hole, Massachusetts, is offered annually to a biology or pre-medical. major who is properly prepared and who is recommended by the Biology Department. Students who are interested should consult members of the Department. A few upperclassmen are employed by the College each year .in various positions. The stipend varies according to the type of servi~e and the amount of time spent at work. The ~haracter and aca.demic record of the applicant, as well as his. financial need, ~re _considered by the committee making_ th~ appomtments. Application blanks may be obtained from the Registrar and should .be filled out as com- �74 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE DEGREE REQUIREMENTS IN THE REGULAR ELECTIVE PROGRAM At the end of his Freshman year each student is required to designate his major Division. An instructor in that Division is assigned as his Adviser for the rest of his College course. Each student is required to plan, with his Adviser, a tentative program for the Sophomore, Junior, and Senior years, including all of the courses required for the chosen major. It is advisable for the student to take in the Sophomore year any elementary courses which are required. A student entering St. John's for the first time in September, 1936, or thereafter, or named in the class of 1940 or 1941, must pa~s twenty full courses or their equivalent in full and half courses, m order to be recomm'ended for the degree. He must in addition attain grades of C or higher in at least thirteen of these twenty courses. Further, he must satisfy the foreign language requirement an~ the requirements of his major division. He must also secure credit f?r satisfactory work in the course in hygiene and in the course m · physical training (two years of work). A student entering St. John's for the first time in September, 1935, must pass seventeen full courses or their equivalent in full a~d half courses, in order to be recommended for the degree. He must, m addition attain grades of C or higher in at least eleven of these seventee~ courses. Further, he must satisfy the foreign language requirement and the requirements of his major division. He must also secure credit for satisfactory work in the course in hygiene and in the course in physical training (two years of work). A student entering St. John's before September, 1935, must pass seventeen full courses, or their equivalent in full and half courses, in order to be recommended for the degree. He must, in addition, attain grades of C or higher in at least nine of these seventeen .courses. Further, he must satisfy the requirements of his major division and secure credit for satisfactory work in the course in hygiene and in the course in physical training (two years of work). COURSES REQUIRED FOR THE DEGREE During the four years of the work for the Bachelor of Arts degree, the student must include in his program the following courses; 1. English 1 (unless anticipated). _ 2. Required courses for fulfilling the prescription of his major division (six courses in one division). 3. Any language courses prescribed by his major division. 4. Three courses for distribution. (See Courses for Distribution.) 5. Foreign language work required for his degree. 6. In addition, elective courses to fulfill the remainder of the deg:ee requirements in terms of course credits or semester ho1:1r cred1~s. 7. The course in hygiene, and two full courses or the eqmvalent m physical training. MAJORS Any six courses within a Division, with their respective prerequisites, constitute a major. 75 LANGUAGE REQUIREMENTS Candidates for the degree .!ire required to have a reading knowledge of one foreign language. This requirement must be satisfied, preferably by the end of the sophomore year, either by passing a written examination to be given each semester by a special committee, or by passing with a grade of C or better any language course which is not a beginning course. In addition to the language requirement prescribed for the degree, some major Divisions have language requirements. Since the student does not announce the choice of his major until the end of his first year, Freshmen are advised to consider the matter of languages very carefully before finally submitting their study cards for the first year. COURSES FOR DISTRIBUTION All courses offered are grouped in three Divisions: ( 1) The Division of Languages, Literature, and Art, ( 2) the Division of the Social Sciences and Philosophy, and (3) the Division of the Sciences and Mathematics. The student's major subject falls in one of these three Divisions. The student must pass three courses divided between the other two Divisions. Unless the student has passed in his preparatory school a course in laboratory science approved by the College, he must pass at least one college course in a laboratory science. MAJOR COURSES COUNTING FOR DISTRIBUTION No course taken to satisfy the requirements of the major may be used for distribution. DEGREES WITH HONOR Highest honor will be awarded to those students who have pursued during their last two years a course of study in some measure independent of regular courses and leading to a comprehensive examination in one field of knowledge. Opportunity will be given to acquire a more complete mastery of one subject than has ordinarily been done under the course system. In some departments there �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE will be opportunity for original research and the writing of a thesis. The examination may be conducted not only by the department in which the student has concentrated and other members of the Faculty, but also by competent persons outside the College. The requirements for the degree "with honor" or "cum honore" are as follows: a. The candidate shall, at some time before the end of the Junior year, make application to the Dean for acceptance as a candidate for honors, and must have therefor the approval of his Adviser and of the department in which he proposes to concentrate. b. He shall obtain a general average of at least 80 for the four years, and an average in his major subject of at least 85.* c. He shall, either during his Junior and Senior years, or during one of them, accomplish special work in his major subject, the type and amount of which shall be decided in conference between him and the instructors in the department in which he is concentrating. d. He shall, towards the end of his Senior year, pass a comprehensive oral and written examination in his major subject before a board composed of the instructors of the major group, other members of the Faculty, and at least one visiting examiner. the next higher class, or in the case of a Senior, to a degree. This is the meaning of good standing. For clarity and accuracy of judgment the degree requirements may be stated in terms of semester hours, and distributed as follows throughout the eight semesters: 76 77 Class of 1938 1st sem ....... 12/6 (4/2) 2d sem ....... 24/12 (4/2) Class of 1939 12/6 (4/2) 24/12 (4/2) Classes of 1940 & 1941 15/9 (5/3) 30/18 (5/3) 3d sem ....... 4th sem ....... 39/21 (5/3) 54/30 (5/3) 39/21 (5/3) 54/30 (5/3) 45/27 (5/3) 60/36 (5/3) 5th sem ....... 6th sem ....... 66/36 (4/2) 78/42 (4/2) 66/39 (4/3) 78/48 (4/3) 75/48 (5/4) 90/60 (5/4) 7th sem....... 90/48 (4/2) 8th sem ....... 102/54 (4/2) 90/57 (4/3) 102/66 (4/3) 105/69 (5/3) 120/78 (5/3) The left-hand column in each case represents the cumulative record as a ratio of courses passed and courses passed with a C or higher. The right-hand column represents ratio of courses passed and courses passed with a C or higher in any given semester. The right-hand column is not cumulative. 12/6 in the left-hand column represents 12 semester hours passed and 6 semester hours passed with grades of C or higher. The right-hand column represents the rate in terms of quantity and quality of courses passed in each semester. 4/2 in the right-hand column represents 4 courses to be passed, with grades of C or higher in 2 as the minimum of satisfactory progress. DEGREES WITH DISTINCTION A degree "with distinction" or "cum laude" will be granted to any student who has done especially good work in all the courses which he has taken. A student to win this degree must, during a regularly required residence in the College, obtain an average of 85 or above.* Degrees "with great distinction," or "magna cum laude," will be granted by vote of the Faculty in rare cases to altogether exceptional students. A student may win a degree both "with distinction" in general studies and "with honor" in his major subject. SATISFACTORY STANDING This table defines the minimum credit for satisfactory standing at the end of each semester respectively. Mid-semester standing will be determined from the grades as if at the end of the current semester. PROMOTION AND PROBATION UNSATISFACTORY STANDING In the new St. John's Program students will be promoted from ·year to year when their work taken as a unit is judged satisfactory. In general such judgments are made by the instructional staff on the ba,sis of oral and written examinations. Specifically, these judgments are based on the average of class records as well as examinations. In the regular elective program the rules for promotion are based on the general principle that a student must maintain at all times a record which, if it were final, would entitle him to promotion to A student who has deficiencies either quantitative or qualitative or both is in unsatisfactory standing. '"For determining comparable averages, the mid-point of each grade-range in the following scale is used: A = 100-90, B = 89-80, C = 79-70, and D = 69-60. · . t 1. A student with deficiencies at the end of a semester exceeding 6/6 will be dropped from College. 2. A student with deficiencies at the end of a semester exceeding 3/3 and less than 6/6 will be put on probation. 3. A student with deficiencies at the end of the mid-semester gradeperiod exceeding 3/3 will be put on probation . Re-admission: When a student's probation has been closed, he will be re-admitted to College only upon the recovery of satisfactory standing in his class. �78 CATALOGUE OF ST. JOHN'S COLLEGE RULES GOVERNING STUDENTS ON PROBATION 1. For each unexcused absence from class, a reduction of 5 points will be made in the student's grade for the course in which the absence occurred. 2. Students on probation are ineligible for participation in intercollegiate athletic contests and for offices in student organizations. Any student having an F in a course at the mid-year period may be required by the instructor to drop the course at that time. RELIEF FROM PROBATION A student who has been placed on probation because of unsatisfactory scholarship will be relieved from probation at the next grade period if a satisfactory record is then achieved. AMOUNT OF WORK REQUIRED No regular student in any year may take fewer than four co~rses. If the number of courses needed for promotion to the next higher class exceeds four,. the student will be required to carry the requisite number for promotion, except by special dispensation from the Dean. No student will be permitted to take more than five courses in any one year except by special permission of the Dean. In no case may more than six courses be taken. The Dean may at any time require that a student's program be lightened, even if special permission to take additional courses has previously been granted. REPEATING COURSES A course which has been passed may not be taken again in order to raise a grade. If a student has received the grade of F in any course, he may repeat the course, or he may substitute another course. If the course failed is one required for the degree or for the fulfillment of the major requirements, it must be repeated. CREDIT FOR WORK IN SUMMER SCHOOLS Students who take work at summer schools may petition for transfer of credits on the basis of the work taken at those institutions. Credit is not automatically transferred, but is subject to the approval of the Faculty member at St. John's who teaches the most nearly similar subject. In order to be certain that a given credit will be transferable, the student should confer with the proper Faculty members and with the Dean before going to summer school. Upon his return the student must submit a transcript of his summer school record. Inasmuch as the formal approval of credit may take some CATALOGUE OF ST: JOHN'S COLLEGE ·'· 79 time, the studen,t is urged to submit his transcript and his petition for credit immediately after the conclusion of his summer course. In controversial cases examinations may be required before credit can be granted. ADVISERS Each new student is assigned to a member of the Faculty who acts as his Adviser. The Adviser helps the student at registration times, and confers with him occasionally throughout the year. The student should call upon his Adviser freely for assistance at any time. In assigning Advisers to new students, the Registrar considers the information which is ftirnished on the application for admission. Each student should give as much information about himself as possible, so that he may have sympath~tic guidance. Before May first in his first year each Freshman chooses one . Division in which he will do his major work. He is then assigned to an Adviser who teaches in the Division of the major. The major Adviser takes the place of the Freshman Adviser: with his help the student plans his studies for the remaining years, and selects the courses he will take during the ensuing year. REGISTRATION All s.tudents, both new and old, are required to register at fixed times. The registration day for the first half-year is indicated in the College Calendar. At mid-years there is a registration for the second half-year, and in the spring there is an early registration for the year following. The times for these registrations are announced by special notices. Each time, when a student is ready to make a choice of studies, he should go to his assigned Faculty Adviser. A study card, approved and signed by the Adviser, must be returned to the Office and filed before 4 p. m. on the day of registration. CHANGE OF PROGRAM During the first two weeks in either half-year students may drop or add courses with the permission of the Dean and with the approval of the Adviser. Except for extraordinary circumstances, no course may be dropped at any other time. A special form must be filed at the Registrar's Office for any change of program. EXAMINATIONS Informal hour examinations, covering the work of approximately the first seven weeks of each half-year, are held in all courses in November and in March. 6 �80 CATALOGUE OF ST. JOHN'S COLLEGE Mid-year examinations are held at the end of the first. ha~f-year. For courses which end at mid-years, these are final exammat10ns. Final examinations for full courses, and for half-courses which begin at mid-years, are held at the end of the year. GRADES Students are graded by letter grades as follows: A, Excellent; B, Very good; C, Satisfactory; D, Passing, but unsatisfactory; F, Failure; I, Incomplete. An incomplete grade is automatically changed to F in case the work is not completed within the following prescribed periods: at mid-year, within four weeks; at the end of the year, within the first six weeks of the following academic year. REPORTS . Reports are available to each student, to his parents, and to his Adviser after each grade period; that is, after the November hourexaminations, after the mid-year examinations, after the March hour-examinations, and at the end of the year. Reports of ?rades are not given out at the end of the school year, however, until the student's College bills are paid in full. ATTENDANCE AT REGULAR COLLEGE EXERCISES Students are expected to attend all their scheduled College exercises. Attendance at scheduled College exercises is a matter for making rules in view of two ends: 1. The success of the individual student's work. 2. The common good of particular classes and of the College as a whole. _ Absences judged to be dangerous to either or both of these ends entail the student's liability to suspension or dismissal. All matters concerning attendance are under the jurisdiction of the Dean of the College. RULES A record of each student's attendance will be kept in the Registrar's Office, and absences will be posted weekly on the Registrar's Bulletin Board. At the discretion of the instructor cases of tardiness may be reported as absences. Absences immediately before or after a vacation will be counted as double absences. CATALOGUE OF ST. JOHN'S COLLEGE 81 Written and signed excuses from the following sources will be accepted for consideration by the Registrar and the Dean: (a) (b) ( c) ( d) Parent, guardian, or other responsible person outside the College· Practising physician consulted by the student; ' Instructor in charge of course in which absence has occurred· The Director of Athletics. ' The student's attendance record will be taken into account whenever there may be occasion to determine his standing in the College. Although the College cannot ta_ke responsibility for the where.:. abouts of students ~hen absent from the campus, a student living at the College who is compelled to be absent from Annapolis overn~ght is requested .to notify the Registrar before leaving and upon his return. �l CATALOGUE OF ST. JOHN'S COLLEGE STUDENTS ENROLLED IN ST. JOHN'S COLLEGE, 1937-38 SENIORS-CLASS OF 1938 Baltimore Phi Alpha House David Nathan Bacharach, Jr. Cumberland 13 Pinkney Hall Francis Elwood Barkman Glastonbury, Connecticut Alpha Kappa Pi House John Nebiolo Boeris Baltimore Kappa Alpha House William Baltzell Burch Breathedsville · 6 Randall Hall Jacquelin Holland Bushong Claude House Stuart MacDonald Christhilf, Jr. Baltimore Baltimore 15 Randall Hall Gordon Croughwell Cooper Pocomoke City 12 Pinkney Hall Clayton Thomas Davis, Jr. Washing ton, District of Columbia Leonard Thomas DeLisio Kappa Alpha House Baltimore Alpha Kappa Pi House Charles Sherman Denny, Jr. Centreville Alpha Kappa Pi House Richard Tilghman Earle, Jr. Brooklyn, New York 3 Randall Hall Henry Paul Eichacker Salisbury 23 Randall Hall Jack Donald Englar Annapolis Home, 232 Main Street Bernard Gregory Fold Brooklyn, New York Phi Alpha House Sanford Michael Hecht Northport, New York 12 Randall Hall Russell Crispbell Henderson Baltimore 20 Randall Hall Gustav Edward Herzer New Bedford, Massachusetts 15 Pinkney Hall Harold Arthur Kenyon' River Edge, New Jersey Alpha Kappa Pi House George Worthington Kopp Baltimore Phi Alpha House Alvin Edward Levy Aberdeen Kappa Alpha House James Scott Baker Middelton Jersey City, New Jersey Alpha Kappa Pi House Charles Albert Mosby Westminster Sigma Alpha Epsilon House Arthur Kurtz Myers Baltimore 37 Pinkney Hall Robert Henry Renshaw, III Annapolis Home, 184 Duke of Gloucester Stre~t Edward Peyton Ritchings Cobham, Virginia 7 Shipwright Str.eet, Annapolis Anthony Barclay Rives Baltimore Phi Alpha House Julius Rosenberg Cumberland Sigma Alpha Epsilon House William Taylor Ross, Jr. Annapolis Home, 144 Lafayette Avenue Henry Harrison Sadler, Jr. Ocean City Kappa Alpha House Francis James Townsend, Jr. Elkton Sigma Alpha Epsilon House Richard Banks Warburton Elkton 144 Charles Street, Annapolis '.fheodore Williams JUNIORS~CLASS Eugene Angyal John Rankin Birmingham James Edward Boyle Frederick Robinson Buck Walter Russell Chance, Jr. Albert Patterson Close Garner Fawcett Collins George Tyler Coulson OF 1939 Elizabeth, New Jersey Baltimore Queen Anne Baltimore Eastport Bel Air Rockville Middletown, Delaware 82 12 Pinkney Hall 8 Randall Hall 14 Pinkney Hall Kappa Alpha House Home, 100 Adams Street Kappa Alpha House Kappa Alpha House 23 Pinkney Hall Ralph Cresap Davis Theodore Edward deDisse Samuel Davis Foster, Jr. John Daniel Friebely Joseph Schussler Galloway Harry Lee Hamilton, Jr. Ross Warren Hammann Edward Willis Hearn Howard Palmer Hill Robert Felty Hodges William Joseph Hopps Robert Cecil Kanode John James Lambros Edward Flint Lathrop, Jr. James Russell McQueen, Jr. Malcolm Elmer May Philip Andrew Myers, II William Councilman Owens Arthur Yellott Pindell, Jr. James Harrison Rowe Charles Sprigg Sands Nelson Earle Shawn, Louis Harry Shuman Peter Theodore Simmons Robert Henry Springer LeRoy William Staylor George Edward Thomas B. Johnson Todd Bernard Anthony Tuckey Edmund Howell Volkart 83 Annapolis Home, 4 Oklahoma Terrace Baltimore Claude House Pittsburgh, Pennsylvania Phi Sigma Kappa House Germantown, Pennsylvania Claude House , Towson Kappa Alpha House Washington, District of Columbia Phi Sigma Kappa House Baltimore Kappa Alpha House Baltimore Sigma Alpha Epsilon House Baltimore Phi Sigma Kappa House Hagerstown Alpha Kappa Pi House Baltimore Phi Sigma Kappa House Catonsville 26 Pinkney Hall Baltimore Sigma Alpha Epsilon House New London, Connecticut 1 Randall Hall Silver Spring Kappa Alpha House Brooklyn, New York Phi Alpha House Ashland, Ohio Claude House Dundalk Kappa Alpha House Cockeysville Kappa Alpha House Catonsville Kappa Alpha House Gambrills Kappa Alpha House West Annapolis Home, West Annapolis Scotland Phi Alpha House Newport, Rhode Island Kappa Alpha House Emmitsburg 18 Randall Hall Baltimore 22 Randall Hall Baltimore Kappa Alpha House Hurlock 4 Randall Hall St. Alban's, New York Sigma Alpha Epsilon House Aberdeen Kap'pa Alpha House SOPHOMORES-CLASS OF 1940 Rudolph Albera Addison Stuart Archie, Jr'. William Welch Bagby William Randolph Benny Donald Hanks Brightbill Arthur Larry Budacz Charles Tltomas Clagett, Jr. Warren Wy:nne Clements James Higgins Cook Herman Cooper Charles Osborne Duvall Cliarles Armstrong Forbes, Jr. Charles Thomas Gladden, Jr. James Ferdinand Hayward, Jr. Edwin Frederick Heinen Irvin Gorman Hoyt George Edward Hugg Robert Lee Keyser, Jr. South Glastonbury, Connecticut Alpha Kappa Pi House Westerly, Rhode Island Kappa Alpha House Annapolis Home, 186 Duke of Gloucester Street Easton 14 Pinkney Hall Reading, Pennsylvania 28 Pinkney Hall Baltimore Kappa Alpha House Washington, District of Columbia 24 Randall Hall Baltimore Kappa Alpha House Annapolis Home, 14 Cheston Avenue Annapolis Homs:, 101 Main Street Annapolis Home, 99 Cathedral Street Baltimore Alpha Kappa Pi House Annapolis Home, 116 Duke of Gloucester Street Baltimore Kappa Alpha House Bay Shore, New York Phi Sigma Kappa House Baltimore Sigma Alpha Epsilon House Annapoli:r Home, 12 Ridgewood Avenue Baltimore Kappa Alpha House. I �84 CATALOGUE OF ST. JOHN'S COLLEGE William Joseph King Nicholas Dayton LaHart, Jr. Reginald Clair Lamb, Jr. Jacques Evon Lenmark George Taylor Lyon, Jr. Thomas Lyles MacNemar William McClelland, Jr. William David Macmillan, Jr. Wilbur Matz Ernest Leslie Medford, Jr. George Robert Mowell Ernest Campbell Popplein, Jr. Robert Harold Reynolds Clarence Edward Roache, Jr. Grant Kenneth Schmick Norman Traverse Slater John Lee Smith, Jr. Richard Wilson Snibbe James Alexander Stevens, II Philip Churchill Stoddard Hall Everett Timanus James Milton Tindall, Jr. William Brayshaw Welling, Jr. George Thomas W eschler Stanley Alfred Wilkinson Annapolis Home, 232 Prince George Street Phi Sigma Kappa House Boonton, New Jersey Home, 149 Monticello Avenue Annapolis Eau Claire, Wisconsin Phi Sigma Kappa House 28 Pinkney Hall Havre de Grace Millersville Home, Millersville East New Market 14 Randall Hall Kappa Alpha House Baltimore Baltimore Phi Alpha House Annapolis Home, 144 Duke of Gloucester Street Glencoe 26 Pinkney Hall Reisterstown Alpha Kappa Pi House Annapolis Home, 102 Cathedral Street Ellicott City Sigma Alpha Epsilon House Preston 4 Randall Hall Port Chester, New York 13 Randall Hall Baltimore Phi Sigma Kappa House Catonsville Kappa Alpha House Easton Sigma Alpha Epsilon House Glen Ridge, New Jersey 32 Pinkney Hall Baltimore Phi Sigma Kappa House Waterbury Home, Waterbury Sykesville Alpha Kappa Pi House Pearson Sigma Alpha Epsilon House Hartford, Connecticut Phi Sigma Kappa House FRESHMEN-CLASS OF 1941 Gerard Jordan Alexander William Raymond Atkinson Rollin Page Ball James Herman Barrett, Jr. Richard Bergen Bianco Massimo Bianchi Victor Gustave Bloede, 3d M. Worthington Bordley, Jr. Frederick Baile Bower John Henri Brown, Jr. William Allen Carter William Melvin Catterton Loyd Woodrow Charlie James Hamilton Clark, Jr. Henry David Cubbage William Moye Darden Bruce Joly Edmonston Thomas Taylor Galloway Joseph Mathew Ganey, Jr. Norman Atwood Garis George Edward Graefe, Jr. George Ellis Gray Bruce Andrew Graybeal Frank William Hansen Dexter Stearns Haven West Annapolis Home, West Annapolis Doylestown, Pennsylvania Sigma Alpha Epsilon House Easton 40 Pinkney Hall Annapolis Home, 42 Locust Avenue New York, New York 18 Pinkney Hall West Haven, Connecticut 17 Pinkney Hall Catonsville 6 Pinkney Hall Baltimore Claude House Taneytown 37 Pinkney Hall San Juan, Puerto Rico Phi Sigma Kappa House Pocomoke City Phi Sigma Kappa House Davidsonville Home, Davidsonville Charlottesville, Virginia 3 Pinkney Hall Maplewood, New Jersey 45 Pinkney Hall Brandywine 4 Pinkney Hall Annapolis Home, 8 Thompson Street Baltimore 38 Pinkney Hall Towson 5 Pinkney Hall New London, Connecticut 8 Pinkney Hall Summit, New Jersey 45 Pinkney Hall Annapolis Home, 477 West Street Annapolis Home, 141 Monticello Avenue Conowingo 41 Pinkney Hall Baltimore 41 Pinkney Hall Saunderstown, Rhode Island 22 Pinkney Hall CATALOGUE OF ST. JOHN'S COLLEGE Lawrence Hilgeman, Jr. William Spencer Hopkins William Reginald Hughes, Jr. Albert Huldreich Jaeggin William Witt Jennings, Jr. Thomas Stanley Johnson, Jr. Lewis Nelson Jones Lyman Norwood Key Kent Kitchel Cecil Claggett Knighton Andrew Anton Kramer, Jr. Irving Selwyn Lewis George Lewis McDowell Theodore Louis Mandris Gerard John Martin Richard Salter Moseley William Clarence Murphy, III Albert Joseph Nacrelli William Edward Nelson Theodore Jerome Ritter Edward Wilfred Ross, Jr. Raymond Earl Ross Paul Aaron Sachs David McGregor Shipley, III Thomas Edward Strange, Jr. Henry Jerome Stringer, Jr. Angelo James Tarantino William Robert White Harold Webster Zebley 85 Baltimore 16 Pinkney Hall West River 15 Maryland Avenue, Annapolis Washington, District of Columbia 36 Pinkney Hall Baltimore Da vidsonville Glen Ferris, West Virginia 29 Pinkney Hall Baltimore 30 Pinkney Hall Annapolis Home, 98 Cathedral Street Annapolis Home, 23 Thompson Street Ridley Park, Pennsylvania Phi Sigma Kappa House Edgewater Home, Edgewater Annapolis Home, 14 Revell Street Baltimore Phi Alpha House Rock Hill, South Carolina 18 Pinkney Hall Annapolis Home, 22 Munroe Court Annapolis Home, 17 Hill Street Watertown, Massachusetts 31 Pinkney Hall 42 Pinkney Hall Baltimore Marcus Hook, Pennsylvania 3 Pinkney Hall Bridgeport, Connecticut 19 Pinkney Hall Philadelphia, Pennsylvania Phi Sigma Kappa House Pocomoke City 32 Pinkney Hall 588 West Street Cheverly Annapolis Home, 2 German Street 44 Pinkney Hall Baltimore Annapolis Kappa Alpha House Claude House Baltimore 32 Pinkney Hall Saratoga Springs, New York Annapolis Home, 310 West Street 4 Pinkney Hall -Newark, Delaware NEW PROGRAM Home, 9 Taney Avenue Annapolis Baltimore 190 Duke of Gloucester Street, Annapolis 7 Pinkney Hall Millington Paul Ringgold Comegys Hanover, Massachusetts 23 Pinkney Hall Stanley Nathan Fisher Oakland 40 Pinkney Hall William Wallace Grant, Jr. 44 Pinkney Hall CharlesDuncanLeverichHarrison New York, New York Annapolis Home, 474 West Street William Henry Hatfield 33 Pinkney Hall Baltimore Thomas Lansdale Hill 19 Randall Hall Salisbury William Thurman Hopkins Claude Hause Bradley Junction, Florida Thomas Johnson Kappa Alpha House Templeville Oscar Louis Lord, Jr. 7 Pinkney Hall East Orange, New Jersey Christian Hebble McGarry Kappa Alpha House Annapolis John Otto Neustadt Home, 273 First Street Eastport Ernest Albert Otto, Jr. 33 Pinkney Hall LaPlata Vernon Morse Padgett Annapolis Home, 53 Southgate Avenue Henry Martyn Robert, 3d 29 Pinkney Hall Reading, Pennsylvania Horace Roland 25 Pinkney Hall Owings Herbert Brent Stallings Alpha Kappa Pi House Baltimore Charles Edwin Vayne 5 Pinkney Hall Baltimore Bowen Pattison Weisheit Lewis McElwain Alexander Arthur Merriman Blackburn �CATALOGUE OF ST. JOHN'S COLLEGE .CATALOGUE OF ST. JOHN'S COLLEGE SPECIAL STUDENTS 86 Cum Laude Perugia, Italy Port Chester, New York Manati, Puerto Rico Annapolis Goffredo Boccolini A. Eugene Gasteiger Luis Simo Moran Joseph Charles Smith 9 Randall Hall 3 Pinkney Hall 3 ·Pinkney Hall Home, 217 Main Street UNCLASSIFIED STUDENTS Lloyd Francis Taylor Bridgeport, Connecticut Harry Gabriel Yaggi 7 Randall Hall SUMMARY OF ENROLLMENT BY CLASSES SENIORS .........•..... ,. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . • • . JUNIORS • • . • • . • • • • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . • • . . . •• . . . SOPHOMORES . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . • FRESHMEN .....••• : • . • . . . . . . . . . • . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . • . SPECIAL STUDENTS • . . • . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . • . . . • . . . . . . . UNCLASSIFIED STUDENTS . . . . . . . . . . • . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . • . NON-MATRICULATED STUDENTS ...•.•....•..... ; . . . . . . . • . . . . • . . . . . . . . . . . . . RoBERT GRAHAM Moss (in Mathematics) ....•..............•.•.••..•. Annapolis Rite Wilson, North Carolina 93 Bowyer Road, U. S. Naval Academy Annapoli.r Home, 16 Francis Street 32 38 43 74 4 1 2 TOTAL •••.••.•.•.•.•••.•••.•.•••.•••••••.••.....•..••..•....•...... 194 SUMMARY: GEOGRAPHICAL DISTRIBUTION Maryland •••..••...•........... 137 New York...................... 11 Connecticut . . • . . . . . . . . . . . . . . . • . . 8 New Jersey . . . • . . . . . . . . . . . . . . . . . 8 Pennsylvania • • • . . . . . • . . . . . . . . . • 8 3 District of Columbia. . . • . . . . • . . . . . Massachusetts . • • . . . . . . . . . . . . . . . . 3 Rhode Island • • . . . . . . . . . .. • .. . . • 3 Delaware • . • . . • . . . . . . . . . • . . . . . . . 2 Puerto Rico . . . . . . . . . • . . • . . . • .. . 2 Virginia • . • • . • • . . • . • • • •• . . . • . • . • 2 WILLIAM BURNS SOHN •.....•......•....•....•.•.......•.••........... Towson OKEY ELLSWORTH MICHAEL .•.•.•...•.•.•..•.........•...•........ Westernport NoRvAL FoARD KEMP .....•....•......•...........•........ ; •.......... Relay WILLARD OSBORNE AsH·....•.•..•......••.•••..............••...•.. Cumberland Cum Laude et cum Honore NON-MATRICULATED STUDENTS Joseph Milton Gold, Jr. 87 Florida . . . . . • . . . . . . . . . . . . . . . . . . . North Carolina • . . . . • . . . . . . . . • . . . Ohio ••.. ..... ..• ............ ... South Carolina . . . . . . . . . . . . . . . . . . West Virginia . . • . • . . . . . . . . . . .. . • Wisconsin . . • . . . . . . . . . . . . . . • . . . . 1 Italy·........................... 1 1 1 1 1 1 Total ••.....•....•........• 194 DEGREES CONFERRED, JUNE 9, 1937 BACHELOR OF ARTS FRED ALEXANDER ....••.........•.....•..•....••.•.•••. Ridgewood, New Jersey CHARLES CHESTER ATWATER ..••..• , ...•...••.....•.••••••.•••..... Chestertown JOHN HARRINGTON BROWN .•.••.....•....•......••••.......••...•.. Queen Anne HARRY PATTEY, CALHOUN .••.••....•..•...•...•.....•.•••.••.••..•.. Ocean City HERBERT KEITH CLAYTON .•.•••••••.....•..••....•.••........•..•.... Baltimore JoHN RAYMOND CooPER •••.•...•........•.....••.•...........••..•. Baltimore ERNEST NEAL CoRY, JR ....•...••.•.•..•.•.•••....••...•.•.••.••... College Park CHARLES JOSEPH CUNNINGHAM ..•..•........•....... ; .•.....•.....• Cumberland THOMPSON FAXON Dow, JR............................... South Portland, Maine MERRILL MoRSE GOLDSTEIN .••••..•.....•................. New York, New York WILLIAM EDWARD HARMAN .•.•..................•....•..•............ Accident AsHER HOLLANDER •...•.•••..•.•.•....•........•................... Baltimore JESSE WALTER HOLMES, JR.•••.•.•.......•...•........•...........• Cumberland CHARLES DAVID HYSON ••.•.•.••... , •..••.........•...........•.••.. Hampstead ALEXANDER NoBLE JARRELL.: .••..•••.••..•..•......•••••...•••.•.... Annapolis HoLDE;N L'EcLUSE •••••.•.•.•..•.•....•...........•.... Huntington, New York FRANKLIN EARL LESLIE .•.•.•.•....•......•......•..•.••••••.••..•..•.. Towson THOMAS FRANK LusBY, II ..................................... Prince Frederick EVERETT PAUL MASON, JR............................................ Baltimore HAROLD ASHTON MILSTEAD ..•.•.••.••..•..•.•.....•.•.......•.•... Chicamuxen LEWIS LEE MooRE, JR......••...•...••.•..........•....•.........•. Cambridge CHRISTIAN NEUMANN ...•...••...•..•...•... , ......•....••.•..••••. Annapolis WILLIAM EDGAR NIELSEN ...•••.•..••...••..••...... West Englewood, New Jersey JOHN BuRNESTON OWENS •...•........•.....••....•....••...•.• ; ••.. Annapolis ALBERT FRANCIS PATRICK •.•.•.•••..•......•.•.....•.......• Yonkers, New York ALAN FRANCIS PIKE ..•...•.•••.•.•.....•.............• Wethersfield, Connecticut ROBERT Bow1E SASSCER ....•.•.•.•....•.......•...••..•.•.••••. Upper Marlboro EVERETT WELCOME SMITH, JR...•....••............•.•.•. , ..••....•.• Annapolis ROBERT McCAWLEY SNIBBE .••••.•...•..........•.••.•......•....... Ca tonsville JOHN FERGUSON SOMERVILLE, JR.•••.••.•........•.••...•...••..•••. <;:umberland EDWARD CHARLES SOMMER .•.•.•••...•..••.........•... Wethersfield, Connecticut CvRus WILLIAM STRAW ......•.••.•.••..•.•.....•......• Scranton, Pennsylvania FERRIS THOMSEN .•..••.•.•••...••.••.•.•.....•••...•.••••.•..••... Baltimore WILLARD NELSON Toon .•.•.•••.••••.••.•..•••......•••.•.••.••..•••• Elk' Mills Magna cum Laude et cum Honore LESTER AUBREY WALL, JR. (in Biology) .......•.....•..••.....•...••.. Baltimore EMANUEL PHILIP SNYDER (in Government) .....•...•.•......•.••. • ... Annapolis ROBERT LEVIN (in English) ....••.•....•..••.•.••.....••.•...•••.•••• Baltimore DOCTOR OF DIVINITY (Honoris causa) ALBERT HAWLEY LucAS .......................... Headmaster, St. Alban's School �,I i 88 CATALOGUE OF ST. JOHN'S COLLEGE DOCTOR OF LAWS (Honoris causa) MARK SULLIVAN ................................... Author; editor; commentator AMOS WALTER WRIGHT WooDcocK ...•............•... President, St. John's College HONORS AND PRIZES AWARDED, JUNE 9, 1937 To the member of the Senior Class who has attained} the highest average in his four years' acad~~ic work, .. LESTER AuBREY WALL JR. a gold medal. Offered by the Board of V1S1tors and ' Governors. To the member of the Graduating Class, intending to} study medicine, who has the highest standing in courses taken in the Division of the Sciences and .. LESTER AUBREY WALL, JR. Mathematics, a prize of $10. Offered by the Sigma Alpha Epsilon Fraternity. To the student who, in the opinion of the Faculty, has} · · contributed most to the College during the ·year, a .. EDWARD CHARLES SOMMER medal. Offered by the Phi Sigma Kappa Fraternity. To the student who has written the best essay on a} subject taught regularly in the Division of the Lan- ............. ROBERT LEVIN guages, Literature, and Art, a prize of $25.00. WILLIAM BURNS SOHN Offered by the Reverend Doctor Thomas E. Green. To the student who has written the best essay on a} subject taught regularly in the Division of the Sci- .. LESTER AUBREY WALL, JR. ences and Mathematics, a prize of $25.00. Offered WILLARD OSBORNE AsH by the Reverend Doctor Thomas E. Green. To the student who has written the best essay on a} su~ject taught r~gularly in the_Division of the Social ..... CHARLES DAVID HYSON Sciences and Philosophy, a pnze of $13.75. Offered under the Will of the late Judge Walter I. Dawkins. . To the member of the Graduating Class who has dem-} onstrated the greatest interest in general reading, a R L twenty-inch bookshelf. Offered by a former mem- · • · · • · · · · · · · · OBERT EVIN her of the Board of Visitors and Governors. To the retiring President of the Student Council, a} · gavel. Offered by the Beta Mu Chapter of the .... ERNEST NEAL CORY, JR. Kappa Alpha Fraternity. To that member of the Senior Class who, in the opin-} ion of the Faculty, has exemplified those principles of love for and service to men which were the dominant characteristics of Algernon Sydney Sullivan, a .. LESTER AUBREY WALL, JR. medallion and certificate of award. Offered annually by the New York Southern Society, in commemoration of Algernon Sydney Sullivan. To some person, not a student in the College, but intimately connected with the affairs of the College, who, in the opinion of the Faculty, possesses such characteristics of heart, mind, and conduct, as evince a spirit of love for and helpfulness to other men and .. DouGLAS LEGATE HowARD women, as were exemplified by Algernon Sydney Sullivan, a medallion and certificate of award. Offered annually by the New York Southern Society, in commemoration of Algernon Sydney Sullivan. ; To the member of the Senior Class who has excelled} . generally in Athletics during his four years at St. .ROBERT McCAWLEY SNIBBE John's, a medal, offered by the Phi Alpha Fraternity. · CATALOGUE OF ST. JOHN'S COLLEGE The Hodgson Cup-for excellence in English. The Jamison C~p-for excellence in Biology. The Woodcock Cup-for excellence in Chemistry. The Keene Cup-for excellence in Mathematics. 89 . ............ ROBERT LEVIN . .LESTER AUBREY WALL, JR. . ..... NORVAL FOARD KEMP . .... WILLARD OSBORNE ASH . .EDWARD CHARLES SOMMER The Dearing Cup-for excellence in Economics. The Harrison Cup-for the best all-around student (athletics, scholarship, and character). ·ROBERT McCAWLEY SNIBBE MERIT SCHOLARSHIPS AWARDED AT THE FORMAL OPENING OF COLLEGE, SEPTEMBER 22, 1937 Sophomore Merit Scholarship JoHN Ono NEUSTADT Freshman Merit Scholarship No Award for 1937-38 �CATALOGUE OF ST. JOHN'S COLLEGE INDEX Absences, from class. . . . . . . . . . . . . . before and after holidays. . . . . . . . Administration, officers of. ........ , regulations of . . . . . . . . . . . . . . . . . . Admission ........... '• . . . . . . . . . . . advanced standing . . . . . . . . . . . . . applications for ................ by certificate . . . . . . . . . . . . . . . . . . by examination ................ from other colleges. . . . . . . . . . . . . . routine of . . . . . . . . . . . . . . . . . . . . . subjects accepted •............. units ......................... Advanced standing . . . . . . . . . . . . . . . Advisers . . . . . . . . . . . . . . . . . . . . . . . . Aids to students . . . . . . . . . . . . . . . . . . Amount oCwork carried, New Program ....................... Elective Program . . . . . . . . . . . . . . . Applications, for admission ......... for assistantships . . . . . . . . . . . . . . . for rooms . . . . . . . . . . . . . . . . . . . . Art, courses in. . . . . . . . . . . . . . . . . . . . Assignments, rooms .............. Athletic schedules ................ Attendance, church ..............• classes ........................ college functions . . . . . . . . . . . . . . . rules .......................... Awards, Commencement .......... Biology, courses in ................ Board of Visitors and Governors . . . . Books used in New Program ..... 26, Calendar, days of the year. . . . . . . . . college events . . . . . . . . . . . . . . . . . . Campus ........................ Change of Program. . . . . . . . . . . . . . . Charges ......................... Chemistry, courses in .............. Churches, Annapolis ............... Classic, definition of. . . . . . . . . . . . . . . Classics, courses in. . . . . . . . . . . . . . . . Clubs, college .................... College Entrance Examination Board. College rules . . . . . . . . . . . . . . . . . . . . . Commencement . . . . . . . . . . . . . . . . . . Course numbers in Elective Program. Courses for distribution in Elective Program .................... 80 80 8 62 62 65 62 63 63 65 62 64 64 65 79 70 34 78 62 72 66 37 66 35 35 80 80 80 88 50 6 30 4 5 35 79 68 54 35 23 43 35 64 62 86 37 75 90 Courses of instruction m Elective Program .................... Courses, repeated ..............•. required in Elective Program ..... summer school . . . . . . . . . . . . . . . . . Courses m Elective Program requiring consent of instructor. . . . . . . Credits, entrance . . . . . . . . . . . . . . . . . summer school . . . . . . . . . . . . . . . . . Curriculum, see courses of instruction in Elective Program and description of New Program. Degree, requirements for in the New Program ...................• the Elective Program ............ Degrees, conferred . . . . . . . . . . . . . . . offered ........................ with distinction . . . . . . . . . . . . . . . . with honor . . . . . . . . . . . . . . . . . . . . . Departments m Elective Program Art ........................... Biology ....................... Chemistry . . . . . . . . . . . . . . . . . . . . . Economics . . . . . . . . . . . . . . . . . . . . English ....................... French ........................ German ....................... Greek ......................... History ..................... , . Latin ......................... Mathematics .................. Philosophy . . . . . . . . . . . . . . . . . . . . Physics ....................... Political Science . . . . . . . . . . . . . . . . Psychology . . . . . . . . . . . . . . . . . . . . Spanish ....................... Description of the College. . . . . . . . . . of the courses. . . . . . . . . . . . . . . . . . of the New Program. . . . . . . . . . . . . Dining room . . . . . . . . . . . . . . . . . . . . . Distribution, courses for m Elective Program .................... of students, geographic .......... Division of the Languages, Literature, and Art ................. of the Social Sciences and Philosophy ......................... of the Sciences and Mathematics .. Dramatics ....................... 37 78 74 78 37 63 78 73 74 86 73 76 75 37 50 54 46 37 40 42 43 47 44 56 48 58 49 59 45 34 37 19 66 75 86 37 46 50 35 )' Economics, courses in ............. Engineering scholarships at Hopkins. English, courses in. . . . . . . . . . . . . . . . Entrance examinations ........... Examinations . . . . . . . . . . . . . . . . . . . . groups ........................ Excuse, for absence ............... Expenses . . . . . . . . . . . . . . . . . . . . . . . . Faculty . . . .. . . . . . . . . . . . . . . . . . . . . Fees, annual ..................... graduation . . . . . . . . . . . . . . . . . . . . . laboratory . . . . . . . . . . . . . . . . . . . . matriculation .................. Filing of study cards. . . . . . . . . . . . . . Fraternities ..................... French, courses in ................. Freshmen, list of. . . . . . . . . . . . . . . . . . Geographic distribution, students... German, courses in ................ Good standing . . . . . . . . . . . . . . . . . . . Grades .......................... Greek, courses in. . . . . . . . . . . . . . . . . History, courses in ................ of the College. . . . . . . . . . . . . . . . . . of the New Program ............ Honors and prizes awarded. . . . . . . . Hygiene, course in. . . . . . . . . . . . . . . . Infirmary service . . . . . . . . . . . . . . . . . Information, general .............. procedure for new students. . . . . . . Instruction, mode of in New Program ........................ courses of in Elective Program. . . . Juniors, list of. . . . . . . . . . . . . . . . . . . . King William's School. ............ Laboratories in New Program ...... Laboratory charges . . . . . . . . . . . . . . . Language requirements ...... 73, 74, tutorials in New Program ........ Latin, courses in .................. Lectures in New Program .......... theological . . . . . . . . . . . . . . . . . . . . Liberal arts, definition of .... 22, 25, List of students .. , . . . . . . . . . . . . . . . . Literature, courses in. . . . . . . . . . . . . . Location of the College. . . . . . . . . . . . Majors, requirements for ........... Marine biology ................ 53, Marks .......................... Mathematics, courses in. . . . . . . . . . . tutorials in New Program ........ Matriculation Music, College band .............. student orchestra .............• fee ................ 46 72 37 63 79 37 81 68 9 68 69 69 68 79 35 40 84 86 42 77 80 43 47 17 19 88 61 67 35 62 31 37 82 18 33 6? 75 32 44 32 36 28 82 37 35 74 72 80 56 32 68 35 35 91 New Program background of . . . . . . . . . . . . . . . . . . 19 books used in ................ 26, 30 definition of . . . . . . . . . . . . . . . . . . . 17 mode of instruction in. . . . . . . . . . . 31 Numbering system, courses. . . . . . . . 37 Occupancy of rooms, dormitories. . . 66 Officers of administration. . . . . . . . . . 8 Philosophy, courses in .....•....... 48 Physical training, courses. . . . . . . . . . 61 requirements ................ 73, 74 staff . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Physics, courses in ................ 58 Political Science, courses in. . . . . . . . 49 Preparation for professional school. . 34 Presidents emeriti . . . . . . . . . . . . . . . . . 15 Prizes awarded . . . . . . . . . . . . . . . . . . 88 Probation, scholastic . . . . . . . . . . . . . 76 relief from . . . . . . . . . . . . . . . . . . . . . 78 rules .......................... 78 Promotion, requirements for. . . . . . . . 76 Psychology, courses in. . . . . . . . . . . . . 59 Registration . . . . . . . . . . . . . . . . . . . . . 79 changes in . . . . . . . . . . . . . . . . . . . . . 79 Regulations, admission . . . . . . . . . . . . 62 awards and aids .............. 70, 73 dining room . . . . . . . . . . . . . . . . . . . 66 dormitories . . . . . . . . . . . . . . . . . . . . 65 residence . . . . . . . . . . . . . . . . . . . . . . 65 scholastic . . . . . . . . . . . . . . . . . . . . . . 73 Relief from probation. . . . . . . . . . . . . 78 Repeating courses ................ 78 Reports ......................... 80 Requirements, admission . . . . . . . . . . 63 distribution . . . . . . . . . . . . . . . . . . . 75 for graduation, in New Program ... 73 in Elective Program ........... 74 for honors and distinction. . . . . . . . 75 for promotion . . . . . . . . . . . . . . . . . . 76 hygiene ................. 61, 73, 74 language .................... 73, 75 major ......................... 74 physical training ......... 61, 73, 74 residence . . . . . . . . . . . . . . . . . . . . . . 65 specific courses . . . . . . . . . . . . . . . . . 74 Rooms, assigned to new students. . . 66 assigned to old students. . . . . . . . . 66 furnishings . . . . . . . . . . . . . . . . . . . . 65 occupancy . . . . . . . . . . . . . . . . . . . . . 66 Routine of admission .............. 62 Rules for dormitories. . . . . . . . . . . . . . 66 Schedules, courses in Elective Program ........................ 37 payments of College fees. . . . . . . . . 68 work in New Program ........... 34 �92 CATALOGUE OF ST. JOHN'S COLLEGE Scholarships . . . . . . . . . . . . . . . . . . . . . 70 Sciences and Mathematics, courses m .........................• Seminars, New Program ........... Seniors, list of. . . . . . . . . . . . . . . . . . . . Social Sciences, courses in. . . . . . . . . . Sophomores, list of. . . . . . . . . . . . . . . . Spanish, courses in. . . . . . . . . . . . . . . . Speakers at the College ............ Special Students . . . . . . . . . . . . . . . . . Staff, administration . . . . . . . . . . . . . . faculty . . . . . . . . . . . . . . . . . . . . . . . . physical training ............... Standing, satisfactory . . . . . . . . . . . . . unsatisfactory . . . . . . . . . . . . . . . . . . 50 31 82 46 83 45 36 86 8 9 14 77 77 Student activities . . . . . . . . . . . . . . . . . aid ........................... band .......................... Council ..................... 35, orchestra . . . . . . . . . . . . . . . . . . . . . . publications . . . . . . . . . . . . . . . . . . . roll ........................... Study cards . . . . . . . . . . . . . . . . . . . . . . Summer school courses, credits. . . . . Transfer of credits. . . . . . . . . . . . . . . . Tuition ..............•........... Tutorials, New Program ........... Unsatisfactory standing . . . . . . . . . . . Work required in Elective Program. permitted in Elective Program. . . . Year book ....................... 35 70 35 62 35 35 82 79 78 65 68 32 77 78 78 35 � ST. JOHN'S COLLEGE IN ANNAPOLIS CATALOGUE FOR 1937-1938 ANNOUNCEMENTS FOR 1938-1939 OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM ~~Library I I I 0 L t.t.rrlllld ANNAPOLIS, MARYLAND JULY, 1938 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �ST. JOHN'S COLLEGE IN ANNAPOLIS �ST. JOHN'S COLLEGE IN ANNAPOLIS CATALOGUE FOR 1937-1938 ANNOUNCEMENTS FOR 1938-1939 OFFICIAL STATEMENT OF THE ST. JOHN'S PROGRAM ANNAPOLIS, MARYLAND JULY, 1938 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �CONTENTS PAGE COLLEGE CALENDAR BOARD OF VISITORS AND GOVERNORS.......................... PRINTED BY BALTIMORE PRESS BALTIMORE, MD. 8 FACULTY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . LoRD 6 OFFICERS OF ADivrINISTRATION............ . . . . . . . . . . . . . . . . . . . THE 5 9 THE NEW PROGRAM AT ST. JoHN's CoLLEGE A Brief History of St. John's College ..........•.....•.... The Background of the New Program .................... The Liberal Arts. . . . • . . • . . . . . . . . . . . . . . . . . • . . . . . . . . . . . • Mode of Instruction. . • . . • . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . The Physical Environment. . . . • . . . . . . . . . . . . . . . . . . . . . . . . 17 20 25 31 34 COURSES OF INSTRUCTION IN THE ELECTIVE PROGRAM. . . . . . • . . . . 37 GENERAL REGULATIONS Admissions · . . . . . . . . . . . . . • . . . . . • . . . . . • . . • . . . . . . . . • . . . . Residence . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fees, Scholarships, and Student Aid ................•..•.. Scholastic .Requirements . . . . • . . • . . . . . . . . . . . . • . . . . . . . . . . Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . 62 65 67 73 80 STUDENTS ENROLLED, 1937-38; DEGREES CONFERRED AND PRIZES AWARDED, 1936-37 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 INDEX .... ' .....•.....•.................................. 90 �1938 1939 JANUARY s JULY M T w T F 2 3 9 10 16 17 23 24 30 31 4 5 11 12 18 19 25 26 .. .. 6 13 20 27 .. 7 14 21 28 .. s s 1 8 15 22 29 .. 3 10 17 24 31 M T w T F 1 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29 .. . . .. .. .. FEBRUARY .. 6 13 20 27 .. 7 14 21 28 1 8 15 22 .. 2 3 4 9 10 11 16 17 18 23 24 25 . . .. .. .. 7 14 21 28 1 8 15 22 29 2 3 4 9 10 11 16 17 18 23 24 25 30 31 . . 6 13 20 27 .. 1 7 8 14 15 21 22 28 29 .. .. MAY 1 8 15 22 29 5 .. 1 2 3 4 12 7 8 9 10 11 19 14 15 16 17 18 26 21 22 23 24 25 . . 28 29 30 31 . . .. 5 12 19 26 .. 6 13 20 27 .. 7 14 21 28 1 8 15 22 29 2 9 16 23 30 5 12 19 26 .. .. .. 4 5 11 12 18 19 25 26 .. 6 13 20 27 .. 7 14 21 28 1 8 15 22 29 2 .. .. .. .. 9 2 3 4 5 16 9 10 11 12 23 16 17 18 19 30 23 24 25 26 . . 30 31 . . . . .. 6 13 20 27 .. 7 .. .. 1 14 6 7 8 21 13 14 15 28 20 21 22 . . 27 28 29 5 12 19 26 .. 6 13 20 27 .. 2 9 16 23 30 T F 5 6 12 13 19 .20 26 27 .. .. .. 5 12 19 26 .. 7 14 21 28 .. DECEMBER 2 9 16 23 30 .. 6 13 20 27 7 14 21 28 .. . . . . .. 1 2 3 4 7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 . . . . .. . . .. .. 3 4 10 11 17 18 24 25 . . .. .. 5 12 19 26 .. . . .. 6 13 20 27 .. 7 14 21 28 .. 1 8 15 22 29 .. 1 2 8 9 15 16 22 23 29 30 September 20 ... Entrance examinations ............. September 19 September 21. .• Registration ...................... September 20 September 22 ..• Convocation: opening of session ..... September 21 November 13 ... First quarter ends .................. November 12 November 25 ... Thanksgiving day: holiday . ......... November 24 December 22 ... Christmas recess begins ............. December 17 1938 1939 January 2 ...... Christmas recess ends ................. January 2 January 20 ..... Midyear examinations begin ........... January 23 January 29 ..•.. Midyear examinations end ............ January 28 3 4 5 10 11 12 17 18 19 24 25 26 31 .. . . February 22 .... Washington's birthday: holiday ...... February 22 March 26 ...... Third quarter ends .......... ,. ......... March 18 April 13 ....... Spring recess begins ................... March 18 April 20 ....... Spring recess ends ..................... March 27 May 26 ........ Final examinations begin ................. May 29 MAY .. 7 14 21 28 1938 January 31. .... Second semester begins ............... January 30 APRIL .. 2 9 16 23 30 1937 September 23 ..• Classes begin ..................... September 22 .. MARCH 1 8 15 22 29 .. COLLEGE CALENDAR s 3 . . . . .. l· 2 3 4 10 5 6 7 8 9 10 11 17 12 13 14 15 16 17 18 24 19 20 21 22 23 24 25 .. 26 27 28 29 30 31 . . 2 3 4 5 9 10 11 12 16 17 18 19 23 24 25 26 30 . . . . . . 3 4 .. .. .. .. 1 10 11 4 5 6 7 8 17 18 p 12 13 14 15 24 25 n0 19 20 21 22 . . ./ 25 26 27 28 29 M J w 2 Ta 4 91 10 11 16 17 18 23 24 25 30 31 . . .. .. .. FEBRUARY NOVEMBER 2 3 4 5 6 9 10 11 12 13 16 17 18 19 20 23 24 25 26 27 30 31 . . . . . . JUNE 1 8 15 22 29 .. OCTOBER .. .. .. 5 12 19 26 .. 2 9 16 23 30 .. SEPTEMBER APRIL .. .. 3 4 10 11 17 18 24 25 .. .. s s AUGUST MARCH .. 6 13 20 27 JANUARY 6 13 20 27 .. June 4 ......... Final examinations end ................... June 3 June 5 .......•. Baccalaureate Sunday .................... June 4 June 7 ......... Class day .............................. June 5 June 8 ......... Commencement ......................... June 6 JUNE 3 . . .. 10 4 5 ri' 17 11 12 13 24 18 19 20 31 125 26 27 • •1 .. 7 14 21 28 1 2 8 9 15 16 22 23 29 30 3 10 17 24 .. 5 �~~~~~~~~~~~---.~ i I ,1 I I CATALOGUE OF ST. JOHN'S COLLEGE 7 LANSDALE G. SASSCER, President of the Senate, Upper Marlboro, Md. EMANUEL GoRFINE, Speaker of the House of Delegates, Baltimore, Md. BOARD OF VISITORS AND GOVERNORS JUDGES OF THE COURT OF APPEALS Chairman, DR. RoBERT M. HUTCHINS, President, University of Chicago, Chicago, Ill. CARROLL T. BoND, Chief Judge . .................. Baltimore, BENJAMIN F. JoHNSON, Associate Judge ............ Salisbury, HAMMOND URNER, Associate Judge ... .............. Frederick, W. MASON SHEHAN, Associate Judge . ................ Easton, T. ScoTT OFFUTT, Associate Judge .................. Towson, WALTER J. MITCHELL, Associate Judge ............. . LaPlata, FRANCIS NEAL PARKE, Associate Judge ........ . Westminster, D. LINDLEY SLOAN, Associate Judge . ............ Cumberland, Vice-Chairman, DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. . Secretary, RICHARD F. CLEVELAND, Baltimore Trust Bldg., Baltimore, Md., Lawyer. l DR. AMOS F. HUTCHINS, 1227 N. Calvert Street, Baltimore, Md~, Surgeon. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 ,E. Saratoga Street, Baltimore, Md. 1 FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Va. PAULL. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. RoBERT 0. BONNELL, President, The Public Bank of Maryland, 15 E. Fayette Street, Baltimore, Md. STRINGFELLOW BARR, President, St. John's College, Annapolis, Md. CLARENCE W. STRYKER, Professor Emeritus of History, St. John's College, Annapolis, Md. CoLBY M. CHESTER, Chairman, General Foods Corporation, 250 Park Avenue, New York City. HAROLD F. LINDER, Member of firm of Carl M. Loeb & Company, 61 Broadway, New York City. DR. ScoTT BucHANAN, Dean, St. John's College, Annapolis, Md. The Governor of the State of Maryland, the President of the Senate, and the Speaker of the House of Delegates of the Maryland General Assembly and the Judges of the Maryland Court of Appeals are ex officio members of the Board. His Excellency, HARRY W. NICE, Governor of Maryland, President Ex Officio, Annapolis, Md. 6 • Md. Md. Md. Md. Md. Md. Md. Md. �FACULTY OFFICERS OF ADMINISTRATION PRESIDENT AND FELLOW PRESIDENT STRINGFELLOW BARR .....•..•........•.....•....•.. Brice House STRINGFELLOW BARR, B. A., M.A ....... ······ .12 McDowell Hall DEAN ScoTT BucHANAN, B. A., Ph.D ................ 11 McDowell Hall ASSISTANT DEAN J oHN McCLEARY, A. B., M. A. .................... 5 Randall Hall TREASURER HARRISON WEYMOUTH, A. B.........•.....•... 13 McDowell Hall B. A., 1916, M.A., 1917, University of Virginia; B. A., 1921, M.A., 1927, Oxford University; dip!Ome, University of Paris, 1922; student, University of Ghent, 1922-23. Assistant Professor of Modern European History, University of Virginia, 1924-27; Associate Professor of Modern European History, University of Virginia, 1927-30; Professor of Modern European History, University of Virginia, 1930-37. Advisory Editor, Virginia Quarterly Review, 1926-30; Editor, 1930-34; Advisory Editor, 1934-37. Member of the Committee on the Liberal Arts at the University of Chicago, 1936-37. President and Fellow of St. John's College, July 1, 1937-. DEAN AND FELLOW ScoTT BUCHANAN .............................•.. 36 East Street MIRIAM STRANGE, A. B..................•..... 14 McDowell Hall B. A., Amherst College, 1916; Rhodes Scholar, Balliol College, Oxford University, 1919-21; Ph.D., Harvard University, 1925. Associate Graduate Secretary of the Christian Association, Amherst College, 1916-17; Instructor in Greek, Amherst College, 1917-18; Assistant in Philosophy, Harvard University, 1922-24; Instructor in Philosophy, College of the City of New York, 1924-26; Assistant Director of the People's Institute, New York City, 1925-29; Professor of Philosophy, University of Virginia, 1929-36; Chairman of Committee on the Liberal Arts, University of Chicago, 1936-37; Dean and Fellow of St. John's College, July 1, 1937-. LIBRARIAN PROFESSOR OF CHEMISTRY LuLu VIOLA EBAUGH ..............•.........•.. Woodward Hall HERMANN.BERNHARD ........................... 2 Taney Avenue AUDITOR WILL-A. CLADER, C. P.A........ 57 William Street, New York City REGISTRAR DIETITIAN GEORGIA MAE SMITH ..••...•...•..............•... RandaU HaU COLLEGE PHYSICIAN ]AMES JosEPH MURPHY, M. D .................. ·······.Infirmary Student, Universities of Petrograd, Wuerzburg, and Leipzig; Ph. D,, University of Berlin, 1913. Assistant in Chemistry, Institute of Agriculture, Berlin, 1913-14; Chemical Research, 1914-23; Instructor in.Chemistry, Swarthmore College, 1923-25; Assistant Professor of Chemistry, St. John's College, 1925-26; Associate Professor of Chemistry, St. John's College, 1926-30; Professor of Chemistry, St. John's College, 1930-. PROFESSOR OF MATHEMATICS DIRECTOR, DEPARTMENT OF PHYSICAL EDUCATION VALENTINE LENTZ, B. S ..•..•..•..•..• · · · · · • · · · · · • · ·Gymnasium 8 GEORGE ALTHOFF BINGLEY ..•..•..•..•..•........•.. Brice House B. A., 1910, M.A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-B; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-. 9 �10 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 11 ASSOCIATE PROFESSOR OF PHILOSOPHY PROFESSOR OF ENGLISH v· FORD KEELER BROWN ........ , ..•..••..•.. 243 King George _Street ADAM ALLES ...........•........•......... Edgewater, Maryland B. A., Colorado State Teachers College, 1917; B. D., Oberlin College, 1920; M.A., 1921, Ph.D., 1926, Yale University. University of Berlin, 1922-23; University of Paris, 1923-24. Sterling Fellow and Assistant in Ethics, 1924-25, University Fellow, 1925-26, Yale University; Instructor in German, Rutgers University, 1926-27; Assistant Professor of Philosophy, St. John's College, 1927-34; Associate Professor of Philosophy, St. John's College, 1934-. A. B., University of Washington, 1920; D. Phil., Oxford University, 1926. Assistant in English, 1919-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's College, 1925-29; Professor of English, St. John's College, 1929-. PROFESSOR OF BIOLOGY REGINALD HEBER RIDGELY .......... Revell Street, West Annapolis ASSOCIATE. PROFESSOR OF BIOLOGY B. S., 1895, A. M., 1902, St. John's College; D. Sc., University of Maryland, 1920. Professor of Biology, St. John's College, 1912-. FREDERICK WHIPPLE APPEL ................... 217 Hanover Street Ph. B., 1924, Ph.D., 1927, University of Chicago. National Research Fellow, University of Chicago, 1927-28; Assistant Professor of Biology, St. John's College, 1928-29; Associate Professor of Biology, St. John's College, 1929-; Investigator, The Marine Biological Laboratory, Woods Hole, Massachusetts (summers), 1934-. PROFESSOR OF FRENCH JACOB BERNARD SEGALL ..•.....•..•.....•..•........ Brice House B. L., and B.Sc., Lycee of Jassy, Roumania, 1884; Ph.D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modern Languages, McGill University, 1900-01; Instructor in French, College of the City of New,York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; Professor. of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-. PROFESSOR OF ECONOMICS VERTREES JUDSON WYCKOFF .................• 13 Thompson Street B. A., 1920, Ph.D., 1923, Johns Hopkins University. Research Student at the Bethlehem Steel Company, 1923-24; Assistant Professor of Economics, St. John's College, 1924-26; Associate Professor of Economics, St. John's College, 1926-36; Professor of Economics, St. John'.s College, 1936-. ~. ASSOCIATE PROFESSOR OF PHYSICS \/ MARION ALONZO EASON ........•.....•....• Severnside, Maryland E. E., University of Virginia, 1909. General Electric Company, 1909-11; Instructor in Mathematics and Physics, Fitchburg (Massachusetts) High School, 1911-13; Electrical Maintenance Department, Du Pont Powder Company, 1914-15; Instructor in Electrical Shop Practice, Department of Manual Arts, Boston, Mass., 1915-16; Instructor in Mathematics, United States Naval Academy, 1916-20, Assistant Professor, 1920-25; Instructor, Mathematics and Physics, Naval Academy Preparatory School, 1925-27; Assistant Professor of Physics, St. John's College, 1927-34; Associate Professor of Physics, St. John's College, 1934-. ASSOCIATE PROFESSOR OF SPANISH THOMAS AusTIN FITZGERALD ..•.........•....... 567 West Street M. D., University of Maryland, 1896. College Physician, St. John's College, 1919-; Lecturer in Hygiene, St. John's College, 1929-. Ped. B., Missouri Teachers' College, 1911; A. B., University of Missouri, 1913; A. M., University of Illinois, 1921; Certificado, Centro de Estudios Hist6ricos, Madrid, 1929. Instructor in Ancient and Modern Languages, Pensacola Classical School, 1913-14; Burlington (Iowa) High School, 1914-18; Terrill School (Dallas), 1918-20; Assistant in Romance Languages, University of Illinois, 1920-21; Assistant Professor of Spanish, University of Kansas, 1921-73; Instructor in Romance Languages, University of Illinois, 1923-27; Assistant Professor of Romance Languages, St. John's College, 1927-29; Assistant Professor of Spanish, St. John's College, 1929-34; Associate Professor of Spanish, St. John's College, 1934-. ASSOCIATE PROFESSOR OF CHEMISTRY ASSOCIATE PROFESSOR OF GERMAN PAUL ALLEN, JR .....................•..•..•.. 24 Murray Avenue RICHARD KuEHNEMUND ................... 235 King George Street A. B., Harvard College, 1919; A. M., 1922, Ph.D., 1924, Harvard University. Instructor in Chemistry, New York University, 1923-24; Research Chemist, 1924-29; Assistant Professor of Chemistry, St. John's College, 1929-34; Associate Professor of Chemistry, St. John's College, 1934-. · Ph. D., University of Goettingen, 1922. Assistant at the Philological Seminar, University of Goettingen, 1920-24; Instructor in Modern Languages, St. John's College, 1924-26; Assistant Professor of Modern Languages, St. John's College, 1926-29; Associate Professor of German, St. John's College, 1929-. LECTURER IN HYGIENE ]AMES JOSEPH MuRPHY ....... , .....•..... 139 King George Street �12 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 13 ASSOCIATE PROFESSOR OF ART AND ENGLISH ASSISTANT PROFESSOR OF MATHEMATICS RICHARD ScoFIELD ..•.......••..•..•..•..•..•.... 22 State Circle GEORGE CLARENCE VEDOVA ..................... 73 Conduit Street B. A., 1919, M.A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-. B. A., International College, Smyrna, 1913; A. M., Columbia University, 1925. Instructor in Mathematics, International College, 1914-19; Assistant in Mathematics, Columbia University, 1925-27; Instructor in Mathematic~, Columbia University, 1927-28; Instructor in Mathematics, St. John's College, 1928-29; Assistant Professor of Mathematics, St. John's College, 1929-; Instructor in Mathematics at the United States Naval Postgraduate School during the winter terms of 1937 and 1938. ASSISTANT PROFESSOR OF BIOLOGY WILLIAM HENRY BAYLIFF ..•..•........•..•..•.. 162 Green Street B. A., 1924, M. S., 1928, University of Oklahoma. Instructor in Biology, Ponca City (Oklahoma) H. S., 1924-27; Assistant in Zoology, University of Oklahoma, 1927-28; Instructor in Biology, St. John's College, 1928-30; Assistant Professor of Biology, St. John's College, 1930-. INSTRUCTOR IN FRENCH v EDWARD TYLER HEISE ..................• 235 Prince George Street A. B., St. John's College, 1936; student in Department of Romance Languages of the Faculty of Philosophy of The Johns Hopkins University, 1936-37, 1937-38. Instructor in French, St. John's College, July, 1937-. ASSISTANT PROFESSOR OF PSYCHOLOGY ASSISTANT DEAN AND INSTRUCTOR IN HISTORY JOHN LINCOLN FINAN ...•.................•....... Randall Hall JOHN McCLEARY. . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . • 40 East Street A. B., Harvard College, 1933; A. M., Duke University, 1934; Ph.D., Yale University, 1937. Graduate assistant, Duke University, 1933-34; University fellow, Yale University, 1934-35; 1935-36; 1936-37. Research assistant, Department of Primate Biology, Yale University, 1937 (resigned). Investigator, Psychological Corporation, 1934-35. Instructor in Psychology and Sociology, Larson Junior College, 1936-37. Assistant Professor of Psychology, St. John's College, July, 1937-. A. B., Johns Hopkins University, 1926; M.A., University of Wisconsin, 1930. Assistant, University of Wisconsin, 1929-31; Fellow in the Experimental College, University of Wisconsin, 1930-31; President Adams Fellow in History, University of Wisconsin, 1931-32 (resigned); Assistant in History, Johns Hopkins University, 1931-32; Junior Instructor in History, John~ Hopkins University, 1932-35; Visiting Professor of History, St. John's College, 1935-36; Instructor in History, St. John's College, 1936-. ASSISTANT PROFESSOR OF CLASSICAL LANGUAGES INSTRUCTOR IN ENGLISH JOHN SPANGLER KIEFFER ..•..•..•.....•.. 243 Prince George Street ·TENCH FRANCIS TILGHMAN .................. 36 Maryland Avenue A. B., Harvard College, 1927, as of 1926; A. M., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages, St. John's College, 1929-34; Assistant Professor of Classical Languages, St. John's College, 1934-. B. A., 1928, M.A., 1930, Ph.D., 1933, University of Virginia. Instructor in English, University of Virginia, 1929-33. Instructor in English, St. John's College, 1934-. TUTOR ASSISTANT PROFESSOR OF CHEMISTRY GEORGE CoMENETZ ........•.. , ......... 182 Prince George Street GEORGE HAROLD McFARLIN ..........•... 179 Prince George Street B. S., College of the City of New York, 1930; M.A., 1931, Ph.D., 1934, Columbia University; Fellow, The Institute for Advanced Study (Princeton, New Jersey), 1935-37. Teaching Fellow in Physics, College of the City of New York, spring, 1930; Instructor in Mathematics, Columbia University, 1934-35; Tutor, St. John's College, July, 1937-. A. B., 1925, A. M., 1926, Indiana University. Instructor in Chemistry, Southeast Missouri State Teachers College, 1926-27; University of Chicago, 1927-29; Instructor in Chemistry, St. John's College, 1929-31; Assistant Professor of Chemistry, St. John's College, 1931-. TUTOR ASSISTANT PROFESSOR OF HISTORY AND POLITICAL SCIENCE JAMES STEWART MARTIN ................. 239 Prince George Street A. B., University of Chicago, 1934; J. D., University of Chicago, 1937. Tutor, University of Chicago Law School, Pre-legal Division, 1934-36; Assistant Professor of History and Political Science, St. John's College, July, 1937-. OWEN ERNEST HoLLOWAY .......•............ 201 Hanover Street B. A., 1929, B. Litt., 1930, M.A., 1933, Oxford University. Senior Assistant, Department of Western Manuscripts, Bodleian Library, Oxford, 1931-33; Proeter Visiting Fellow, Princeton University, 1933-35; Assistant Lecturer in English Literature, Royal University of Egypt, 1935-37; Tutor, St. John's College, 1937-. �14 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE TUTOR " ·I 15 PRESIDENT EMERITUS ROBERT CATESBY TALIAFERRO ........... 206 Prince George Street THOMAS FELL ...............•................ Ruxton, Maryland B. A. with Final Honors, University of Virginia, 1928; Certificat d'etudes superieures en philosophie generale, et certificat d'etudes superieures en histoire de la philosophie, Univ. de Paris, 1932; Ph.D. in philosophy (with minor in mathematics), University of Virginia, 1936. Assistant d'anglais au Lycee de Rochefort, France, 1928-29. Fellow in philosophy, University of Virginia, 1934-35. Assistant in philosophy, University of Virginia, 1935-36. Assistant to Professor Mortimer Adler in the special pre-legal course, University of Chicago, and Member of the Committee on the Liberal Arts, University of Chicago, 1936-37. Tutor, St. John's College, July 1937-. Graduate, King's Copege, London, 1876; University of London, 1879; Ph.D., St. John's College, 1889; LL. D., Hampden-Sydney College, 1889, University of Pittsburgh, 1912, William and Mary College, 1921; D: C. L., University of the South, 1907; Litt. D., University of Maryland, 1923. President of St. John's College 1886-1923. ' PRESIDENT EMERITUS ENOCH BARTON GAREY ........................ Towson, Maryland B. A., St. J~hn's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washmgton College, 1923; LL. D., St. John's College, 1933. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23· President of St. John'~ College, 1923-29; President, The Garey School, 1933-35; Head, Maryland State Pohce, 1935-37. TUTOR· CHARLES GLENN WALLIS ..•..............•.... 205 Hanover Street B. A., University of Virginia, 1936. Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Tutor, St. John's College, July 1, 1937-. ' ,I LECTURER MoRTIMER ADLER .................... 20 Cedar Street, Chicago, Ill. Ph.D., Columbia University, 1929. Instructor in Psychology, Columbia University, 1923-29; Assistant Director of the People's Institute, New York City, 1928-29; Associate Professor of the Philosophy of Law, University of Chicago, 1930-; Member of the Committee on the Liberal Arts, University of Chicago, 1936-37; Lecturer, St. John's College, 1937-. PROFESSOR EMERITUS OF HISTORY CLARENCE WILSON STRYKER .•........... Bembe's Beach, Maryland B. A., Union College, 1885; A. M., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32. LABORATORY TECHNICIAN l/ GEARY ALLISON LoNG, ]R .............. 7113 York Road, Baltimore B. E., Johns Hopkins University, 1924. Assistant Laboratorian, United States Naval Engineering Experiment Station; Laboratorian,. General Electric Company (Schenectady, New York); Laboratorian, General Electric Works (Lynn, Massachusetts); Laboratorian, General Electric Lamp Works (Harrison, New Jersey); Laboratorian, Consolidated Gas, Electric Light and Power Company of Baltimore. DIRECTOR OF ATHLETICS; COACH OF FOOTBALL, BASKETBALL, AND BASEBALL VALENTINE LENTZ ................... The Pines, Arnold, Maryland B. S., St. John's College, 1918. ASSISTANT TO DIRECTOR OF ,1THLETICS; COACH OF LACROSSE JOHN CHARLES DoNOH'.UE .......................... Pinkney Hall A. B., St. John's College, 1935. 2 �...... 'THE NEW PROGRAM AT ST. JOHN'S COLLEGE S T. JOHN'S COLLEGE is a small liberal arts college for men. It is non-denominational, and has been so since its founding. It has never been co-educational. It maintains no graduate or professional schools. It is the third oldest college in the United States. Attention is focused upon it today because in September, 1937, a new College administration introduced the so-called "New Program," a four-year all-required curriculum, based on the study of some hundred great books from the Greeks to the present. The New Program is designed to furnish a sound general education. At St. John's it has replaced the elective system of numerous departmental courses which characterizes American colleges today. No other American college is offering a curriculum similar to the New Program. St. John's College is deeply rooted in the American tradition. In 1696 the General Assembly of colonial Maryland passed the following Act: CHAP. XVII A Petitionary act for free-schools. Lib. LL. No. 2. fol. 115. Dread Sovereign . . . . Being excited by his present Excellency Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT . IT MAY BE ENACTED, II. AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master; or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said free-school, may be made, erected, founded, propagated and 17 �18 CATALOGUE OF ST. JOHN'S COLLEGE established under your royal patronage, And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July I-9, r696. "King William's School," established in accordance with this Act, flourished until the Revolution, when, according to tradition, its building became a gunshop. In 1784 the Legislature granted the charter for St. John's College; in the following year an Act was passed which transferred the masters, students, and funds of King William's School to St. John's. The College has, therefore, a tradition reaching back to the seventeenth century. The "fundamental and inviolable principles" of the College charter are recognizably principles also of the Declaration of Independence. Indeed, one of the signers of that Declaration, William Paca, was among the petitioners for this very Charter; and three other signers, Charles Carroll of Carrollton, Samuel Chase, and Thomas Stone, served on the Board of Visitors and Governors of St. John's College. But the founding fathers of St. John's and of our Republic were aware that the liberties they had won with blood could be lost through folly and inertia. To prevent that folly they determined that our youth should possess a liberal education and in the preamble of the College Charter they declared: WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, etc. 'The founders of St. John's College and of similar colleges of liberal arts knew that, although h.abeas corpus can protect a free man's body from tyranny, only a liberal education can protect his mind. They even knew that, once the mind falls under the subtle tyranny of ignorance, grosser tyrannies soon flourish. They were therefore aware that "the wisest and best CATALOGUE OF ST. JOHN'S COLLEGE 19 regulated States" strike at the roots of tyranny by establishing and maintaii:iing liberal education. It was with such notions in mind that George Washington, who had visited St. John's, wrote its Faculty: "I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youth who are favored with your care." Seven years later he sent his adopted son, George Washington Parke Custis, to St. John's College, which President Washington's nephews, Fairfax and Lawrence, had already attended. To the same generations of St. John's men belong Francis Scott Key, 1796, and Reverdy Johnson, 1811, later Minister to Great Britain. A few decades ago, St. John's College, along with countless other American colleges, followed the lead of Harvard under President Eliot and introduced the "elective system,'' under which with increasingly few restrictions the student chose which subjects he would study and which he would not. During those decades, the many separate courses one took in order to secure a bachelor's degree became more and more specialized and less and less related until the American undergraduate wandered in a maze. of scheduled "offerings,'' choosing those courses which were easiest or which were taught by men he liked or which came at a convenient hour of the morning or which seemed likely in some way to increase his chances of getting rich in later life. The curriculum at St. John's, like the curriculum of other American colleges, suffered this decay. But in 1937 the Board of Visitors and Governors of St. John's, recognizing this decay, turned for guidance to the Committee on the Liberal Arts, which President Robert Maynard Hutchins had set up at the University of Chicago for the purpose of investigating the proper content of a liberal arts curriculum. The result of their consultation was that four members of the Committee consented to undertake at St. John's a restoration of the liberal education which its Charter calls for. Of these four, Stringfellow Barr assumed the Presidency of the College, and Scott Buchanan became Dean of St. John's. In September, 1937, the New Program was introduced, but it seemed wise for the first year to permit incoming freshmen to decide b'etween the New Program and the Old Program or elective system. One-third chose the New. The remaining freshmen entered the Old Program, which was also followed in the three upper classes. A few upper-classmen sacrificed the �,~ 20 CATALOGUE OF ST. JOHN'S COLLEGE "credits" towards a degree which they had acquired in the Old Program and entered the New Program as freshmen· for piecing together the two programs was not permitted. ' By January it was clear that the initial problems of organization had been met, and the Board of Visitors and Governors ruled that, beginning with September, 1938, the New Program should be the required curriculum for all students at St. John's except those who had already been admitted to the Old. It is for these that the present catalogue contains information relevant to the Old Program, for these and for students who may desire to transfer from other colleges to St. John's at the grade of sophomore or higher. On the other hand, students who enter St. John's as freshmen need concern themselves only with the requirements and content of the New Program and the same thing is true of students who have studied at' other colleges but who wish to enter as freshmen in the New Program. Except that certain New Program lectures are open to all members of the College, the two programs of study do not in any way overlap. -4 The student who proposes to attend a liberal college, whether St. John's or some other, will do well to consider first the aims of liberal education. Two or three generations ago, there would have been no point in discussing those aims in a college catalogue. They were implicit in the college curriculum. Today college catalogues rarely discuss the aims of liberal education but for a different reason: in the minds of our generation the; have become confused and obscure. Irrelevant aims have been substituted: social contacts, athletics, college activities voca~ional ~r~ining, prep.aration for money-making, merely ~atisfy­ mg mm1mum reqmrements for entrance into graduate and professional schools, the acquisition of pleasanter manners. Yet a liberal college is neither a club, nor a trade-school nor a finishing .school, nor an asylum for the young unem~loyed. At least, it ought never to consent to be these things. A liberal college should be concerned with supplying the student with a l~beral education, and the student who considers entering a liberal college should know what the aims of liberal educa- · tion are. A scientific writer of the nineteenth century defined education as the adaptation of the human animal to his environment. Human animals, like other animals, have physical wants: they CATALOGUE OF ST. JOHN'S COLLEGE 21 must, as we say, make a living. But, unlike other animals, human animals have intellectual and spiritual wants as well. Like other animals, human animals may be trained. Unlike other animals, they must be educated too, if they would be really human. We Americans, in our eagerness to open and exploit a continent, have emphasized the practical, the utilitarian, the economic. We have practised brilliantly the useful arts. But, in doing so, we have rediscovered what our ancestors knew: that back of the practical lies theory, that true utility depends on distinguishing means from ends, that economic goods are the means to life but not its sufficient .end. In pursuing the useful arts, we have been led back to the liberal arts: the arts of apprehending, understanding, and knowing. It was to teach these higher, and exclusively human, arts that our ancestors founded and endowed the "college of liberal arts." For they knew that it is only by practising the liberal arts, by understanding and knowing, that the human animal becomes a free man. It is only by discipline in these arts that spiritual, moral, and civil liberties can be achieved and preserved. No wonder the founders of St. John's College considered such arts "of the ' highest benefit to society"-more truly "useful" than a tradeschool, useful as they knew trade-schools to be. But our ancestors knew likewise that, although the useful arts of making a living ultimately depend on the liberal arts of apprehending and understanding, the liberal arts are not best studied as a mere balance-wheel for the useful arts. Ultimately, the ends of liberal education are the intellectual virtues. The human animal does not desire knowledge merely in order to eat. He desires knowledge because he is human. The relation between the useful arts and the liberal arts, between "practical education" and what men have for centuries called a "liberal education," may be briefly stated if we remind ourselves that we eat to live but that we do not live to eat. To live, we must eat: we must therefore learn and practise the useful arts. To live as free men in a free society, we must also think, imagine, speculate, understand: we must therefore learn and practise the liberal arts if we would live responsibly and freely. Forall who would live in this human fashion, not merely as animals or slaves, liberal education has therefore a high "utility," and colleges of liberal arts are "of the highest benefit to society." �22 CATALOGUE OF ST. JOHN'S COLLEGE The liberal arts are the arts of thinking, and we human animals think through symbols. The liberal arts are therefore the arts of handling symbols. Since the symbols through which we think are of two general sorts, words and numbers, it is not hard to see why for many centuries the liberal arts have been practised primarily on languages and mathematics. But the. words we learned from our parents' lips, the language we think and speak in, the ideas which lie behind that language, all these represent a complex which we call tradition. If we understand that tradition, if we constantly expand and criticize it, we utilize the full heritage of civilized human animals. If we try to escape from tradition, to live without that heritage, we are doomed to live blind and uncivilized lives. If in our confusion we then try to concoct a synthetic tradition-and this has happened in our own days in many places-we become monstrous; and for the proper authority of tradition we substitute tyranny. All men, including college freshmen, have traditions and live by them: local traditions, family traditions, even personal dayto-day traditions; professional traditions, scientific and literary traditions, political traditions like monarchy and democracy. But all these traditions are parts of the great liberal tradition of Europe and America, which for a period of two thousand years has kept watch over and guided all other Occidental traditions. The liberal college is concerned with transmitting this rich heritage and with continually restating it in fresh and contemporary terms. The tools which it requires, in order to do this well, are the liberal arts. The most tangible and available embodiments of the tradition itself are the classics. The "classics" which liberal education made use of until recent decades were Greek, Latin, and mathematics. But it made increasingly bad use of them. It made, indeed, such bad use of them, that it eventually forgot why it had chosen them. In the circumstances, it began quite naturally to drop them out of the college curriculum. Unfortunately, it has never since succeeded in finding adequate substitutes, and its wild efforts to find such substitutes have resulted only in cluttering the college curriculum with tidbit courses in ill-related subjectmatters. So conspicuous has this failure been that the college student long ago turned from his scheduled courses to athletics and other extra-curricular activities to find the discipline CATALOGUE OF ST. JOHN'S COLLEGE 23 which the class-room no longer supplied. Curiously enough, at this point the college, recognizing that the courses it offered were educationally less successful than student activities, turned some of the activities into courses, in a vain effort to recapture control of the educational process. This is the unconscious origin of courses in journalism, public speaking, athletic coaching, current events, which characterize liberal colleges today. Recognizing this series of failures in liberal education, a number of men in different university faculties set to work to find again the point at which the tradi~ion of liberal education had been lost. This finding again, this "research," went on in many places for many years, but by separate paths eventually converged upon the great books of the European intellectual tradition. These great books are the medium in which our liberal heritage has oeen rediscovered, in which it can be revived, in which it can be taught again in the liberal college. In that sense the great books are_ still classics. In that sense too liberal education should still be classical. Since the word classic has many meanings today-there are "the classics" of Greek and Latin literature, and there are boxing "classics" in the world of professional sport-this may be the place to state the standards by which one may judge a book to be a classic. To begin with the apparently trivial, a great book is one that has been read by the largest number of persons. To followers of the publishers' announcements of best sellers this criterion may seem unworthy. Over the entire period of European history, Plato, Euclid, the Bible, and Shakespeare are the best examples: barring historical accidents, such as the burning of the library at Alexandria, the judgment stands. The second criterion is also apparently numerical: a g.,reat book has the largest number of possible interpretations. This does not mean that the book must be confusingly ambiguous; it rather refers to the inexhaustibility of its significance, each interpretation possessing a clarity and force that will allow other interpretations to stand by its side without confusion. Dante's Divine Comedy and Newton's Principia are the telling examples under this standard. The third criterion is more important and harder to determine: a great book should raise the persistent unanswerable questions about the great themes in European thought. Questions concerning number and measurement, matter and �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE form, ultimate substance, tragedy, and God open up mysteries for the human mind. These questions are met and evaded regularly by self-styled practical men; faced and explored, they induce, balance, and maintain the intellectual virtues, and on their constant cultivation hang the issues of orthodoxy, heresy, and freedom which are always with us. The fourth criterion is that a great book must be a work of fine art; it must have an immediate intelligibility and style which will excite and discipline the ordinary mind by its form alone. Fifthly, a great book must be a masterpiece of the liberal arts. I ts author must be a master of the arts of thought and imagination whose work has been faithful to the ends of these arts, the understanding and exposition of the truth. These five are the tests which a hook must pass if it is to belong to any contemporary list of the classics. But such a list makes a chronological series with an order that imposes additional powers on each book. Each book was written after and in the light of previous books; each book was written before other books which it has influenced. Each master has stood on the shoulders of another master and has had later masters as his students. These influences, which are historically vague in some cases, are impressive in the books themselves. Each is something more than itself in its organic place in the series, and this has many implications. One cannot internally understand a given book until he has r~ad its predecessors and also its successors. It turns out that the best commentary on a great book is another great book. Books now unintelligible to both professor and student become approachable and conquerable if the proper path through other books is followed. Finally the educative value and power of any given book increases at a very high ratio as other books are read. Consider Euclid and Newton, Sophocles and Freud, Plato and Kant, Hegel and Marx, Locke and the American Constitution. This is an overwhelming answer to inevitable doubts whether the modern college student has capacities equal to the task of reading which the St. John's program sets. It is also internal evidence from the books themselves that they are the best instruments of education. Current textbooks in special subjecttnatters do not belong to the classics; they are the best examples we can find of books that are detached from the tradition and therefore doomed to early death. Several models and a great deal of teaching and reading have gone into the compilation of the list. There is the experience with the American Expeditionary Force University at Beaune at the end of. the Wa_r, there is the experience with honors courses at Columbia University during the twenties, there is the experience with adult reading courses in connection with the People's Institute and the New York Public Libraries, there is the experience with undergraduates, graduates, and high school students at the University of Chicago, there is the experience with Litterae Humaniores at Oxford, there is experience in the Benedictine monasteries from the sixth century on. But the best model that we have is the Bible, a series of books so selected and ordered that they have become the Scriptures of the whole race. This is the most read book in our list, and its inspiration has spread backward and forward through all the classics. It should be added that any limited list of the classics must always remain open to revision. There is no better way of revising it than its coµtinuous use in teaching in a college. The "best hundred books" is a variable for collecting the values that satisfy its criteria. That is the minimum way of describing the scholarly task that is laid on the teaching faculty. The books on this list for the most part have recently been republished in cheap editions. The cost to the student during the four years' course will, with a few exceptions, come within the customary sum paid for textbooks. In special cases, for instance Euclid's Elements in Heath's translation, the College has arranged a subsidy. It 'is therefore feasible to make and remake such a list, and to prescribe it as the required reading of all students at St. John's who enter the new program of study. 24 25 . THE LIBERAL ARTS There are two ways of explaining the function of the liberal arts in a liberal college. The simpler way is to describe the mechanics of instruction. That will appear in what follows. But first it will be well to make clear what the basic distinctions were before the modern chaos buried them under the materials of instruction. In general the liberal arts are the three R's, reading, writing, and reckoning. So they still appear in our primary schools; it is their integrity and power that still lure us back to the little red school houses where our fathers (Continued on page 28) �26 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Racine: Phedre Moliere: Tartuffe Spinoza: Ethics Milton: Paradise Lost Leibniz: Mathematical Papers Newton: Principia Lavoisier: Elements of Chemistr'Y Boyle: Skeptical Ch'Ymist Montesquieu: The Spirit of the Laws Swift: .Gulliver's Travels Locke: Essa'Y Concerning Human Understanding Voltaire: Candide Fielding: Tom Jones Rousseau: Social Contract Adam Smith: Wealth of Nations Hume: Treatise of Human Nature Gibbon: Decline and Fall of the Roman Empire Constitution of the United States Federalist Papers Kant: Critique of Pure Reason Goethe: Faust Hegel: Science of Logic Schopenhauer: The World as Will and Idea Coleridge: Biographia Literaria Bentham: Principles of Morals and of Legislation Malthus: Essay on the Principles of Population Mill: System of Logic Marx: Capital Balzac: Pere Goriot Thackeray: Henry Esmond Dickens: David Copperfield Flaubert: Madame Bovary Dostoevski: Crime and Punishment Tolstoi: War and Peace Zola: Experimental Novel Ibsen: The Doll's House Dalton: A New System of Chemical Philosophy Clifford: The Common Sense of the Exact Sciences Fourier: Mathematical Analysis of Heat Faraday: Experimental Researches into Electricity Peacock: Algebra Lobachevski: Theory of Parallels Darwin: Origin of Species Mendel: Papers Bernard: Introduction to Experimental Medicine Galton: Enquiries in~o the Human Mind and its Faculties Joule: Scientific Papers Maxwell: Electricity and Magnetism Gauss: Mathematical Papers Galois: Mathematical Papers Boole: Laws of Thought Hamilton: Quaternions Riemann: The Hypotheses of Geometry Cantor: Transfinite Numbers Virchow: Cellular Pathology Poincare: Science and Hypothesis Hilbert: Foundations of Geometry James: Principles of Psychology Freud: Papers on H'Ysteria Russell: Principles of Mathematics Veblen and Young: Projective Geometry A LIST OF GREAT BOOKS In Chronological Order Homer: Iliad and Od'Y.I.Ie'Y 1Eschylus: Oresteia Herodotus: History Sophocles: (Edipus Rex Hippocrates: Selections Euripides: Medea and Electra Thucydides: History of the Peloponnesian Wars Aristophanes: Frogs, Clouds, Birds Aristarchus: On the Distance of the Sun and Moon Aristoxenus: Harmony Pl~to: Meno, Republic, Sophist Aristotle: Organon and Poetics Archimedes: Works Euclid: Elements Apollonius: Conics Lucian: True History Plutarch: Lives Lucretius: On the Nature of Things Nicomachus: Introduction to Arithmetic Ptolemy: Almagest Virgil: .tEneid Strabo: Geograph'Y Tacitus: Histories Cicero: De 0 f/iciis Horace: Ars Poetica Ovid: Metamorphoses Quintilian: Institutes Marcus Aurelius: To Himself The Bible Galen: On the Natural Faculties Plotinus: Enneads Justinian: Institutes Augustine: De Musica and De Magistro Song of Roland Volsunga Saga . Bonaventura: On the Reduction of the Arts to Theplog'Y Thomas: Summa Theologica Dante: Divine Comed'Y Roger Bacon: Opus Maius Chaucer: Canterbury Tales Leonardo: Note-books Erasmus: Colloquies Rabelais: Gargantua Copernicus: De Revolutionibus Machiavelli: The Prince Harvey: On the Motion of the Heart Gilbert: On the Magnet Kepler: Epitome of Astronom'Y Galileo: Two New Sciences Descartes: Geometry Francis Bacon: Novum Organum Hobbes: Leviathan Montaigne: Essa-ys Cervantes: Don Quixote Shakespeare: Hamlet, King Lear Calvin: Institutes Grotius: The Law of War and Peace Corneille: Le Cid ;, ,. ': 27 �28 CATALOGUE OF ST. JOHN'S COLLEGE and grandfathers studied and practised them. Before the nineteenth century they had a higher place and a more elaborate development which gave birth to and nurtured the array of subject-matters in the modern university. For fifteen hundred years they were called the Seven Liberal Arts, and before that they were called the Encyclopedia, the "circle for the training of boys." Thete is a continuous tradition of these as there is of the books, and the two traditions are one in the end. Their formal and operating techniques are more difficult to recover than their products in the great books, but the recovery has proved possible and also illuminating for the practical problems of instruction that the books raise. The clearest historic pattern of the liberal arts for the modern mind is, curiously enough, to be found in the thirteenth century. At the time of Dante's Divine Comedy and St. Thomas' Summa Theologica, they were listed as follows: Trivium / Grammar Rhetoric Logic Quadrivium Arithmetic Geometry Music Astronomy With the medieval emphasis on the ration<!.1 activities of man and the central position of the speculative scien,ces of theology and philosophy interest centered on the last art in each column, and. the other arts were subordinate and auxiliary to them. The master of arts in the thirteenth century would most likely write his books on logic and metaphysics or in music and astronomy. Other ages made different emphases~ The Renaissance found rhetoric, geometry, and music (measurement) most productive and illuminating, with the other arts subsidiary. The Romans went farthest in rhetoric, as one might expect from noting their legal activities. The Alexandrians gave highest honors to the grammarian scholar and the arithmetician and geometer, with considerable consequent attention to experimental science. The Athenian Greeks agreed with the thirteenth century in their ordering of the arts. It seems that we in our political preoccupation and economic energy, coupled with experimental science, are primarily concerned with rhetoric and music, the Pythagorean name for mathematical physics. CATALOGUE OF ST. JOHN'S COLLEGE 29 The order and the shifts in order that this indicates reflect the shifts of attention and emphasis i!l the great books, and these in turn, as methods of writing and reading, may be said to reflect the spirit of the ages in which they were written. These observations are turned to account in the manner of teaching followed at St. John's. The entire period with the books and the patterns of the arts can be reclipitulated in the four-year college course, the yearly divisions falling respectively at the end of the Alexandrian period, at the end of the middle ages, in the middle of the eighteenth century, and ending with contemporary writers. The schedule can be seen in the scheme· on page 30. This scheme correlates the books with the appropriate contemporaneous ordering· of the liberal arts, and provides the basic pattern of instruction so that it will be most effective and economical. · The two outside columns give the divisions of the books that are primarily literary and linguistic in medium and style and those that are mathematical and scientific in these respects. The middle column gives the texts that expound the distinctions and ordering principles of the arts of reading, understanding, and criticism that will most efficiently exploit the contents of the books. Along with these, laboratories of three kinds are successively used, one to study the devices of measurement and instruments of precision, another to repeat the crucial and canonical experiments in the history of science, and still another for the focusing and concentrating of the devices of all the sciences upon such contemporacy problems as the nature of the cell, the chemical, physical, and biological bala11ces in the blood, and the basic pwblems in embryology. These are the non-bookish classics that the modern laboratory has produced, and the consequent disciplines are provided for the liberal training of the stu,dent. It is an interesting fact of modern times that the· classics and the liberal arts are kept alive chiefly by experimentation. The liberal arts are chiefly concerned with the natur~ of the symbols, written, spoken, and constructed, in terms of which we rational an\mals find_ our way around in the material and cultural world in which we live. Symbols have practical aspects, as in rhetoric and industry, which must be understood and distinguished from their theoretical uses and significances in science and literature. Again there are concrete data and artificial pro- �30 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE SCHEDULE OF READINGS BY YEARS First Year Second Year Languages and Literature Homer Herodotus Thucydides l:Eschylus Sophocles Euripides Aristophanes Plutarch Lucian Liberal Arts Plato Aristotle Lucretius Mathematics and Science Hippocrates Euclid Nicomachus Aristarchus Apollonius Archimedes Aristoxenus Horace Ovid Tacitus Virgil The Bible Quintilian Dante Volsunga Saga Song of Roland Chaucer Aurelius Cicero Plotinus Augustine Bonaventura Thomas Roger Bacon Third Year Cervantes Shakespeare Milton Rabelais Corneille Racine Moliere Erasmus Montaigne Montesquieu Grotius Calvin Spinoza Francis Bacon Hobbes Locke Hume Kepler Harvey Gilbert Newton Leibniz Boyle Fourth Year Gibbon Voltaire Swift Goethe Rousseau Adam Smith American Constitution Federalist Papers Malthus Marx Fielding Zola Balzac Flaubert Thackeray Dickens Ibsen Dostoevski Tolstoi Kant Schopenhauer Hegel Peacock Boole Bentham Clifford Mill James Freud Poincare Hilbert Russell Fourier Lavoisier Dalton Hamilton Faraday Maxwell Joule Darwin Virchow ·Bernard Galton Mendel Cantor Riemann Lobachevski Gauss Galois Veblen & Young Ptolemy Galen Leonardo Copernicus Galileo Descartes 31 ducts that must be distinguished from the abstract principles and ideas which gove'rn them. There are many connections that these aspects have with one another, and it is the business of the liberal artist to see these apart and put them together. Success in this constitutes intellectual and moral health. Failure is stupidity, intellectual and moral decay, and slavery, to escape which the founding fathers set up institutions of liberal education. It is reassuring to know that they had more than pious hopes in their minds when they made charters for St. John's College and its sister institutions. Despite daily assertions to the contrary, there is no educational device for assuring worldly success to the student. To cultivate the rational human powers of the individual so that armed with the intellectual and moral virtues he may hope to meet and withstand the vicissitudes of outrageous fortunethat is education. INSTRUCTION The machinery of instruction adopted for the New Program was worked out step by step at various places during the past two decades, at Columbia University, at the University of Chicago, at the University of Virginia, and in connection with adult education carried on in New York City. It underwent further adaptation during the session 1937-38 at St. John's. It has been so devised as to furnish the student with a maximum of balanced training through a combination apd rotation of teaching techniques. It is dictqted by the books read and by the liberal arts. The teaching devices in the New Program are four: (1) reading and discussion of the books in seminars; (2) formal lectures on special topics in the liberal arts; (3) tutorials; ( 4) laboratories. SEMINARS Meetings of seminar groups occur twice a week with any additional meetings that special circumstances or difficulties may indicate. There are at least two instructors in charge, and the instruction makes use of a wide range of devices from explication de texte to analysis of intellectual content and the dialectical treatment of critical opinion. 3 �32 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE FORMAL LECTURES vidual cases with the aim of leading each student into vital intellectual relations with the mathematical texts. This task is facilitated by the mathematical laooratory for those whose difficulties lie in the operational level. The liberal arts operate in the light of principles which constitute the liberal sciences. These sciences are progressively expounded in formal lectures by various members of the staff as the course proceeds. The lectures are expository and critical also of themes that arise in the reading of the books. There are at least two formal lectures a week. TUTORIALS There are two kinds of tutorial instruction for small groups or individuals: in original languages and in mathematics. The study of an original language is initiated in an intensive manner during a period of six or eight weeks at the beginning of each year. The books are read in English translation, but their proper interpretation is most rapid and efficient when they are studied as translations. This requires only a part of the knowledge commonly demanded now in language courses, a knowledge that is rapidly and easily acquired by the study and analysis of texts selected from the books on the list. This training serves three purposes in the course. First, it contributes to a knowledge of universal or general grammar as that is studied in the liberal arts. Secondly, it develops in the student a cumulative skill in the reading of any text whether in a foreign language or in English. Third, language training at St. John's includes memorizing short passages, imitating the style of great writers, translating, and criticizing. These things are done in order to· induce in the student an active participation in the thought of great authors, to increase his original literary ability, and to incite him to original literary creation. All these aims were formerly achie~ed through . the study and thoughtful translation of Greek and Latin before our colleges first forgot why Greek and Latin had been chosen as educational mediums and then almost completely discarded them. The second kind of tutorial is ordered to the elementary study of the mathematical books. Modern students, more because of the diversity in previous trainings rather than because of any genuine differences in native endowments, vary a great deal in their mathematical abilities. The mathematical tutorials are organized and taught on the basis of diagnoses of indi- 33 LABORATORIES Three kinds of laboratories are used: one in mathematics and measurement; one in experimentation; and one in the. combination of scientific findings. The mathematical laboratory is equipped with the basic instruments of measurement in all the sciences. Here students learn the mathematical principles that have been embodied in the instruments, learn to operate them, and thus become familiar with the operational aspects of both mathematics and the natural sciences. They also acquire the "feel" of elementary laboratory techniques for all the sciences. The second kind of laboratory allows students to repeat the crucial and canonical experiments in historic and contemporary science. There are classics in empirical science, experiments which once uncovered principles and laid the foundation for whole fields of investigation. Some of these go back to the lever and the balance, some of them like Galileo'f experiments with the in.dined plane founded classical mechanics, others like Milikan's measure~ent of the force on the electron have set the themes for contemporary science. Stud€futs are familiarized with these scientific classics. At the end of the course there will be a laboratory for the combining of scientific findings in order to investigate concrete problems of central importance. The best problems come from the medical sciences, problems of the cell, problems of blood balances, problems of embryology. They will be in charge of a member of the staff who is acquainted with medical science. These laboratories provide a proper pre-professional scientific training, illustrate the liberal arts in their liveliest contemporary practices, and focus the past on the present for the whole course. The mathematical laboratory carries the student through the first year, the experimental laboratory through the second and third years, and the combinatorial laboratory through the last year. �'I 34 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE SCHEDULE A given week contains a maximum of approximately seventeen hours of actual classroom and laboratory work. This is divided as follows: Seminars . . . . . . . . . . . . . . . . . . . . . . . . . 4 Lectures .......................... · 2 Tutorials Language . . . . . . . . . . . . . . . . . . . . . . . 5 Mathematics ................ .'. . 5 Laboratory . . . . . . . . . . . . . . . . . . . . . . . 2i hours hours hours hours hours Total ............. ·........... 18-! hours Actually this total varies between fourteen and eighteen hours with an average of hours for the week equal to the customary requirements of liberal colleges in this country. This program more than meets the demands of graduate schools in this country, whether in medicine, law, theology, science, business, or the arts and sciences. There is enough freedom in the course for the individual student to meet any special requirements that his choice of career or graduate school may dictate. THE PHYSICAL ENVIRONMENT I It will be apparent that for two decades an educational movement has been growing in various universities and colleges throughout our country which has come to a focus in St. John's College. That movement, for which President Hutchins of the University of Chicago is the best known spokesman, is the restoration of true liberal education in America. But it was important that, if a successful focus were to be reached, a suitable and propitious physical setting should be found for it. It · was not a matter of chance that St. John's College in Annapolis was chosen. Since it was essential to the scheme that the full fore~ ~f our tradition, freed of sentimentaJity and intellectual snobbery, be brought into play, it was dt;sirable that the physical setting provide the obvious symbols of our past, and of our past at its best and most forceful. St. John's offered the obvious advantage of age: it is the third oldest college in our country. It offered the advantage of architectural dignity and simplicity, combined with living historical traditions of our 35 young Republic and its colonial origins. Its campus of thirtyfive acres lay along the. water's edge and in one of America's loveliest colonial towns, Annapolis, a town rich in the finest examples of pre-Revolutionary architecture. Annapolis itself, built where the Severn empties into the Chesapeake Bay, is convenient to both Baltimore and Washington, with their theater, their music, their art galleries. St. John's offered the right degrees of tranquillity and accessibility to provide a young man with a place in which to mature and find himself. The physical arrangements of the College are ordered towards its educational ends. The students are comfortably housed in six residence halls, the cleaning and management of which are under the direct supervision of a stewardess. In 1937 the dining hall and kitchens were .completely renovated and placed under the expert management of a trained dietitian. Athletics, both intercollegiate and intramural, are carefully supervised to the end that they may develop bodily skills and disciplines, afford outdoor recreation, and strengthen rather than compete with intellectual development. Varsity schedules are played in football, basketball, and lacrosse; minor sports include tennis, fencing, and sailing. Provision is also made for track, boxing, baseball, badminton, wrestling, swimming, and boating. Further to ensure the physical well-being of the student, the College maintains an infirmary service, which is under the direction of the College Physici~n, of a registered nurse, and of infirmary assistants. With the encouragement of the Faculty, the ,student body maintains a year-book, _a weekly newspaper, clubs for the expression of particular interests, five national fraternities, two honorary societies, a dramatic club, and a music club, the lastnamed of which supervises a concert orchestra, a jazz orchestra, a band, and a glee club. To encourage student self-government, the administration seeks constantly the advice of a student council, elected by the entire student body. The religious needs of the student body are served by six churches and one synagogue in Annapolis, all of which invite student attendance. The churches and their respective pastors are as follows: St. Anne's Protestant Episcopal, the Rev. Dr. Edward D. Johnson; Calvary Methodist Episcopal, the Rev. E. Cranston Riggin; College Avenue Baptist, the Rev. Roger I. �36 CATALOGUE OF ST. JOHN'S COLLEGE Berghauser; First Presbyterian, the Rev. Dr. James J. Coale; St. Martin's Evangelical Lutheran, the Rev. Harry G. Yaggi; St. Mary's Roman Catholic (Redemptorist Fathers), the Rev. Francis Gallagher, C. SS. R.; Kenesth Israel Synagogue Rabbi Morris E. Gordon. ' ' . Although the College is non-denominational, it recognizes its intellectual responsibilities to religion. The theological problems of the Christian faith, many of which are dealt with in the great books read in the New Program, are further ex-~ pounded and discussed in a series of Sunday evening lectures. These lectures are given by members of the Faculty of St. John's and of other college faculties, and are open to all members of the College. Student attendance is voluntary. COURSES OF INSTRUCTION IN THE ELECTIVE PROGRAM Freshman courses are numbered from 1 to 19, Sophomore courses from 20 to 29, Junior courses from 30 to 39, and Senior courses from 40 up. The numbers of full courses are unqualified, halfcourses running throughout the year are indicated by hf following the number, and half-courses given only in the first or the second halfyear are designated by 1 hf or 2 hf. Courses not given in the current year are bracketed. The Roman numeral in parentheses after the name of each course indicates the examination group to which the course is assigned. Separate sections have their examination groups listed successively. Courses are open ordinarily to members of a higher class; and occasionally members of a lower class may obtain the permission of an instructor to register for a higher class. The previous consent of the instructor is required for registration in courses indicated by an asterisk ( * ). In addition to the courses which follow, special work can be arranged between the instructor and the student. I. DIVISION OF THE LANGUAGES, LITERATURE, AND ART PROFESSORS BROWN (Chairman), FnzGERALD, KIEFFER, KuEHNEMUND, ScoFIELD, AND SEGALL; DR. TILGHMAN AND MR. HEISE. ART Art 21. Survey of. the History of Art. PROFESSOR SCOFIELD. (n) A survey of the history of art in Western Europe with special emphasis on the Greeks in the first half-year and on the Italian Renaissance in the second half-year. M-W-F at 10. (T-Th-S at 12 in 1938-39: Exam. Group XI.) ENGLISH tEnglish 1. Grammar, Composition, and Prose Forms. (xv) The course is intended to supply students with the elements of English grammar and the English language as a useful tool. Frequent papers; conferences; collateral reading. Required of all Freshmen in the Old Program unless they pass an anticipatory examination in grammar and composition. Does not count toward fulfillment of major or distribution. Section Section Section Section A; B; C; D; M-W-F M-W-F M-W-F T-Th-S at 9. at 1:30. at 2:30. at 10. DR. TILGHMAN. PROFESSOR SCOFIELD. DR. TILGHMAN. DR. TILGHMAN. t This course will not be given after 1937-38. 37 �38 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE English 21. Survey of English Literature. [*English 35. The Eighteenth Century.] PROFESSOR SCOFIELD. 39 (v1) PROFESSOR BROWN. A study of the main tendencies of English literature from Beowulf to the present time, with readings in great or characteristic writers and in social backgrounds. Recommended for all students who propose to concentrate i~ English. English literature from 1688 to the death of Shelley. The important writer• of the Restoration, the eighteenth century, and the French Revo,lution will be studied with their political, social, and intellectual backgrounds. M-W-F at 9. M from 2 to 4. Omitted in 1937-38. English 23. Contemporary Literature. (u) PROFESSOR BROWN. English 36.l 1hf. The Romantic Period. A study of European and contemporary American art and social thought in poetry, prose fiction, and drama. M-W-F at 10. [English 24 2 hf. The Modern Drama.] PROFESSOR SCOFIELD. A course in rapid reading in the nineteenth- and twent-:ieth-century drama, with special attention to the period after Ibsen. Hours to be arranged. Second half-year. T 2:30-4:30. First half-year. To be omitted in 1938-39. (1v) PROFESSOR BROWN. (1v) PROFESSOR BROWN. A course designed for students who would like some familiarity with the great works of literature. The Bible, Homer, Dante, Shakespeare, Goethe, etc. M-W-F at 12. From Tennyson to Shaw. Chiefly the poetry and fiction of the period, with a study of the social and intellectual backgrounds. M-F at 12. Second half-year. To be omitted in 1938-39. [English 37 2 hf. Victorian Poetry.] [*English 31.1 hf. Advanced Composition.] 2 (vn) PROFESSOR SCOFIELD. Intended for students who wish further opportunity to practice composition. So far as possible, the work of the course will be covered in individual conferences. M-T-F at 3 :30. Second half-year. Omitted in 1937-38. (vn) PROFESSOR SCOFIELD. e~clusive of Shakespeare, from Marlowe to (1x) PROFESSOR SCOFIELD. The chief poets read will be Tennyson, Browning, Arnold, Swinburne, Morris, and Rossetti. T-Th-S at 10.. Second half-year. Omitted in 1937-38. [English 38. American Literature.] [English 34 1hf. The Drama from 1588 to 1800.] Prerequisite: English 21. M-T-F at 3 :30. First half-year. Omitted in 1937-38. English literature from 1781 to 1825. The "Romantic Revolt," with chief emphasis on Blake, Wordsworth, and Shelley; readings in social and intellectual backgrounds. English 36.2 2 hf. Victorian Literature. English 29.1 1hf. Great Books. English 29.2 2 hf. Great Books. A study of the English drama, Sheridan. (xm) PROFESSOR BROWN. (n) PROFESSOR BROWN. Puritan and Co-Ionia! writings; the literature of the Revolution; the New England school; Cooper, Poe, Hawthorne, Melville, and Whitman; the Frontier and the South. When possible this literature will be studied as creative art, otherwise a.s the &pression of national or sectional culture. Students electing this course are recommended to elect at the same time History 25. M-W-F at 10. Omitted in 1937-38. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 40 [English 39. American Literature from 1870.] (v) 41 French 11. Advanced French Prose. (111) PROFESSOR SEGALL. PROFESSOR BROWN. Rapid reading from representative works of modern prose· lateral reading; reports. . ' M-T-F at 1:30. Omitted in 1937-38. (III) [English 41. Chaucer.] The Prologue and ten of the Canterbury Tales will be carefully read in class. In addition the minor poems, The Book of the Duchess and Troilus and Criseyde will be studied less in detail. Other important works of the fourteenth century, especially Gawain and the Green Knight and The Pearl will be read. M-W at 11. Omitted in 1937-38. (v) English 45. Shakespeare. PROFESSOR BROWN. A general course with little emphasis on technical problems. In the first halfyear the student will read about twenty plays, and make some study of social and cultural backgrounds. In the second half-year there will be a detailed examination of Troilus and Cressida, Measure for Measure, and the five great · tragedies. M-W-F at 1:30. (T-Th-S at 10 in 1938-39: Exam. Group IX.) (v1) English 49. The Novel. PROFESSOR SCOFIELD. A study of the novel primarily as a form of literary art, but with some attention to its sociological usefulness. In the first half-year the course will be concerned chiefly with the types and forms of the novel and the craftsmanship of the novelist. In the second half-year a few great novels, probably selected from the works of Tolstoi, Dostoevski, Turgeniev, Balzac, and Stendhal, will be studied thoroughly. No one should elect the course who is not able to read a novel of average length each week. Open to Juniors. M-W-F at 2:30. (T-Th-S at 9 in 1938-39: Exam. Group VIII.) FRENCH (Iv) French 1. Beginning French. MR. HEISE. Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. M-W-F at 11. (T-Th-S at 12 for 1938-39: Exam. Group XI.) French 2. Intermediate French. (xiv) MR. HEISE. Review of basic principles: grammar and composition, conversation, reading from the works of nineteenth-century and contemporary authors. Prerequisite: French 1, or two years of high-school French. Section A; M-W-F at 9. Section B; M-W-F at 10. compr~hensive col- Prerequisite: French 2, or three years of high-school French. M-W-F at 11. [*French 13. French Composition and C~nversation.] (xn) Comprehensive outside reading of modern prose; oral reports in French. Advised for all students who propose to concentrate in French. Prerequisite: French 2, or three years of high-school French. Open only to those other students whose previous work in French has been of at least C quality. Th from 1:30 to 4:30. Omitted in 1937-38. (v) French 20. Survey of French Literature. PROFESSOR SEGALL. A summary of French literature. Readings of representative works of the more important periods. A good reading knowledge of French is required. Prerequisite: French 11, or four years of high-school French. M-W-F at 1:30. (M-W-F at 12for1938-39: Exam. Group IV.) French 27. History of French Literature and Civilization. (11) PROFESSOR SEGALL. From the origins to the present time. Lectures; comprehensive outside reading in English; weekly reports. No knowledge of French is required. Open only to men who stand in the first three groups of the rank list. M-W-F at 10. (T-Th-S at 11 in 1938-39: Exam. Group X.) [French 31. Eighteenth-Century French Literature.] (v1) PROFESSOR SEGALL. The literary movements of the Age of Reason and their relations to the social and political conditions of the period. Outstanding authors, such as Lesage, Marivaux, Montesquieu, Voltaire, Diderot, Rousseau, will be studied in their representative works. Comprehensive outside reading; weekly reports; theses. Students taking this course should be able to read French with ease. Prerequisite: French 11, or four years of high-school French. M-T-F at 2:30. Omitted in 1937-38. �CATALOGUE OF ST. JOHN'S COLLEGE 42 43 CATALOGUE OF ST. JOHN'S COLLEGE [*German 33. Advanced Composition and Conversation.] [French 41. Nineteenth-Century and Twentieth-Century French Literature.] PROFESSOR SEGALL. Primarily for students who wish to acquire a better facility in writing and speaking German. Advised for those students who wish to concentrate in German. Prerequisite: Two years of college German or the equivalent. M-F from 3 to 4:30. Omitted in 1937-38. The literary tendencies of the age and the social and political conditions underlying them. The eighteenth-century precursors, the literature of the Empire, romanticism, realism, naturalism, symbolism, and nee-romanticism will ~e co~­ sidered. Comprehensive outside reading; weekly reports. Students takmg this course should be able to read French with ease. Prerequisite: French 11, or four years of high-school French. Hours to be arranged. Omitted in 1937-38. [*German 35. Introduction to the History of German Civiliza( v) tion.] PROFESSOR KuEHNEMUND. A lecture course in English, with outside reading and written reports. Open to Juniors and Seniors who want an opportunity to become acquainted with German life, thought, and art up to the end of the eighteenth century. GERMAN German 1. ~eginning German. PRoFEssoR KuEH:NEMUND. (m) Prerequisite: History 1 passed with grade of C or better. M-T-F at 1:30. Omitted in 1937-38. Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. [*German 36. History of German Civilization during the Nineteenth and Twentieth Centuries.] (v) PROFESSOR KuEHNEMUND. M;;:W-F" at 11. German 10. Intermediate German. PROFESSOR KuEHNEMUND. .A lecture course in English, with outside reading and written reports. The course offers to any student an opportunity to become acquainted with German life, thought, and art during the nineteenth and twentieth centuries. Some account of the Germans in America will be included. Review of basic principles: grammar and composition; conversation; reading from works of nineteenth-century and contemporary authors. Prerequisite: German 1, or two years of high-school German. M-W-F at 9. (T-Th-S at 9 in 1938-39: Exam. Group VIII.) German 20. ·Modern Literature. PROFESSOR KuEHNEMUND. (vn) Prerequisite: German 35, or History 21. M-T-F at 1:30. Omitted in 1937-38. (v1) German 40. Problems of Current German Life and Thought. PROFESSOR KuEHNEMUND. Training to enable the student to translate German rapidly. Oral and written reports on prepared translation; sight translation. (x1) Open only to students concentrating in German. Prerequisite: German 10, or three years of high-school German. M-W-F at 2:30. (M-F 1:30-3 :00 in 1938-39: Exam. Group V.) Tat 10. GREEK German 21. Scientific German. PROFESSOR KuEHNEMUND. (vm) Intended for students specializing in the sciences. Prerequisite: German 10, or three years of high-school German; T-Th at"· (T-Th at 12 in 1938-39: Exam. Group XL) I I j Greek 1. Beginning Greek. PROFESSOR KIEFFER. Elements of grammar and compositiori; reading of simple prose. T-Th-S at 11. (x) �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE [Greek 22 2 hf. Homer, the Iliad.] (1) Subject matter of the course chosen from the historians and the legal writers. May be varied from year to year to suit needs of students. ILIAD. Prerequisite: Greek 1, or two years of high-school Greek. M-W-F at 9. Second half-year. Omitted in 1937-38. [Greek 24 1hf. Homer, the Odyssey.] Prerequisite: Latin 1, or two years of high-school Latin. T-Th-S at 10. First half-year. (1) Latin 17 2hf. Prose Selections. (v) PROFESSOR KIEFFER. PROFESSOR KIEFFER. Readings from the (Ix) PROFESSOR KIEFFER. PROFESSOR KIEFFER. Readings from the Latin 11 1hf. Readings from Latin Prose. 45 Prerequisite: Latin 1, or two years of high-school Latin. M-Th-F at 1:30. Second half-year. ODYSSEY. Prerequisite: Greek 1, or two years of high-school Greek. M-W-F at9. First half-year. Omitted in 1937-38. [Greek 25. New Testament and Patristic Greek.] Latin 21 1hf. Poetry of the Golden Age. PROFESSOR KIEFFER. (v) PROFESSOR KIEFFER. Readings from Catullus, Vergil, Horace. Prerequisite: Latin ll 1hf, or four years of high-school Latin. Hours to be arranged. First half-year. Readings in early Christian literature. Prerequisite: Greek 1, or two years of high-school Greek. M-T-F at 1:30. Omitted in 1937-38. Latin 24 2 hf. Plautus and Terence. PROFESSOR KIEFFER. Greek 31. Plato; Greek Tragedy. (m) PROFESSOR KIEFFER. Readings from the DIALOGUES Prerequisite: Latin ll 1hf, or four years of high-school Latin. Hours to be arranged. Second half-year. of Plato and two tragedies. Prerequisite: Greek 22 2 hf, 24 1hf, or 25. M-W-F at 11. [Greek 34 2 hf. History of Greek Tragedy.] Readings in Latin comedy. (1x) PROFESSOR KIEFFER. A study of the extant Greek tragedies. A study of the development of the tragic form and of its influence on later literature and on the modern theatre. No knowledge of Greek is required. T-Th-S at 10. Second half-year. Omitted in 1937-38. *Latin 30. Roman Law. PROFESSOR KIEFFER. Readings .in English from Justinian. Lectures on the history of Roman law. Open to Juniors and Seniors, with the consent of the instructor. Hours to be arranged. "SPANISH Spanish 1. Elementary Spanish. (IV) PROFESSOR FITZGERALD. LATIN Latin 1. Beginning Latin. PROFESSOR KIEFFER. Elements of grammar and composition; reading of simple texts. M-W-F at 12. (1v) Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. M-W-F at 12. "Courses in Spanish will not be given after 1937-38. �46 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF Spanish 2. Intermediate Spanish. PROFESSOR FITZGERALD. [Economics 38 1 hf. Introduction to Business.] PRGJFESSOR WYCKOFF. (x) Prerequisite: Economics 21. M-T-F at 1:30. First half-year. Omitted in 1937-38. Prerequisite: Spanish 2, or three years of high-school Spanish. T-Th-S at 11. (Ix) *Economics 39 2hf. Social Problems of Industry. PROFESSOR WYCKOFF. M-W-F at 11. Second half-year. T-Th-S at 10. First half-year. Economics 40. Seminar in Economics. PROFESSOR WYCKOFF. II. DIVISION OF THE SOCIAL SCIENCES AND PHILOSOPHY Open only to Seniors majoring in the Division of the Social Sciences. T at 11, and individual conferences. ECONOMICS (n) HISTORY History 1-A. History of Western Civilization up to the Seventeenth Century. (n) PROFESSOR KIEFFER. (MR. McCLEARY in 1938-39.) A study of the problems arising from the maintenance of life in a modern social group. M-W-F at 10. (T-Th-S at 10 in 1938-39: Exam. Group IX.) Economics 32 1 hf. Financial Problems. PROFESSOR WYCKOFF. (x) A course in economic theory and the major subjects of economic controversy. ALLES, KIEFFER, MARTIN, AND MR. McCLEARY Economics 21. General Principles. PROFESSOR WYCKOFF. (m) The purpose of this course will be to study the effects of our industrial system upon the community. A study of the cultural background of Spanish civilization as seen in the literature, and to some extent in the art and architecture, of the Spanish people. No knowledge of Spanish required. Lectures, readings, discussions, reports. (Chairman), (v) A study of the principles of industrial enterprises. A general view of Spanish literature, illustrated by reading from representative works of the more important periods. Collateral reading and reports. PROFESSORS WYCKOFF (v) Open to Juniors and Seniors, with permission of the instructor. M-T-F at 1:30. Second half-year. Omitted in 1937-38. Prerequisite: Spanish 1, or two years of high-school Spanish. M-W-F at 9. Spanish 25 1 hf. Spanish Life and Culture. PROFESSOR FITZGERALD. 47 JOHN'S COLLEGE [*Economics 37 2hf. Security Investment and Analysis.] PROFESSOR WYCKOFF. Review of basic principles: grammar and composition; conversation; reading from the works of nineteenth-century and contemporary authors. Spanis,h 11. Introduction to Spanish Literature. PROFESSOR FITZGERALD. ST~ A survey of the evolution of our western civilization from its beginnings up to the seventeenth century. This course is especially designed for students who wish to take but a single course in history. (m) M-W-F at 10. (T-Th-S at 9 in 1938:-39: Exam. Group VIII.) The aim of this course is to make the student familiar with our commercial and investment banking systems. Prerequisite: Economics 21. M-W-F at 11. (M-W-F at 10 in 1938-39: Exam. Group II.) First half-year. History 1-B. History of Western Civilization Since the Seventeenth Century. ' (I) MR. McCLEARY. · j A survey of the evolution of our western civilization from the seventeenth century to the present. M-W-F at 9. 4 �48 CATALOGUE OF ST. JOHN'S COLLEGE [History 21. Medireval European History.] PROFESSOR KIEFFER. CATALOGUE OF ST. JOHN'S COLLEGE (m) Philosophy 27 2 hf. Ethics. PROFESSOR ALLES. 49 (m) A course in the foundations of modern Europe from the breakdown of the Roman Empire in the west to the establishment of the national state. A survey of moral theory and practice with special emphasis on Socrates, Plato, Aristotle, Stoicism, Christianity, Kant, etc. M-W-F at 11. Omitted in 1937-38. M-W-F at 11. Second half-year. History 22. Europe Since 1914. MR. McCLEARY. (vm) Philosophy 31. History of Philosophy. PROFESSOR ALLES. (1x) A &tudy of Europe during and since the Great War. Prerequisite: History 1-A. A study of philosophic speculation from the early Greeks to modern times. T-Th-S at 9. Given in 1937-38; to ~e omitted in 1938-39. T-Th-S at 10. History 23. English History. PRoFEssoR MARTIN. (MR. McCLEARY in 1938-39.) (m) A study of religion from the historical, psychological, and philosophical points of view. A· survey of English history. M-W-F at 11. (M-W-F at 10 in 1938-39: Exam. Group II.) History 25. American History. PROFESSOR MARTIN. (v) A study of the political, social, and economic development of the United ~tat~s, with special reference to the period from 1789 t? th~ present_. ~~phas1s. ~ill be upon constitutional development through leg1slat10n and 1ud1c1al declSlon. (Texts: Declaration of Independence; Constitution; Federalist Papers; Rousseau, Social Contract; Locke, Second.Essay on Civil Government; Adam Smith, Wealth of Nations; Schlesinger, Political and Social History of the United States; mimeographed materials.) M-W-F at 1:30. (M-T-F at 1:30 in 1938-39.) PHILOSOPHY Philosophy ll 1hf. Logic. PROFESSOR ALLES. Prerequisite: Philosophy 12 2 hf or 27 2 hf or 31, or the permission of the instructor. M-W-F at 9. First half-year. Philosophy 38.1 2 hf. The Fundamentals of Christianity. PROFESSOR ALLES. (I) A study of the basic teachings of Jesus and St. Paul. Consideration will be given to the Jewish and Hellenistic background and influences. M-W-F at 9. Second half-year. Beginning in 1938-39, the only Philosophy courses offered will be: (x) The course is chiefly concerned with the study of valid and invalid forms of reasoning in deductive and inductive logic. Open to qualified Freshmen after consultation with the instructor. T-Th-S at 11. First half-year. Philosophy 12 2 hf. Introduction to Philosophy. PROFESSOR ALLES. Philosophy 37 1hf. Philosophy of Religion. PROFESSOR ALLES. (x) The following are some of the problems discussed: the origin of the universe and of life; the nature of reality; mind; the origin and nature of human knowledge; God. Open to qualified Freshmen after consultation with the instructor. T-Th-S at 11. Second half-year. Philosophy 13. Instructor and exact description of course to be announced. (I) M-W-F at 9. Philosophy 25. Instructor and exact description of course to be announced. (Iv) M-W-F at 12. POLITICAL SCIENCE Political Science 21. Law and the State. PROFESSOR MARTIN. (vm) A study of the basic concepts of politics. Examination of human associations and institutions, and the function of law in human society. (Texts: Friedrich, Constitutional Government and Politics; Aristotle, Ethics, Politics; Plato, Republic; St. Thomas Aquinas, Treatise on Law, De Regimine Principium; mimeographed materials.) T-Th-S at 9. (T-Th 1:30-3:00 in 1938-39: Exam. Group XII.) �50 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Political Science 27. Anglo-American Law. PROFESSOR MARTIN. (x) *Biology 14 1 hf. Readings in Biology. PROFESSOR RIDGELY. 51 (xn) A study of the principal legal rights and the remedies available for their enforcement, both at common law and by statute. Examination of methods of legislative and administrative control over economic institutions, in the light of the judicial process. (Texts: Blackstone, Commentaries; mimeographed case materials.) This course is intended for students who are not majoring in the sciences, but who wish some cultural knowledge of them. It will not be credited for distribution as a laboratory science. The course will cover biological literature which is of a general rather than a technical interest. The content of the course will vary from year to year. Three hours weekly. T-Th-S at 11. Open only to upperclassmen who have had no biology. T-Th from 1:30 to 3 :00. First half-year. III. DIVISION OF THE SCIENCES AND MATHEMATICS BIOLOGY PROFESSORS VEDOVA (Chairman), ALLEN, APPEL, BAYLIFF, BERNHARD, BINGLEY; Biology 15 2 hf. Field Zoology. PROFESSOR BAYLIFF. EAsoN, FINAN, McFARLIN, AND RIDGELY Biology 1 2 hf. History of the Earth and Its Inhabitants. PROFESSOR APPEL. (xn) Evidences of successive changes in the geological and biological world; theories of such changes. Three hours a week. T-Th from 1:30 to 3 :00. Second half-year. Prerequisite: Biology 11. Hours to be arranged. Second half-year. Biology 16 1 hf. Physiology. PROFESSOR APPEL. Biology 10 2 hf. Social Biology. PROFESSOR APPEL. The biology of population groups, as distinguished from the biology of the individual. Special attention to the quantitative and qualitative study of mankind; human ecology and human genetics. Three hours of recitation and four hours of laboratory. Hours to be arranged. Second half-year. Biology 11. Beginning Zoology. An ecological study of fresh and brackish water faunas near Annapolis. Readings in the problems and methods of ecology. Two hours of recitation and six hours of laboratory. (III, XI) An introduction to animal biology. General principles of morphology, physiology, ecology, histology, genetics, embryology, etc., and a survey of the common groups of animals. Two hours of recitation and six hours of laboratory. A general study of vital processes. The physico-chemical nature of protoplasm, and the relation of life to the environment. Three hours of recitation and four hours of laboratory. Laboratory fee, $10.00. Hours to be arranged. .First half-year. Biology 20 1 hf. Invertebrate Zoology. PROFESSOR BAYLIFF. (m) Laboratory fee, $10.00 per half-year. Section A; PROFESSOR RIDGELY. Recitation, M-F at 11. Laboratory, M-F from 1:30 to 4:30. The morphology and evolution of the invertebrates. Some attention to larvae, to extinct groups, and to groups of uncertain phylogenetic position. Many of the specimens to be used in the laboratory are deep-sea and mid-Atlantic forms taken by the "Atlantis" in 1931 and 1933. The specimens were given to the department through the kindness of Doctor Henry B. Bigelow of the Oceanographic Institute, and Mr. Joseph S. Bigelow of Annapolis. Two hours of recitation and six hours of laboratory. Section B; PROFESSOR BAYLIFF. (Pre-medical students). Recitation, T-Th at 12. Laboratory, T-Th from 1:30 to 4:30. Laboratory fee, $10.00. Recitation, W-F at 11. Laboratory, T-Th from 1:30 to 4:30. First half-year in alternate years. (Omitted in 1938-39.) �52 CATALOGUE OF St. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Biology 21 1 hf. Comparative Anatomy of Vertebrates. (1v) PROFESSOR APPEL. A history of the successive types of structure found in the higher animals. An introduction to human anatomy. Two hours of recitation and six hours of laboratory. Prerequisite: One year of college biology. Laboratory fee, $10.00. Recitation, W-F at 12. Laboratory, T-Th from 9 to 12. First half-year. Biology 22 2hf. Embryology of Vertebrates. PROFESSOR RIDGELY. A further study of the higher types of animal structure as seen in developmental anatomy. Two hours of recitation and six hours of laboratory. Prerequisite: One year of college biology. Laboratory fee, $10.00. Recitation W-F at 12. Laboratory, T-Th from 9 to 12. Second half-year. 53 Biology 34 2 hf. Genetics. PROFESSOR BAYLIFF. A study of the principles of heredity and variation, and of the relation of these to each other and to evolution. Laboratory work to consist of breeding experiments with different strains of Drosophila and of calculations in practical breeding problems. Three hours of recitation and four hours of laboratory. Prerequisite: Biology 11 or the equivalent. Biology 27 2 hf 1s recommended. · Laboratory fee, $10.00. Hours to be arranged. Second half-year. Biology 37 1 hf. Parasitology. PROFESSOR BAYLIFF. Evolutionary and general biological significance of the parasitic mode of life. Consideration of the ecological relationships between parasite and host. Internal parasites only; chiefly those of vertebrates. Two hours of recitation and six hours of laboratory. Prerequisite: Biology 11 or the equivalent; Biology 20 1 hf is recommended. Laboratory fee, $10.00. Hours to be arranged. First half-year in alternate years. (Given in 1938-39.) Biology 27 2 hf. The Mechanism of Development. PROFESSOR APPEL. Studies on the germ cells and on developing eggs, emphasizing the interrelations of embryology, genetics, cytology, and physiology. A history of the attempt to analyse the early foflll.ative processes in terms of preformation and epigenesis. Two hours of recitation and six hours of laboratory. Prerequisite: One year of college biology. Laboratory fee, $10.00. Hours to be arranged. Second half-year. Biology 39 1 hf. The Species Problem. PROFESSOR BAYLIFF. Readings in zoogeography, paieontology, genetics, and other fields offering an explanation of the mechanism of evolution. Three hours of recitation. Prerequisite: Biology 11. Hours to be arranged. First half-year. Marine Biology. Biology 30 1 hf. Histology. PROFESSOR APPEL. The .comparative study of normal cells and tissues. Two hours of recitation and six hours of laboratory. Prerequisites: Comparative anatomy and embryology of the vertebrates. Laboratory fee, $10,00. Hours to be arranged. First half-year. Advanced students, particularly those who are concentrating in biology, are urged to take at least one summer course at some marine biological laboratory. The season of the year and the diversity of animals available at such institutions combine to give the student opportunities for study which cannot be duplicated during the regular school year. With the approval of the department, courses taken at a marine laboratory may be counted toward the fulfillment of the requirements for the degree. To encourage and assist worthy biology and pre-medical students to attend such laboratories, the College offers annually a full tuition scholarship applicable either at the Biological Laboratory, Cold Spring Harbor, Long Island, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts. �54 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE CHEMISTRY Chemistry 2. General Chemistry for Science Students. · Chemistry 31 1 hf. Quantitative Analysis, Part IL Continuation of Part I, including volumetric and gravimetric methods for the determination of salts, minerals, and alJoys. One hout lecture and eight hours of laboratory. A standard course in General Chemistry in which chemical phenomena and underlying principles are studied. The lectures and laboratory work include topics which are in part introductory to Qualitative Analysis. Two hours of lectures, one hour of recitation, and four hours of laboratory. An extra hour will be required of aIJ stud~nts having difficulty with the course. · Prerequisite: Chemistry 22 2 hf. Laboratory fee, $15.00 and breakage. M-T-F from 1:30 to 4:30. First half-year. Laboratory fee, $25.00 and breakage. Recitation, M-W-F at 10. Laboratory, T-Th from 10 to 12. (In case of conflict, other hours can be arranged.) Make-up, M at 1. (x1) PROFESSOR McFARLIN. The aim of this course is to give to the student a thorough grounding in the principles involved in the detection of unknown substances, In ·the lectures and recitations special emphasis is given to the theoretical foundations of analytical chemistry. The laboratory work is devoted to the qualitative analysis __ of "unknowns" and to the separation an,d identification of the metals and acid radicals usualJy met with in inorganic chemistry. Two hours of lectures and recitations and six hours of laboratory. Chemistry 32 2 hf. Physical Chemistry, Part I. (1v) PROFESSOR ALLEN •. -,_ Substances in the gaseous, liquid, and solid states; the structure of matter· energy changes; chemical equilibria; and substances in dilute solution form th; basis of study. The laboratory work includes determinations of molecular weights, measurements of physical properties, etc. Three hours of lectures and four hours of laboratory. · Prerequisites: Chemistry 21 1 hf and Mathematics 21. Laboratory fee, $15.00 and breakage. Recitation, M-W-F at 12. Laboratory, F from 1:30 to 5:30. Second half-ye'ar. Chemistry 33. Organic Chemistry. (m) PROFESSOR BERNHARD. An introductory course in the chemistry of carbon compounds. The lectures and laboratory work are designed to give a knowledge of the fundamental reactio~s an~ properties of representative compounds of the aliphatic and aromatic senes. Two hours of lectures and recitation and six hours of laboratory. Prerequisites: Chemistry 2 and Mathematics 11. Laboratory fee, $15.00 and breakage. Recitation, T-Th at 12. Laboratory, M-F from 1:30 to 4:30. First half-year. Chemistry 22 2 hf. Quantitative Analysis, Part I. (v) PROFESSOR ALLEN. (u) PROFESSORS BERNHARD AND McFARLIN. Chemistry 21 1 hf. Qualitative Analysis. 55 (v) Prerequisite: Chemistry 2. Laboratory fee, $25.00 and breakage. Recitation, M-W at 11. Laboratory, T-Th from 1:30 to 4:30. PROFESSOR McFARLIN. The theory of volumetric and gravimetric analysis. Exercises in acidimetry and alk:alimetry, and gravimetric determination of simple compounds. One hour lecture and eight hours of laboratory. Prerequisite: Chemistry 21 hf. Laboratory fee, $15.00 and breakage. Recitation, M at 1: 30. Laboratory, M from 2:30 to 6:00; F from 1:30 to 6.:00. Second half-year. 1 Chemistry 42. Advanced Organic Chemistry. (x1) PROFESSORS BERNHARD AND ALLEN. ~elected .t~pics _of organic cheT?istry are discussed in greater detail. Readings ~n the ongmal l!ter~ture are ~ss1gned. _The laboratory work in the first half-year includes quant1tat1ve organic analysis and the preparation of organic compounds. Two hours of lectures and six hours of laboratory. Prerequisite: Chemistry 33. Laboratory fee, $25.00 and breakage. Recitation, T-Th at 12. Laboratory, T-Th from 9 to 12. �56 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE (I) Chemistry 43 1 hf. Physical Chemistry, Part II. 57 Mathematics 33. Higher Algebra. PROFESSOR VEDOVA. PROFESSOR ALLEN. The topics treated include electrochemistry, theory of strong electrolytes, colloid chemistry, and photochemistry. Three hours of lectures and recitations with reports on assigned reading in the original literature. In this course such topics as matrices, linear transformations forms etc. are studied with a view to preparing the student for furthe; work in 'pure mathematics. Prerequisites: Chemistry 32 2 hf; ability to read French and German. M-W-F at 9. First half-year. Prerequisite: Mathematics 21. Hours to be arranged. Mathematics 35. The Elements of Mechanics. (Ix) PROFESSOR BINGLEY. *Chemistry 50. Problems in Chemistry. The principles of statics and dynamics, with applications to particles and rigid bodies. MEMBERS OF THE DEPARTMENT. A laboratory course devoted . to small research problems. Eight hours of laboratory and library work. Prerequisites: Chemistry 32 2 hf and Chemistry 33. Laboratory fee, $25.00 and breakage. Hours to be arranged. Prerequisite: Mathematics 21. T-Th-S at 10. (T-Th-S at 9 in 1938-39: Exam. Group VIII.) Mathematics 37. Number Systems. (I) PROFESSOR V1movA. MATHEMATICS Mathematics 11. Introduction to Mathematical Analysis. (vm) Prerequisite: Mathematics 11. M-W-F at 9. PROFESSOR BINGLEY. This course ainis to give a survey of the essentials of trigonometry, college algebra, and analytic geometry. The two-fold purpose of mathematical study is emphasized: to enable the student to use mathematical processes as a tool in his scientific studies, and to enable hini to recognize the cultural value of rigorous thinking. T-Th-S at 9. (T-Th-S at 10 in 1938-39: Exam. Group IX.) (n) Mathematics 21. Differential and Integral Calculus. Mathematics 41. Mathematical Analysis, Part II. (x) PROFESSOR VEDOVA. A continuation of Mathematics 31 with an introduction to differential equations and functions of a complex variable. The partial differential equations of physics are studied. Prerequisite: Mathematics 31. T-Th-S at 11. PROFESSOR BINGLEY. Methods of differentiation, series, indeterminate forms, etc., with the sinipler applications to mechanics and the higher plane curves. Formulas of integration, with applications to the determination of length, areas, volumes, centers of gravity, pressures, and moments of inertia. Prerequisite: Mathematics 11. M-W-F at 10. Mathematics 43. Introduction to Modern Geometry. PROFESSOR VEDOVA. Prerequisite: Mathematics 33. Hours to be arranged. Mathematics 45. Differential Equations. Mathematics 31. Mathematical Analysis, Part I. (vm) PROFESSOR VEDOVA. An advanced course in the calculus with an introduction to differential geometry. The applications of mathematical analysis to the physical sciences are stressed. Prerequisite: Mathematics 21. T-Th-S at 9. (T-Th-S at 10in1938-39: Exam. Group IX.) (xI) PROFESSOR VEDOVA. Intended primarily for the student of physics or engineering, this course emphasizes applications to geometry and physics and aims to equip the student with some of the means used for the ready solution of the commoner types of equations, rather than to inipart to him any extensive knowledge of the underlying theory. T-Th-S at 12. �58 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE PHYSICS Physics 21. Elements of Physics. (xI) PROFESSOR EASON. This course covers the elements of mechanics, heat, electricity, magnetism, sound, and light. It is designed to give the student an acquaintance with, and an explanation of, the natural phenomena which envelop his daily life. Three hours of recitation and four hours of laboratory. (vm) Prerequisites: Physics 21 and Mathematics 11. Laboratory fee, $20.00 and breakage. Recitation, T-Th-S at 9. Laboratory, T-Th from 2:30 to 4:30. T-Th-S at 9. First half-year. Psychology 15 1 hf. Syst~matic Psychology. (m) PROFE.SSOR FINAN. A survey of contemporary systems of psychology including Introspectionism Functionalism, Behaviorism, the psychology of Gestalt and "Dynamic" psy~ chologies. The significant contributions of each school will be considered critically with the purpose of integrating the several viewpoints. M-W-F at 11. First half-year. (n) PROFESSOR EASON. Psychology 16 2 hf. Experimental Psychology. (v) PROFESSOR FINAN. An attempt is made to acquaint the student with the modem theory regarding the nature of heat and its practical application. The course will be carried on both by tex.t-book readings and lectures. Much parallel reading will be assigned throughout the year and extensive laboratory work done. Prerequisites: Physics 21; Mathematics 21; Chemistry 2. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 10. Laboratory, W-F from 2:30 to 4:30. Informal lectures, demonstrations, and experiments. Intended primarily to train students in the weighing of evidence according to the quantitative logic of science, this course will provide experience in the design, conduct, ail.d interpretation of simple experiments. Such topics as the comparative nervous system, the sensory, motor, and central components of the reflex arc, learning motivation, intelligence, personality; and social behavior will be consider:d. Open especially to lowerclassmen. (Laboratory facilities to accommodate 20 students. Fee: $10.00.) M-F from 1:30 to 3 :30. Second half-year. Beginning in 1938-39, these two courses in Physics will be offered: Recitation, T-Th-S at 11. Laboratory, T-Th from 2:30 to 4:30. (vm) An introductory course consisting of lectures, demonstrations, and discussions in general psychology. The several sensorimotor systems, the reflex, conditioned reflex, learning, motivation, emotion, perception, and personality together with theit development and differentiation will be considered from the viewpoint of man as a psyi:hobiological organism. Beginning with the fundamental ideas underlying electrical science, this course explains how such principles may be applied in industry, the arts, and to the problems of everyday lfe. Three hours of recitation and four hours of laboratory. Physics 21. Elements of Physics. Instructor to be announced. PSYCHOLOGY PROFESSOR. FINAN. PROFESSOR EASON. Physics 42. Theory of Heat. (Iv) Recitation, M-W-F at 12. Laboratory, M-F from 2:30 to 4:30. Psychology 10 1 hf. General Psychology. Prerequisite: Mathematics 11 or Plane Trigonometry. Laboratory fee, $20.00 and break,age. Section A; Recitation, T-Th-S at 12. Laboratory, T-Th from 2:30 to 4:30. Section B; Recitation, T-Th-S at 12. Laboratory, W-F from 2:30 to 4:30. Physics 31. Electricity and Magnetism. Physics 33. Advanced Physics. Instructor to be announced. 59 (x) Psychology 18 i.hf. Human Psychobiology. (v) PROFESSOR FINAN. An intensive course consisting of a series of laboratory exercises whose purpose is to provide the student with first-hand knowledge of the fundamental principles of psychology considered as a purely experimental and objective science it is also intended to generate an appreciation for the naturalistic approach t~ �60 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE the understanding of human nature. Ebbinghaus' classical investigations of memory, Cattell's objective studies of mental reaction, Thorndike's pioneer studies in learning, Pavlov's discovery of the conditioned reflex, Sherrington's analysis of reflex function will be repeated as representative samples of the experiments on which the science is built. M-F from 1:30 to 3:30. First half-year. Psychology 23 2 hf. Applied Psychology. (m) PROFESSOR FINAN. Designed primarily to afford advanced students the opportunity to secure a working knowledge of the psychology of law and medicine. Psychology in relation to social, political, and economic institutions will occupy approximately one-half of the course, the remainder treating of the psychopathology of the "normal" and abnormal mind. Admission to this course is conditioned on sufficient previous training in the biological and social sciences. M-W-F at 11. . Second half-year. (This course will alternate with Psychology 25 2 hf; it will not be given in 1938-39.) Psychology 25 2 hf. Fields of Psychology. (m) 61 Hygiene 1. General Principles of Hygiene. DR. MURPHY. Lectures on the science of health. Biology; the supply of oxygen and the elimination of carbon dioxide; food and the digestion of foods; heat regulation of the body; removal of waste material from the body; physical exercise; the nervous system; mental hygiene; diseases in general; particular diseases. One lecture each week for ten weeks, beginning with the first Tuesday in October. Required of all freshmen, and of transfer students who have not had an equivalent course. Tat 4:30. Physical Training 1. MR. LENTZ. Three hours a week required of all freshmen. A thorough physical examination by the College Physician is required of all entering students. All students competing for teams are excused from taking regular class work while reporting regularly for any varsity sports. Required physical training consists of outdoor competitive games in the fall; apparatus work, hand ball, indoor baseball, cage ball, basketball, and other competitive sports in the winter; with outdoor competitive sports again in the spring. Hours to be arranged. PROFESSOR FINAN. Exploration and intensive sampling of the following fields: historical and systematic psychology; genetic psychology, both phylogenetic and ontogenetic; social psychology; abnormal psychology; and applied psychology. Admission to this course is conditioned on sufficient previous training in psychology to enable the student to work at an intermediate level. M-W-F at 11. Second half-year. •' Psychology 37. Introduction to Research. PROFESSOR FINAN. Open to properly qualifie!l students concentrating in psychology or in other biological sciences, this course provides experience in ·the use of the methods and technique of psychological investigation. Each student projects and carries out an original experimental problem. Hours to be arranged. Psychology 50. Reading course. PROFESSOR FINAN. An intensive study of the areas of psychology not included in the foregoing courses. Open to advanced students in psychology. Hours to be arranged. Physical Training 2. MR. LENTZ. Advanced course in physical trammg. Two years of physical trammg are required of all students. Students who fail to fulfill the requirements in physical training will not be allowed to graduate. Open only to those men who have passed satisfactorily in Physical Training 1. Hours to be arranged. �CATALOGUE OF ST. JOHN'S COLLEGE GENERAL REGULATIONS The rules and regulations contained in this catalogue and constituting the basis for the government of the College are made by the Board of Visitors and Governors and the Faculty, and they are at all times subject to revision, repeal, and addition by them. The President, the Dean, the Treasurer, and the Manager of the Dining Hall are the executive officers of the College, and it is their duty to enforce the rules and to guide the activities of the College community to the ends of freedom, peace, and order. External discipline is only a means to these ends, however, and the administration attempts on all occasions to give as much power and responsibility to the members of the community as they will exercise for the sake of the common good. It is assumed that each student will conduct himself as a gentleman and responsible member of the community. It is assumed that each student organization will conduct its affairs as an integral part of the community. The general co-ordinating oversight of students, their common life, and their activities is delegated to the Student Council, whose members are elected by the student body. They are encouraged to take the initiative· in making and executing rules, to make recommendations to the administration, to seek counsel and guidance from the senior members of the community, and to act in a judicial capacity in disciplinary c.ases. In .controversial matters which are vital to the community the administration retains the power of vetoing the acts of the Student Council. Any student who is unable or unwilling to abide by the regulations of the College may be asked by the administration to withdraw from the College at any time. REGULATIONS CONCERNING ADMISSION Application for Admission. Application for admission should be filed by every candidate as early as possible in the year in which he hopes to enter. On the application form, supplied by the Registrar upon request, the candidate should furnish the names of the schools he has attended, and the names of persons who can submit testi62 63 m~nials_ concerning his c~a~acter. It is customary for the Registrar to wnte directly to the pnnc1pal of each school for a recommendation of ~he student and a transcript of the student's record. The Registrar wntes also to the other persons who can certify to the applicant's character and personality. As soon as all credentials have been secured the candi~ate's record is considered and appraised; and as promptly as possible thereafter the applicant is notified of the action taken concerning his admission. Since considerable time may be spent in securing the proper credentials, it is desirable that application blanks, fully filled in, should be filed eatly, preferably before June first. No new students will be admitted to the old elective program· be-. ginning in the session of 1938-39 all freshmen must take the' new St. John's program. No students will be admitted to the new St. John's program with advanced standing. Students with credits from other colleges may apply for advanced standing in the old elective program at St. John's College. Requirements for Admission. The general requirement for admission is the standard four-year high-school course, or its equivalent. More specifically, the requirement calls for ( 1) the recommendation of the school principal or headmaster, and (2) fifteen units of acceptable work of secondary-school level. A unit of entrance credit in any subject except English represents four or five school periods of work a week for approximately thirty-six weeks· in other words a full year's work irt a secondary school. In Engli;h a unit is mor~ than a full year's work, four years of work being valued as three entrance units. For a list of the subjects and units specifically required, see "Subjects Which May be Offered for Admission." Admission by Certificate. Graduates of .accredited high schools, private schools, academies, and preparatory schools are admitted without examination if the transcripts of their records cover fully the fifteen units required for admission and they have the recommendations of their school principals or headmasters. Admission by Examination. When there is doubt about the adequacy of an applicant's preparation, he may be required to take entrance examinations. Candidates who presentless than fifteen units of entrance credit will be required to complete the conditions for regular admission in good standing by taking appropriq.te examinations. Candidates whose previous schooling has been interrupted or irregular, candidates who desire credit for private study or for vocational subjects, and candidates who graduated from high school a number of years before seeking admission, may be required to take examinations. · 5 �64 CATALOGUE OF ST. JOHN'S COLLEGE Entrance examinations may be taken in June, under the College Entrance Examination Board, at any one of the many places where the Board examinations are given in the United States and abroad; or examinations may be taken at the College in September, on the days indicated in the College Calendar. Students who expect to take the College examinations should communicate with the Registrar, who will furnish information about them. Students who expect to take the examinations of the College Entrance Examination Board should make application by mail to the Secretary of that Board at 431 West 117th Street, New York City. The Registrar of the College will be glad to help any student to arrange for either kind of examination. Subjects Which May Be Offered for Admission. For admission in good standing a candidate must present fifteen units of college entrance credit in the subjects listed below: English: Four years of work are required. This work counts as three units of credit. Foreign Languages: Greek, Latin, French, Spanish, German. At least two years of work (two units) in a single language are required. Not more than four can be accepted in any one language; but up to a maximum of eight units may be accepted in foreign languages. Mathematics: In algebra one and one-half years of work (one and one-half units) are required. An additional half-unit of advanced algebra may be accepted. In plane geometry one year of work (one unit) is required. . An additional half-unit in solid geometry may be accepted. In trigonometry no work is required but one-half unit in plane trigonometry may be accepted, and one-half unit in spherical trigonometry. Social Science: In history one year of work (one unit) is required, and as many as six units may be accepted. In civics one year of work (one-half unit) may be accepted. In "Problems of American Democracy" one year of work (one unit) may be accepted. ln economics one year of work (one unit) may be accepted. In sociology one year of work (one unit) may be. accepted. Science. One year of work (one unit) may be accepted in biology, botany, zoology, physics, chemistry, general science, physical geography, and (in special cases) in some other science. Miscellaneous: Electives totaling not more than three and one-half years of work (three and one-half units) may be accepted from the following schedule: CATALOGUE OF ST. JOHN'S COLLEGE 65 Subject Amount of work accepted Music · · · .... · · · · ..................... A half or a whole unit Art · · · · · · · · · · · · · · · · · . · · · .............. A half or a whole unit. Typewriting ........................... A half unit. . Stenography ........................... A whole unit. Commercial Arithmetic ................. A half or a whole unit ~~achine) Design . / ................... A half or a whole unit: opwork.............................. A half or a whole unit. Book~eepmg .......................... A whole unit. Drawmg (Freehand or Mechanical) ....... A half or a whole unit or two half· units. ' Admission ~ith Advanced Standing from Other Colleges. St~dents who wish to transfer to the new St. John's program must ~eg1ster as freshmen ~or the four-year course; no advanced standing · m the new program Is granted for other college credits. St~dents who wish to transfer to the old elective program at St. J~hn ~ College from other colleges and universities should file apphcat10ns. for admis~io? siI?ilar to those filed by other new students. 1:he routme of adm1ss10n IS the same as that followed in admitting high school gradua~es, but the student's college record not his high school record, furmshes the basis for admission. Official statements must be submitted from the institutions which he has attended showing his status at the time of transfer and a list of the course~ he has pursued, with the grades attained. S_t1;1dents who transfer from approved collegiate institutions may pet1t1on for advanced standing in the elective program on the basis of the college courses they have taken and passed. In controversial cases examinations may be required before advanced standing can be granted. A certain discount in credits is to be expected in any transfer from one college to another. This is due to differences in courses and in prerequisites in various institutions. RESIDENCE ~ll. stude~ts not livii;ig 3:t home are required to live in the College bwldmgs (either dorm1tones or fraternity houses) and to take their meals in the College Dining Hall. Each dormitory room is provided with the necessary furniture including a single bed with mattress and pillow, a chest of dra~ers, a study table, and chairs. Towels, bed linen, and blankets are to be supplied by the student, as are also such decorations as window draperies, rugs, and runners for chests of drawers and tables. The student should consult his prospective room-mate and his own good taste in planning room decoration. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Old students should apply for rooms before they leave for the summer vacation. Application blanks may be obtained from the Manager of the Dining Hall and Dormitories. Students who wish to room together should file joint applications. New students have rooms assigned to them tentatively as soon as their applications for admission have been accepted and their matriculation fee of fifteen dollars has been paid. They should indicate in their applications for admission the names of any other students with whom they would prefer to live. Assignment of new students to rooms is subject to change after they arrive at College. As far as possible new students will be assigned to single rooms in the dormitories. Rooms in the dormitories and fraternity houses may not be occupied during any vacation. The dormitories and the fraternity houses will be open for occupancy from noon of the second day before the opening of College in September. The College through the Manager of the Dining Hall and Dormitories maintains the care of the dormitories and fraternity houses. In addition to her staff there are student dormitory managers whose duty it is to report complaints, to maintain order and cleanliness, and to enforce the following regulations concerning breakage and damage to College property: it will be open from noon of the second day before the opening of College in September; only breakfast will be served ori the morning of the first day of the Christmas recess, and only supper will be served on the day just preceding the resumption of classes; a similar schedule will be observed before and after the Spring recess. 66 Any damage to College property will be charged to the occupant or occupants of the room, or to the occupants of the dormi- . tory or fraternity house, in which the damage occurs. Each student who occupies a room in a dormitory or fraternity house must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged against this deposit according to the student's responsibility. The deposit must be maintained at all times during the session. It will be returned at the end of any session, or upon the withdrawal or graduation of the student from the College. This deposit is called Caution Money. The College reserves the right to repair completely, at the expense of the occupant or occupants, any dormitory room whose walls, ceiling, or floor has been seriously damaged. Intentional damage to College property is a serious offense, and it will be dealt with summarily. THE DINING HALL The Dining Hall is maintained by the Manager of the Dining Hall and Dormitories. Special attention is given to a balanced diet, an interesting variety of menus, and reasonable cost. The Dining Hall is closed when the College is not in session, except for a single holiday; 67 INFIRMARY SERVICE A fully equipped Infirmary is maintained at the College. It is in charge of the College Physician, a trained nurse, and student assistants. The College Physician holds office hours each day at the Infirmary. During these hours his services are free to those who have paid their regular College fees. Medical services rendered by others than members of the College Infirmary staff, whether for sickness or for athletic injuries, are not paid for by the College. Any illness must be reported promptly by the student. Students suffering from contagious or infectious diseases must reside in the Infirmary until discharged by the College Physician. The College Physician makes a daily report to the Dean. FEES, SCHOLARSHIPS, AND STUDENT AID COLLEGE FINANCES Few who pay college fees realize the actual cost of the educational services to which they are contributing; it is important that they know some of the facts. · Over a period of several decades the cost per student per year in American colleges has been rising; the average cost is now something over $1000 per student per year. St. John's runs slightly over that average at present and will continue to aim at this economical figure. What is true of colleges in general is true of St. John's: student fees cover only a portion of the actual cost; the remainder is made up from an appropriation from the State of Maryland of $70,000 a year, income from endowment funds, and gifts. Ideally, those who can should pay the full cost of their education, so that those who cannot may have the full advantage of the State appropriation and the income from endowment and gifts. The current practice is an approach to this ideal scheme. A standard fee is fixed at some figure below the actual cost. This is paid by all students. Students, who are not able to pay in full from their own funds, apply for scholarships, or other forms of aid that involve work performed for the College. The College distributes its funds available for this purpose with due regard for the abilities and actual performances of the needy students. �68 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE In figuring the budget for the academic year each student should include items not listed below as fixed charges, such as books, clothes, laundry, stationery, and other incidentals. Laboratory Fees. In the courses of biology, chemistry, and physics-and in one or two psychology courses-special fees are charged to cover expenditures for materials and specimens. These fees, amounting usually to either $10.00 or $15.00 per half-course and either $20.00 or $25.00 per full course, are specified under the descriptions of the individual courses. Laboratory fees will be payable hereafter as follows: FIXED CHARGES Matriculation Fee. For each new student there is a matriculation fee of $15. This fee is due and payable to the College at the time of application for admission. Since this fee covers the expense of admitting and enrolling the student, admission cannot be considered complete, and no dormitory room can be assigned or reserved, until it is paid. It is credited on the charge for tuition, but is not refunded if the candidate fails to complete his registration. Annual Fees. For students entering the College in 1938 and thereafter, the total fixed charges for the year are as follows: Tuition ........................... $400 Board and Room. . . . . . . . . . . . . . . . . . . 400 Total ......................... $800 Payments of these fees are due and must be made according to the following schedule: Tuition October 1 . . . . . . . . . . . . . . . . . $125 December 1 . . . . . . . . . . . . . . . 100 March 1 . . . . . . . . . . . . . . . . . . 100 May 1 . . . . . . . . . . . . . . . . . . . 75 Board and Room $125 100 100 75 Total $250 200 200 150 For old students who matriculated before 1938 the total fixed charges remain as follows: T U!tIOn .. ......................... . $270 Board and Room ................. . 385 Total ........................ $655 Payments of these fees are due and must be made according to the following schedule: Tuition October 1 . . . . . . . . . . . . . . . . $81 December 1 . . . . . . . . . . . . . . . 81 March 1 . . . . . . . . . . . . . . . . . . 54 May 1 . . . . . . . .. . . .. . . . . .. 54 Board and Room $114 114 81 76 Total $195 195 135 130 The above fees include the College medical service, admission to local College events, and subscription to College publications. For full courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . For hair' courses taken: (1) In the first half-year. . . . . . . . . . . . . . . . . . (2) In the second half-year ............... . Dec. I half 69 Mayl half all all In addition to the regular laboratory fee, students will be charged for any breakage for which they may be responsible. Graduation Fees. A diploma fee of $10.00 and a fee of $2.50 for the rental of an academic cap and gown will be charged to all graduating students before Commencement Day. Students who wish to arrange for academic costumes otherwise than through the College should notify the Office to this effect by May fir st. Caution Money. Each student residing in a dormitory or a fraternity house must make a deposit of ten dollars with the Treasurer of the College on registration. Damage to College property will be charged against this deposit according to the student's responsibility. The deposit must be maintained at all times during the session. It will be returned at the end of any session or upon the withdrawal or graduation of the student from College. �CATALOGUE OF ST. JOHN'S COLLEGE 71 THE FRIEDRICH JONATHAN VON SCHWERDTNER SCHOLARSHIP AWARDS AND AIDS Through scholarships, assistantships, student service, and prizes, a limited number of deserving students may be aided somewhat in meeting their college expenses. SCHOLARSHIPS AWARDED BY THE COLLEGE MERIT SCHOLARSHIPS To that student of St. John's College who in his Freshman year attains the highest scholastic average, a scholarship providing free tuition for the following year. To that student of St. John's College who in his Sophomore year attains the highest scholastic average, a scholarship providing free tuition for the following year. Rules Governing these A wards 1. These scholarships shall be awarded annually by the Faculty on the recommendation of the Committee on Scholarships and Prizes, and the awards shall be announced in September at the formal opening of College. 2. Either, or both, of these scholarships may be withheld, at the discretion of the Faculty, if the scholastic averages attained, though the highest in their respective classes, are not clearly excellent. 3. In cases of ties, or near ties, the Faculty reserves the right to consider the financial needs of the candidates, and their scholarship in its broader aspects, in making these awards. 4. The Faculty also reserves the right to disqualify a candidate on evidence of other forms of serious unworthiness. 5. Students whose tuition is already provided for by other scholarships are ineligible for these awards. 6. The decisions of the F acuity are final. THE PHILIP A. MYERS, II, SCHOLARSHIP To be awarded annually in tuition, the income of ten thousand dollars, the gift of Philip A. Myers, II. To be awarded, in tuition, to some deserving student, the income of fifteen hundred dollars, offered annually under the will of the late Friedrich Jonathan von Schwerdtner, in memory of his son, Friedrich. THE JEREMIAH HUGHES SCHOLARSHIP To be awarded annually to some deserving student, preferably a resident of Annapolis, the sum of thirty dollars to ,be applied to the cost of tuition. SCHOLARSHIPS AWARDED BY PATRIOTIC SOCIETIES THE MATTHEW FONTAINE MAURY SCHOLARSHIP Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship covers tuition, board, and room rent, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. SCHOLARSHIPS OF THE COLONIAL DAMES OF AMERICA In 1937-38, the Colonial Dames of America had the following scholarships at St. John's College: 1. A $250 scholarship given by the parent society. Awarded to Howard Palmer Hill. 2. A $200 scholarship given by the parent society. Awarded to Clarence Edward Roache, Jr. 3. A $140 scholarship given by the Paris Chapter. Awarded to Lawrence Hilgeman, Jr. 4. A $250 scholarship given by Mr. and Mrs. Arthur W. Butler, in memory of their son-Arthur Butler, Jr. Awarded to Edward Willis Hearn. Applicants for these scholarships are expected to submit evidence that they are of colonial descent and that they themselves revere the the ideals and standards of their forbears. Application should be made to the Chairman of the Scholarship Committee of the Colonial Dames of America: Mrs. Walter W. Price, 1 West 72nd Street, New York City. MARYLAND STATE SCHOLARSHIPS THE CLIFTON C. ROEHLE SCHOLARSHIP SENATORIAL SCHOLARSHIPS To be awarded annually in tuition, the income of six thousand dollars, the bequest of Mrs. Anna M. D. Roehle, in memory of her son Clifton C. Roehle. To one student from each county of Maryland and from each of the legislative districts of Baltimore City, a "senatorial scholarship"providing free tuition, board, and room rent-is given every four years. 70 �72 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Candidates for these scholarships, residing in Baltimore City or in Dorchester, Kent, and Queen Anne _Counties, _should apply t~ ~he Registrar of the College for information regardmg _the competitive examination· candidates residing in the other counties should ap_ply to their res;ective county Boards of Education for this informat10n. These scholarships do not provide for laboratory fees, breakage fees, or caution money. · ' pletely as possible so that justice may be done in the individual case relatively to other applications. The following types of service are regularly open: TUITION SCHOLARSHIPS To one student from each county of Maryland and from. each of the legislative districts of Baltimore City, a "tuition scholarshtp"providing free tuition-is given every four years. . . ·. Candidates for these scholarships, residing in Baltimore City or m Dorchester, Kent, and Queen Anne Counties, should apply to. ~he Registrar of the College for information regarding _the competitive examination; candidates residing in the oth~r countie~ s~ould a~ply to their respective county Boards of Education for this mformation. These scholarships do not provide for any fees other than regular tuition. SCHOLARSHIPS AT OTHER INSTITUTIONS FOR ST. JOHN'S STUDENTS SCHOLARSHIPS IN ENGINEERING Three scholarships in engineering are offered at the Johns Hopk~ns University to graduates of St. John's College. Students who are mterested should confer with the major Advisers in the Departments of Mathematics, Physics, Chemistry, and Economics. 73 Laboratory Assistant Physics Chemistry Biology Psychology New Program Laboratory Infirmary Assistant Library Assistant Gymnasium Assistant Waiter in the Dining Hall Student Dormitory Manager The National Youth Administration makes a yearly grant to the College. This is used to pay an hourly wage to students of good character and need, for irregular and occasional service to the secretarial and manual work of the College. Application for such work should be made on the regular student aid blanks which may be obtained from the Registrar. The students maintain an Employment Bureau which keeps a record of remunerative positions in Annapolis and canvasses the prospects for positions for students after graduation and during vacation. All students hold scholarships and other forms of student aid only on condition of maintaining good academic standing. SCHOLASTIC REGULATIONS SCHOLARSHIP IN MARINE BIOLOGY DEGREE REQUIREMENTS FOR THE NEW ST. JOHN'S PROGRAM STUDENT SERVICE Satisfactory work in this course as it is outlined in the earlier section in this catalogue will be accepted as fulfillment of the requirements for the degree of Bachelor of Arts. The schedule calls for. a total of from· 130 to 150 semester hours of classroom and laboratory work. Examinations, either oral or written or both, will be given at the end of each term, and both oral and written examinations will be given at the end of each year for the work covered in that year. Specifically, these requirements are as follows: Knowledge of the contents.of the required books in the course. Competence in the liberal arts. A reading knowledge in at least two foreign languages. Competence in mathematics through the elementary calculus. Three hundred hours of laboratory science. Satisfactory work in the course in hygiene and in the course in physical training (two years of work). A tuiti~n scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York, or ~t the Marine Biological Laboratory, Woods Hole, Massachusetts, is offered annually to a biology or pre-medical. major who is properly prepared and who is recommended by the Biology Department. Students who are interested should consult members of the Department. A few upperclassmen are employed by the College each year .in various positions. The stipend varies according to the type of servi~e and the amount of time spent at work. The ~haracter and aca.demic record of the applicant, as well as his. financial need, ~re _considered by the committee making_ th~ appomtments. Application blanks may be obtained from the Registrar and should .be filled out as com- �74 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE DEGREE REQUIREMENTS IN THE REGULAR ELECTIVE PROGRAM At the end of his Freshman year each student is required to designate his major Division. An instructor in that Division is assigned as his Adviser for the rest of his College course. Each student is required to plan, with his Adviser, a tentative program for the Sophomore, Junior, and Senior years, including all of the courses required for the chosen major. It is advisable for the student to take in the Sophomore year any elementary courses which are required. A student entering St. John's for the first time in September, 1936, or thereafter, or named in the class of 1940 or 1941, must pa~s twenty full courses or their equivalent in full and half courses, m order to be recomm'ended for the degree. He must in addition attain grades of C or higher in at least thirteen of these twenty courses. Further, he must satisfy the foreign language requirement an~ the requirements of his major division. He must also secure credit f?r satisfactory work in the course in hygiene and in the course m · physical training (two years of work). A student entering St. John's for the first time in September, 1935, must pass seventeen full courses or their equivalent in full a~d half courses, in order to be recommended for the degree. He must, m addition attain grades of C or higher in at least eleven of these seventee~ courses. Further, he must satisfy the foreign language requirement and the requirements of his major division. He must also secure credit for satisfactory work in the course in hygiene and in the course in physical training (two years of work). A student entering St. John's before September, 1935, must pass seventeen full courses, or their equivalent in full and half courses, in order to be recommended for the degree. He must, in addition, attain grades of C or higher in at least nine of these seventeen .courses. Further, he must satisfy the requirements of his major division and secure credit for satisfactory work in the course in hygiene and in the course in physical training (two years of work). COURSES REQUIRED FOR THE DEGREE During the four years of the work for the Bachelor of Arts degree, the student must include in his program the following courses; 1. English 1 (unless anticipated). _ 2. Required courses for fulfilling the prescription of his major division (six courses in one division). 3. Any language courses prescribed by his major division. 4. Three courses for distribution. (See Courses for Distribution.) 5. Foreign language work required for his degree. 6. In addition, elective courses to fulfill the remainder of the deg:ee requirements in terms of course credits or semester ho1:1r cred1~s. 7. The course in hygiene, and two full courses or the eqmvalent m physical training. MAJORS Any six courses within a Division, with their respective prerequisites, constitute a major. 75 LANGUAGE REQUIREMENTS Candidates for the degree .!ire required to have a reading knowledge of one foreign language. This requirement must be satisfied, preferably by the end of the sophomore year, either by passing a written examination to be given each semester by a special committee, or by passing with a grade of C or better any language course which is not a beginning course. In addition to the language requirement prescribed for the degree, some major Divisions have language requirements. Since the student does not announce the choice of his major until the end of his first year, Freshmen are advised to consider the matter of languages very carefully before finally submitting their study cards for the first year. COURSES FOR DISTRIBUTION All courses offered are grouped in three Divisions: ( 1) The Division of Languages, Literature, and Art, ( 2) the Division of the Social Sciences and Philosophy, and (3) the Division of the Sciences and Mathematics. The student's major subject falls in one of these three Divisions. The student must pass three courses divided between the other two Divisions. Unless the student has passed in his preparatory school a course in laboratory science approved by the College, he must pass at least one college course in a laboratory science. MAJOR COURSES COUNTING FOR DISTRIBUTION No course taken to satisfy the requirements of the major may be used for distribution. DEGREES WITH HONOR Highest honor will be awarded to those students who have pursued during their last two years a course of study in some measure independent of regular courses and leading to a comprehensive examination in one field of knowledge. Opportunity will be given to acquire a more complete mastery of one subject than has ordinarily been done under the course system. In some departments there �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE will be opportunity for original research and the writing of a thesis. The examination may be conducted not only by the department in which the student has concentrated and other members of the Faculty, but also by competent persons outside the College. The requirements for the degree "with honor" or "cum honore" are as follows: a. The candidate shall, at some time before the end of the Junior year, make application to the Dean for acceptance as a candidate for honors, and must have therefor the approval of his Adviser and of the department in which he proposes to concentrate. b. He shall obtain a general average of at least 80 for the four years, and an average in his major subject of at least 85.* c. He shall, either during his Junior and Senior years, or during one of them, accomplish special work in his major subject, the type and amount of which shall be decided in conference between him and the instructors in the department in which he is concentrating. d. He shall, towards the end of his Senior year, pass a comprehensive oral and written examination in his major subject before a board composed of the instructors of the major group, other members of the Faculty, and at least one visiting examiner. the next higher class, or in the case of a Senior, to a degree. This is the meaning of good standing. For clarity and accuracy of judgment the degree requirements may be stated in terms of semester hours, and distributed as follows throughout the eight semesters: 76 77 Class of 1938 1st sem ....... 12/6 (4/2) 2d sem ....... 24/12 (4/2) Class of 1939 12/6 (4/2) 24/12 (4/2) Classes of 1940 & 1941 15/9 (5/3) 30/18 (5/3) 3d sem ....... 4th sem ....... 39/21 (5/3) 54/30 (5/3) 39/21 (5/3) 54/30 (5/3) 45/27 (5/3) 60/36 (5/3) 5th sem ....... 6th sem ....... 66/36 (4/2) 78/42 (4/2) 66/39 (4/3) 78/48 (4/3) 75/48 (5/4) 90/60 (5/4) 7th sem....... 90/48 (4/2) 8th sem ....... 102/54 (4/2) 90/57 (4/3) 102/66 (4/3) 105/69 (5/3) 120/78 (5/3) The left-hand column in each case represents the cumulative record as a ratio of courses passed and courses passed with a C or higher. The right-hand column represents ratio of courses passed and courses passed with a C or higher in any given semester. The right-hand column is not cumulative. 12/6 in the left-hand column represents 12 semester hours passed and 6 semester hours passed with grades of C or higher. The right-hand column represents the rate in terms of quantity and quality of courses passed in each semester. 4/2 in the right-hand column represents 4 courses to be passed, with grades of C or higher in 2 as the minimum of satisfactory progress. DEGREES WITH DISTINCTION A degree "with distinction" or "cum laude" will be granted to any student who has done especially good work in all the courses which he has taken. A student to win this degree must, during a regularly required residence in the College, obtain an average of 85 or above.* Degrees "with great distinction," or "magna cum laude," will be granted by vote of the Faculty in rare cases to altogether exceptional students. A student may win a degree both "with distinction" in general studies and "with honor" in his major subject. SATISFACTORY STANDING This table defines the minimum credit for satisfactory standing at the end of each semester respectively. Mid-semester standing will be determined from the grades as if at the end of the current semester. PROMOTION AND PROBATION UNSATISFACTORY STANDING In the new St. John's Program students will be promoted from ·year to year when their work taken as a unit is judged satisfactory. In general such judgments are made by the instructional staff on the ba,sis of oral and written examinations. Specifically, these judgments are based on the average of class records as well as examinations. In the regular elective program the rules for promotion are based on the general principle that a student must maintain at all times a record which, if it were final, would entitle him to promotion to A student who has deficiencies either quantitative or qualitative or both is in unsatisfactory standing. '"For determining comparable averages, the mid-point of each grade-range in the following scale is used: A = 100-90, B = 89-80, C = 79-70, and D = 69-60. · . t 1. A student with deficiencies at the end of a semester exceeding 6/6 will be dropped from College. 2. A student with deficiencies at the end of a semester exceeding 3/3 and less than 6/6 will be put on probation. 3. A student with deficiencies at the end of the mid-semester gradeperiod exceeding 3/3 will be put on probation . Re-admission: When a student's probation has been closed, he will be re-admitted to College only upon the recovery of satisfactory standing in his class. �78 CATALOGUE OF ST. JOHN'S COLLEGE RULES GOVERNING STUDENTS ON PROBATION 1. For each unexcused absence from class, a reduction of 5 points will be made in the student's grade for the course in which the absence occurred. 2. Students on probation are ineligible for participation in intercollegiate athletic contests and for offices in student organizations. Any student having an F in a course at the mid-year period may be required by the instructor to drop the course at that time. RELIEF FROM PROBATION A student who has been placed on probation because of unsatisfactory scholarship will be relieved from probation at the next grade period if a satisfactory record is then achieved. AMOUNT OF WORK REQUIRED No regular student in any year may take fewer than four co~rses. If the number of courses needed for promotion to the next higher class exceeds four,. the student will be required to carry the requisite number for promotion, except by special dispensation from the Dean. No student will be permitted to take more than five courses in any one year except by special permission of the Dean. In no case may more than six courses be taken. The Dean may at any time require that a student's program be lightened, even if special permission to take additional courses has previously been granted. REPEATING COURSES A course which has been passed may not be taken again in order to raise a grade. If a student has received the grade of F in any course, he may repeat the course, or he may substitute another course. If the course failed is one required for the degree or for the fulfillment of the major requirements, it must be repeated. CREDIT FOR WORK IN SUMMER SCHOOLS Students who take work at summer schools may petition for transfer of credits on the basis of the work taken at those institutions. Credit is not automatically transferred, but is subject to the approval of the Faculty member at St. John's who teaches the most nearly similar subject. In order to be certain that a given credit will be transferable, the student should confer with the proper Faculty members and with the Dean before going to summer school. Upon his return the student must submit a transcript of his summer school record. Inasmuch as the formal approval of credit may take some CATALOGUE OF ST: JOHN'S COLLEGE ·'· 79 time, the studen,t is urged to submit his transcript and his petition for credit immediately after the conclusion of his summer course. In controversial cases examinations may be required before credit can be granted. ADVISERS Each new student is assigned to a member of the Faculty who acts as his Adviser. The Adviser helps the student at registration times, and confers with him occasionally throughout the year. The student should call upon his Adviser freely for assistance at any time. In assigning Advisers to new students, the Registrar considers the information which is ftirnished on the application for admission. Each student should give as much information about himself as possible, so that he may have sympath~tic guidance. Before May first in his first year each Freshman chooses one . Division in which he will do his major work. He is then assigned to an Adviser who teaches in the Division of the major. The major Adviser takes the place of the Freshman Adviser: with his help the student plans his studies for the remaining years, and selects the courses he will take during the ensuing year. REGISTRATION All s.tudents, both new and old, are required to register at fixed times. The registration day for the first half-year is indicated in the College Calendar. At mid-years there is a registration for the second half-year, and in the spring there is an early registration for the year following. The times for these registrations are announced by special notices. Each time, when a student is ready to make a choice of studies, he should go to his assigned Faculty Adviser. A study card, approved and signed by the Adviser, must be returned to the Office and filed before 4 p. m. on the day of registration. CHANGE OF PROGRAM During the first two weeks in either half-year students may drop or add courses with the permission of the Dean and with the approval of the Adviser. Except for extraordinary circumstances, no course may be dropped at any other time. A special form must be filed at the Registrar's Office for any change of program. EXAMINATIONS Informal hour examinations, covering the work of approximately the first seven weeks of each half-year, are held in all courses in November and in March. 6 �80 CATALOGUE OF ST. JOHN'S COLLEGE Mid-year examinations are held at the end of the first. ha~f-year. For courses which end at mid-years, these are final exammat10ns. Final examinations for full courses, and for half-courses which begin at mid-years, are held at the end of the year. GRADES Students are graded by letter grades as follows: A, Excellent; B, Very good; C, Satisfactory; D, Passing, but unsatisfactory; F, Failure; I, Incomplete. An incomplete grade is automatically changed to F in case the work is not completed within the following prescribed periods: at mid-year, within four weeks; at the end of the year, within the first six weeks of the following academic year. REPORTS . Reports are available to each student, to his parents, and to his Adviser after each grade period; that is, after the November hourexaminations, after the mid-year examinations, after the March hour-examinations, and at the end of the year. Reports of ?rades are not given out at the end of the school year, however, until the student's College bills are paid in full. ATTENDANCE AT REGULAR COLLEGE EXERCISES Students are expected to attend all their scheduled College exercises. Attendance at scheduled College exercises is a matter for making rules in view of two ends: 1. The success of the individual student's work. 2. The common good of particular classes and of the College as a whole. _ Absences judged to be dangerous to either or both of these ends entail the student's liability to suspension or dismissal. All matters concerning attendance are under the jurisdiction of the Dean of the College. RULES A record of each student's attendance will be kept in the Registrar's Office, and absences will be posted weekly on the Registrar's Bulletin Board. At the discretion of the instructor cases of tardiness may be reported as absences. Absences immediately before or after a vacation will be counted as double absences. CATALOGUE OF ST. JOHN'S COLLEGE 81 Written and signed excuses from the following sources will be accepted for consideration by the Registrar and the Dean: (a) (b) ( c) ( d) Parent, guardian, or other responsible person outside the College· Practising physician consulted by the student; ' Instructor in charge of course in which absence has occurred· The Director of Athletics. ' The student's attendance record will be taken into account whenever there may be occasion to determine his standing in the College. Although the College cannot ta_ke responsibility for the where.:. abouts of students ~hen absent from the campus, a student living at the College who is compelled to be absent from Annapolis overn~ght is requested .to notify the Registrar before leaving and upon his return. �l CATALOGUE OF ST. JOHN'S COLLEGE STUDENTS ENROLLED IN ST. JOHN'S COLLEGE, 1937-38 SENIORS-CLASS OF 1938 Baltimore Phi Alpha House David Nathan Bacharach, Jr. Cumberland 13 Pinkney Hall Francis Elwood Barkman Glastonbury, Connecticut Alpha Kappa Pi House John Nebiolo Boeris Baltimore Kappa Alpha House William Baltzell Burch Breathedsville · 6 Randall Hall Jacquelin Holland Bushong Claude House Stuart MacDonald Christhilf, Jr. Baltimore Baltimore 15 Randall Hall Gordon Croughwell Cooper Pocomoke City 12 Pinkney Hall Clayton Thomas Davis, Jr. Washing ton, District of Columbia Leonard Thomas DeLisio Kappa Alpha House Baltimore Alpha Kappa Pi House Charles Sherman Denny, Jr. Centreville Alpha Kappa Pi House Richard Tilghman Earle, Jr. Brooklyn, New York 3 Randall Hall Henry Paul Eichacker Salisbury 23 Randall Hall Jack Donald Englar Annapolis Home, 232 Main Street Bernard Gregory Fold Brooklyn, New York Phi Alpha House Sanford Michael Hecht Northport, New York 12 Randall Hall Russell Crispbell Henderson Baltimore 20 Randall Hall Gustav Edward Herzer New Bedford, Massachusetts 15 Pinkney Hall Harold Arthur Kenyon' River Edge, New Jersey Alpha Kappa Pi House George Worthington Kopp Baltimore Phi Alpha House Alvin Edward Levy Aberdeen Kappa Alpha House James Scott Baker Middelton Jersey City, New Jersey Alpha Kappa Pi House Charles Albert Mosby Westminster Sigma Alpha Epsilon House Arthur Kurtz Myers Baltimore 37 Pinkney Hall Robert Henry Renshaw, III Annapolis Home, 184 Duke of Gloucester Stre~t Edward Peyton Ritchings Cobham, Virginia 7 Shipwright Str.eet, Annapolis Anthony Barclay Rives Baltimore Phi Alpha House Julius Rosenberg Cumberland Sigma Alpha Epsilon House William Taylor Ross, Jr. Annapolis Home, 144 Lafayette Avenue Henry Harrison Sadler, Jr. Ocean City Kappa Alpha House Francis James Townsend, Jr. Elkton Sigma Alpha Epsilon House Richard Banks Warburton Elkton 144 Charles Street, Annapolis '.fheodore Williams JUNIORS~CLASS Eugene Angyal John Rankin Birmingham James Edward Boyle Frederick Robinson Buck Walter Russell Chance, Jr. Albert Patterson Close Garner Fawcett Collins George Tyler Coulson OF 1939 Elizabeth, New Jersey Baltimore Queen Anne Baltimore Eastport Bel Air Rockville Middletown, Delaware 82 12 Pinkney Hall 8 Randall Hall 14 Pinkney Hall Kappa Alpha House Home, 100 Adams Street Kappa Alpha House Kappa Alpha House 23 Pinkney Hall Ralph Cresap Davis Theodore Edward deDisse Samuel Davis Foster, Jr. John Daniel Friebely Joseph Schussler Galloway Harry Lee Hamilton, Jr. Ross Warren Hammann Edward Willis Hearn Howard Palmer Hill Robert Felty Hodges William Joseph Hopps Robert Cecil Kanode John James Lambros Edward Flint Lathrop, Jr. James Russell McQueen, Jr. Malcolm Elmer May Philip Andrew Myers, II William Councilman Owens Arthur Yellott Pindell, Jr. James Harrison Rowe Charles Sprigg Sands Nelson Earle Shawn, Louis Harry Shuman Peter Theodore Simmons Robert Henry Springer LeRoy William Staylor George Edward Thomas B. Johnson Todd Bernard Anthony Tuckey Edmund Howell Volkart 83 Annapolis Home, 4 Oklahoma Terrace Baltimore Claude House Pittsburgh, Pennsylvania Phi Sigma Kappa House Germantown, Pennsylvania Claude House , Towson Kappa Alpha House Washington, District of Columbia Phi Sigma Kappa House Baltimore Kappa Alpha House Baltimore Sigma Alpha Epsilon House Baltimore Phi Sigma Kappa House Hagerstown Alpha Kappa Pi House Baltimore Phi Sigma Kappa House Catonsville 26 Pinkney Hall Baltimore Sigma Alpha Epsilon House New London, Connecticut 1 Randall Hall Silver Spring Kappa Alpha House Brooklyn, New York Phi Alpha House Ashland, Ohio Claude House Dundalk Kappa Alpha House Cockeysville Kappa Alpha House Catonsville Kappa Alpha House Gambrills Kappa Alpha House West Annapolis Home, West Annapolis Scotland Phi Alpha House Newport, Rhode Island Kappa Alpha House Emmitsburg 18 Randall Hall Baltimore 22 Randall Hall Baltimore Kappa Alpha House Hurlock 4 Randall Hall St. Alban's, New York Sigma Alpha Epsilon House Aberdeen Kap'pa Alpha House SOPHOMORES-CLASS OF 1940 Rudolph Albera Addison Stuart Archie, Jr'. William Welch Bagby William Randolph Benny Donald Hanks Brightbill Arthur Larry Budacz Charles Tltomas Clagett, Jr. Warren Wy:nne Clements James Higgins Cook Herman Cooper Charles Osborne Duvall Cliarles Armstrong Forbes, Jr. Charles Thomas Gladden, Jr. James Ferdinand Hayward, Jr. Edwin Frederick Heinen Irvin Gorman Hoyt George Edward Hugg Robert Lee Keyser, Jr. South Glastonbury, Connecticut Alpha Kappa Pi House Westerly, Rhode Island Kappa Alpha House Annapolis Home, 186 Duke of Gloucester Street Easton 14 Pinkney Hall Reading, Pennsylvania 28 Pinkney Hall Baltimore Kappa Alpha House Washington, District of Columbia 24 Randall Hall Baltimore Kappa Alpha House Annapolis Home, 14 Cheston Avenue Annapolis Homs:, 101 Main Street Annapolis Home, 99 Cathedral Street Baltimore Alpha Kappa Pi House Annapolis Home, 116 Duke of Gloucester Street Baltimore Kappa Alpha House Bay Shore, New York Phi Sigma Kappa House Baltimore Sigma Alpha Epsilon House Annapoli:r Home, 12 Ridgewood Avenue Baltimore Kappa Alpha House. I �84 CATALOGUE OF ST. JOHN'S COLLEGE William Joseph King Nicholas Dayton LaHart, Jr. Reginald Clair Lamb, Jr. Jacques Evon Lenmark George Taylor Lyon, Jr. Thomas Lyles MacNemar William McClelland, Jr. William David Macmillan, Jr. Wilbur Matz Ernest Leslie Medford, Jr. George Robert Mowell Ernest Campbell Popplein, Jr. Robert Harold Reynolds Clarence Edward Roache, Jr. Grant Kenneth Schmick Norman Traverse Slater John Lee Smith, Jr. Richard Wilson Snibbe James Alexander Stevens, II Philip Churchill Stoddard Hall Everett Timanus James Milton Tindall, Jr. William Brayshaw Welling, Jr. George Thomas W eschler Stanley Alfred Wilkinson Annapolis Home, 232 Prince George Street Phi Sigma Kappa House Boonton, New Jersey Home, 149 Monticello Avenue Annapolis Eau Claire, Wisconsin Phi Sigma Kappa House 28 Pinkney Hall Havre de Grace Millersville Home, Millersville East New Market 14 Randall Hall Kappa Alpha House Baltimore Baltimore Phi Alpha House Annapolis Home, 144 Duke of Gloucester Street Glencoe 26 Pinkney Hall Reisterstown Alpha Kappa Pi House Annapolis Home, 102 Cathedral Street Ellicott City Sigma Alpha Epsilon House Preston 4 Randall Hall Port Chester, New York 13 Randall Hall Baltimore Phi Sigma Kappa House Catonsville Kappa Alpha House Easton Sigma Alpha Epsilon House Glen Ridge, New Jersey 32 Pinkney Hall Baltimore Phi Sigma Kappa House Waterbury Home, Waterbury Sykesville Alpha Kappa Pi House Pearson Sigma Alpha Epsilon House Hartford, Connecticut Phi Sigma Kappa House FRESHMEN-CLASS OF 1941 Gerard Jordan Alexander William Raymond Atkinson Rollin Page Ball James Herman Barrett, Jr. Richard Bergen Bianco Massimo Bianchi Victor Gustave Bloede, 3d M. Worthington Bordley, Jr. Frederick Baile Bower John Henri Brown, Jr. William Allen Carter William Melvin Catterton Loyd Woodrow Charlie James Hamilton Clark, Jr. Henry David Cubbage William Moye Darden Bruce Joly Edmonston Thomas Taylor Galloway Joseph Mathew Ganey, Jr. Norman Atwood Garis George Edward Graefe, Jr. George Ellis Gray Bruce Andrew Graybeal Frank William Hansen Dexter Stearns Haven West Annapolis Home, West Annapolis Doylestown, Pennsylvania Sigma Alpha Epsilon House Easton 40 Pinkney Hall Annapolis Home, 42 Locust Avenue New York, New York 18 Pinkney Hall West Haven, Connecticut 17 Pinkney Hall Catonsville 6 Pinkney Hall Baltimore Claude House Taneytown 37 Pinkney Hall San Juan, Puerto Rico Phi Sigma Kappa House Pocomoke City Phi Sigma Kappa House Davidsonville Home, Davidsonville Charlottesville, Virginia 3 Pinkney Hall Maplewood, New Jersey 45 Pinkney Hall Brandywine 4 Pinkney Hall Annapolis Home, 8 Thompson Street Baltimore 38 Pinkney Hall Towson 5 Pinkney Hall New London, Connecticut 8 Pinkney Hall Summit, New Jersey 45 Pinkney Hall Annapolis Home, 477 West Street Annapolis Home, 141 Monticello Avenue Conowingo 41 Pinkney Hall Baltimore 41 Pinkney Hall Saunderstown, Rhode Island 22 Pinkney Hall CATALOGUE OF ST. JOHN'S COLLEGE Lawrence Hilgeman, Jr. William Spencer Hopkins William Reginald Hughes, Jr. Albert Huldreich Jaeggin William Witt Jennings, Jr. Thomas Stanley Johnson, Jr. Lewis Nelson Jones Lyman Norwood Key Kent Kitchel Cecil Claggett Knighton Andrew Anton Kramer, Jr. Irving Selwyn Lewis George Lewis McDowell Theodore Louis Mandris Gerard John Martin Richard Salter Moseley William Clarence Murphy, III Albert Joseph Nacrelli William Edward Nelson Theodore Jerome Ritter Edward Wilfred Ross, Jr. Raymond Earl Ross Paul Aaron Sachs David McGregor Shipley, III Thomas Edward Strange, Jr. Henry Jerome Stringer, Jr. Angelo James Tarantino William Robert White Harold Webster Zebley 85 Baltimore 16 Pinkney Hall West River 15 Maryland Avenue, Annapolis Washington, District of Columbia 36 Pinkney Hall Baltimore Da vidsonville Glen Ferris, West Virginia 29 Pinkney Hall Baltimore 30 Pinkney Hall Annapolis Home, 98 Cathedral Street Annapolis Home, 23 Thompson Street Ridley Park, Pennsylvania Phi Sigma Kappa House Edgewater Home, Edgewater Annapolis Home, 14 Revell Street Baltimore Phi Alpha House Rock Hill, South Carolina 18 Pinkney Hall Annapolis Home, 22 Munroe Court Annapolis Home, 17 Hill Street Watertown, Massachusetts 31 Pinkney Hall 42 Pinkney Hall Baltimore Marcus Hook, Pennsylvania 3 Pinkney Hall Bridgeport, Connecticut 19 Pinkney Hall Philadelphia, Pennsylvania Phi Sigma Kappa House Pocomoke City 32 Pinkney Hall 588 West Street Cheverly Annapolis Home, 2 German Street 44 Pinkney Hall Baltimore Annapolis Kappa Alpha House Claude House Baltimore 32 Pinkney Hall Saratoga Springs, New York Annapolis Home, 310 West Street 4 Pinkney Hall -Newark, Delaware NEW PROGRAM Home, 9 Taney Avenue Annapolis Baltimore 190 Duke of Gloucester Street, Annapolis 7 Pinkney Hall Millington Paul Ringgold Comegys Hanover, Massachusetts 23 Pinkney Hall Stanley Nathan Fisher Oakland 40 Pinkney Hall William Wallace Grant, Jr. 44 Pinkney Hall CharlesDuncanLeverichHarrison New York, New York Annapolis Home, 474 West Street William Henry Hatfield 33 Pinkney Hall Baltimore Thomas Lansdale Hill 19 Randall Hall Salisbury William Thurman Hopkins Claude Hause Bradley Junction, Florida Thomas Johnson Kappa Alpha House Templeville Oscar Louis Lord, Jr. 7 Pinkney Hall East Orange, New Jersey Christian Hebble McGarry Kappa Alpha House Annapolis John Otto Neustadt Home, 273 First Street Eastport Ernest Albert Otto, Jr. 33 Pinkney Hall LaPlata Vernon Morse Padgett Annapolis Home, 53 Southgate Avenue Henry Martyn Robert, 3d 29 Pinkney Hall Reading, Pennsylvania Horace Roland 25 Pinkney Hall Owings Herbert Brent Stallings Alpha Kappa Pi House Baltimore Charles Edwin Vayne 5 Pinkney Hall Baltimore Bowen Pattison Weisheit Lewis McElwain Alexander Arthur Merriman Blackburn �CATALOGUE OF ST. JOHN'S COLLEGE .CATALOGUE OF ST. JOHN'S COLLEGE SPECIAL STUDENTS 86 Cum Laude Perugia, Italy Port Chester, New York Manati, Puerto Rico Annapolis Goffredo Boccolini A. Eugene Gasteiger Luis Simo Moran Joseph Charles Smith 9 Randall Hall 3 Pinkney Hall 3 ·Pinkney Hall Home, 217 Main Street UNCLASSIFIED STUDENTS Lloyd Francis Taylor Bridgeport, Connecticut Harry Gabriel Yaggi 7 Randall Hall SUMMARY OF ENROLLMENT BY CLASSES SENIORS .........•..... ,. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . • • . JUNIORS • • . • • . • • • • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . • • . . . •• . . . SOPHOMORES . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . • FRESHMEN .....••• : • . • . . . . . . . . . • . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . • . SPECIAL STUDENTS • . . • . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . • . . . • . . . . . . . UNCLASSIFIED STUDENTS . . . . . . . . . . • . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . • . NON-MATRICULATED STUDENTS ...•.•....•..... ; . . . . . . . • . . . . • . . . . . . . . . . . . . RoBERT GRAHAM Moss (in Mathematics) ....•..............•.•.••..•. Annapolis Rite Wilson, North Carolina 93 Bowyer Road, U. S. Naval Academy Annapoli.r Home, 16 Francis Street 32 38 43 74 4 1 2 TOTAL •••.••.•.•.•.•••.•••.•.•••.•••••••.••.....•..••..•....•...... 194 SUMMARY: GEOGRAPHICAL DISTRIBUTION Maryland •••..••...•........... 137 New York...................... 11 Connecticut . . • . . . . . . . . . . . . . . . • . . 8 New Jersey . . . • . . . . . . . . . . . . . . . . . 8 Pennsylvania • • • . . . . . • . . . . . . . . . • 8 3 District of Columbia. . . • . . . . • . . . . . Massachusetts . • • . . . . . . . . . . . . . . . . 3 Rhode Island • • . . . . . . . . . .. • .. . . • 3 Delaware • . • . . • . . . . . . . . . • . . . . . . . 2 Puerto Rico . . . . . . . . . • . . • . . . • .. . 2 Virginia • . • • . • • . . • . • • • •• . . . • . • . • 2 WILLIAM BURNS SOHN •.....•......•....•....•.•.......•.••........... Towson OKEY ELLSWORTH MICHAEL .•.•.•...•.•.•..•.........•...•........ Westernport NoRvAL FoARD KEMP .....•....•......•...........•........ ; •.......... Relay WILLARD OSBORNE AsH·....•.•..•......••.•••..............••...•.. Cumberland Cum Laude et cum Honore NON-MATRICULATED STUDENTS Joseph Milton Gold, Jr. 87 Florida . . . . . • . . . . . . . . . . . . . . . . . . . North Carolina • . . . . • . . . . . . . . • . . . Ohio ••.. ..... ..• ............ ... South Carolina . . . . . . . . . . . . . . . . . . West Virginia . . • . • . . . . . . . . . . .. . • Wisconsin . . • . . . . . . . . . . . . . . • . . . . 1 Italy·........................... 1 1 1 1 1 1 Total ••.....•....•........• 194 DEGREES CONFERRED, JUNE 9, 1937 BACHELOR OF ARTS FRED ALEXANDER ....••.........•.....•..•....••.•.•••. Ridgewood, New Jersey CHARLES CHESTER ATWATER ..••..• , ...•...••.....•.••••••.•••..... Chestertown JOHN HARRINGTON BROWN .•.••.....•....•......••••.......••...•.. Queen Anne HARRY PATTEY, CALHOUN .••.••....•..•...•...•.....•.•••.••.••..•.. Ocean City HERBERT KEITH CLAYTON .•.•••••••.....•..••....•.••........•..•.... Baltimore JoHN RAYMOND CooPER •••.•...•........•.....••.•...........••..•. Baltimore ERNEST NEAL CoRY, JR ....•...••.•.•..•.•.•••....••...•.•.••.••... College Park CHARLES JOSEPH CUNNINGHAM ..•..•........•....... ; .•.....•.....• Cumberland THOMPSON FAXON Dow, JR............................... South Portland, Maine MERRILL MoRSE GOLDSTEIN .••••..•.....•................. New York, New York WILLIAM EDWARD HARMAN .•.•..................•....•..•............ Accident AsHER HOLLANDER •...•.•••..•.•.•....•........•................... Baltimore JESSE WALTER HOLMES, JR.•••.•.•.......•...•........•...........• Cumberland CHARLES DAVID HYSON ••.•.•.••... , •..••.........•...........•.••.. Hampstead ALEXANDER NoBLE JARRELL.: .••..•••.••..•..•......•••••...•••.•.... Annapolis HoLDE;N L'EcLUSE •••••.•.•.•..•.•....•...........•.... Huntington, New York FRANKLIN EARL LESLIE .•.•.•.•....•......•......•..•.••••••.••..•..•.. Towson THOMAS FRANK LusBY, II ..................................... Prince Frederick EVERETT PAUL MASON, JR............................................ Baltimore HAROLD ASHTON MILSTEAD ..•.•.••.••..•..•.•.....•.•.......•.•... Chicamuxen LEWIS LEE MooRE, JR......••...•...••.•..........•....•.........•. Cambridge CHRISTIAN NEUMANN ...•...••...•..•...•... , ......•....••.•..••••. Annapolis WILLIAM EDGAR NIELSEN ...•••.•..••...••..••...... West Englewood, New Jersey JOHN BuRNESTON OWENS •...•........•.....••....•....••...•.• ; ••.. Annapolis ALBERT FRANCIS PATRICK •.•.•.•••..•......•.•.....•.......• Yonkers, New York ALAN FRANCIS PIKE ..•...•.•••.•.•.....•.............• Wethersfield, Connecticut ROBERT Bow1E SASSCER ....•.•.•.•....•.......•...••..•.•.••••. Upper Marlboro EVERETT WELCOME SMITH, JR...•....••............•.•.•. , ..••....•.• Annapolis ROBERT McCAWLEY SNIBBE .••••.•...•..........•.••.•......•....... Ca tonsville JOHN FERGUSON SOMERVILLE, JR.•••.••.•........•.••...•...••..•••. <;:umberland EDWARD CHARLES SOMMER .•.•.•••...•..••.........•... Wethersfield, Connecticut CvRus WILLIAM STRAW ......•.••.•.••..•.•.....•......• Scranton, Pennsylvania FERRIS THOMSEN .•..••.•.•••...••.••.•.•.....•••...•.••••.•..••... Baltimore WILLARD NELSON Toon .•.•.•••.••••.••.•..•••......•••.•.••.••..•••• Elk' Mills Magna cum Laude et cum Honore LESTER AUBREY WALL, JR. (in Biology) .......•.....•..••.....•...••.. Baltimore EMANUEL PHILIP SNYDER (in Government) .....•...•.•......•.••. • ... Annapolis ROBERT LEVIN (in English) ....••.•....•..••.•.••.....••.•...•••.•••• Baltimore DOCTOR OF DIVINITY (Honoris causa) ALBERT HAWLEY LucAS .......................... Headmaster, St. Alban's School �,I i 88 CATALOGUE OF ST. JOHN'S COLLEGE DOCTOR OF LAWS (Honoris causa) MARK SULLIVAN ................................... Author; editor; commentator AMOS WALTER WRIGHT WooDcocK ...•............•... President, St. John's College HONORS AND PRIZES AWARDED, JUNE 9, 1937 To the member of the Senior Class who has attained} the highest average in his four years' acad~~ic work, .. LESTER AuBREY WALL JR. a gold medal. Offered by the Board of V1S1tors and ' Governors. To the member of the Graduating Class, intending to} study medicine, who has the highest standing in courses taken in the Division of the Sciences and .. LESTER AUBREY WALL, JR. Mathematics, a prize of $10. Offered by the Sigma Alpha Epsilon Fraternity. To the student who, in the opinion of the Faculty, has} · · contributed most to the College during the ·year, a .. EDWARD CHARLES SOMMER medal. Offered by the Phi Sigma Kappa Fraternity. To the student who has written the best essay on a} subject taught regularly in the Division of the Lan- ............. ROBERT LEVIN guages, Literature, and Art, a prize of $25.00. WILLIAM BURNS SOHN Offered by the Reverend Doctor Thomas E. Green. To the student who has written the best essay on a} subject taught regularly in the Division of the Sci- .. LESTER AUBREY WALL, JR. ences and Mathematics, a prize of $25.00. Offered WILLARD OSBORNE AsH by the Reverend Doctor Thomas E. Green. To the student who has written the best essay on a} su~ject taught r~gularly in the_Division of the Social ..... CHARLES DAVID HYSON Sciences and Philosophy, a pnze of $13.75. Offered under the Will of the late Judge Walter I. Dawkins. . To the member of the Graduating Class who has dem-} onstrated the greatest interest in general reading, a R L twenty-inch bookshelf. Offered by a former mem- · • · · • · · · · · · · · OBERT EVIN her of the Board of Visitors and Governors. To the retiring President of the Student Council, a} · gavel. Offered by the Beta Mu Chapter of the .... ERNEST NEAL CORY, JR. Kappa Alpha Fraternity. To that member of the Senior Class who, in the opin-} ion of the Faculty, has exemplified those principles of love for and service to men which were the dominant characteristics of Algernon Sydney Sullivan, a .. LESTER AUBREY WALL, JR. medallion and certificate of award. Offered annually by the New York Southern Society, in commemoration of Algernon Sydney Sullivan. To some person, not a student in the College, but intimately connected with the affairs of the College, who, in the opinion of the Faculty, possesses such characteristics of heart, mind, and conduct, as evince a spirit of love for and helpfulness to other men and .. DouGLAS LEGATE HowARD women, as were exemplified by Algernon Sydney Sullivan, a medallion and certificate of award. Offered annually by the New York Southern Society, in commemoration of Algernon Sydney Sullivan. ; To the member of the Senior Class who has excelled} . generally in Athletics during his four years at St. .ROBERT McCAWLEY SNIBBE John's, a medal, offered by the Phi Alpha Fraternity. · CATALOGUE OF ST. JOHN'S COLLEGE The Hodgson Cup-for excellence in English. The Jamison C~p-for excellence in Biology. The Woodcock Cup-for excellence in Chemistry. The Keene Cup-for excellence in Mathematics. 89 . ............ ROBERT LEVIN . .LESTER AUBREY WALL, JR. . ..... NORVAL FOARD KEMP . .... WILLARD OSBORNE ASH . .EDWARD CHARLES SOMMER The Dearing Cup-for excellence in Economics. The Harrison Cup-for the best all-around student (athletics, scholarship, and character). ·ROBERT McCAWLEY SNIBBE MERIT SCHOLARSHIPS AWARDED AT THE FORMAL OPENING OF COLLEGE, SEPTEMBER 22, 1937 Sophomore Merit Scholarship JoHN Ono NEUSTADT Freshman Merit Scholarship No Award for 1937-38 �CATALOGUE OF ST. JOHN'S COLLEGE INDEX Absences, from class. . . . . . . . . . . . . . before and after holidays. . . . . . . . Administration, officers of. ........ , regulations of . . . . . . . . . . . . . . . . . . Admission ........... '• . . . . . . . . . . . advanced standing . . . . . . . . . . . . . applications for ................ by certificate . . . . . . . . . . . . . . . . . . by examination ................ from other colleges. . . . . . . . . . . . . . routine of . . . . . . . . . . . . . . . . . . . . . subjects accepted •............. units ......................... Advanced standing . . . . . . . . . . . . . . . Advisers . . . . . . . . . . . . . . . . . . . . . . . . Aids to students . . . . . . . . . . . . . . . . . . Amount oCwork carried, New Program ....................... Elective Program . . . . . . . . . . . . . . . Applications, for admission ......... for assistantships . . . . . . . . . . . . . . . for rooms . . . . . . . . . . . . . . . . . . . . Art, courses in. . . . . . . . . . . . . . . . . . . . Assignments, rooms .............. Athletic schedules ................ Attendance, church ..............• classes ........................ college functions . . . . . . . . . . . . . . . rules .......................... Awards, Commencement .......... Biology, courses in ................ Board of Visitors and Governors . . . . Books used in New Program ..... 26, Calendar, days of the year. . . . . . . . . college events . . . . . . . . . . . . . . . . . . Campus ........................ Change of Program. . . . . . . . . . . . . . . Charges ......................... Chemistry, courses in .............. Churches, Annapolis ............... Classic, definition of. . . . . . . . . . . . . . . Classics, courses in. . . . . . . . . . . . . . . . Clubs, college .................... College Entrance Examination Board. College rules . . . . . . . . . . . . . . . . . . . . . Commencement . . . . . . . . . . . . . . . . . . Course numbers in Elective Program. Courses for distribution in Elective Program .................... 80 80 8 62 62 65 62 63 63 65 62 64 64 65 79 70 34 78 62 72 66 37 66 35 35 80 80 80 88 50 6 30 4 5 35 79 68 54 35 23 43 35 64 62 86 37 75 90 Courses of instruction m Elective Program .................... Courses, repeated ..............•. required in Elective Program ..... summer school . . . . . . . . . . . . . . . . . Courses m Elective Program requiring consent of instructor. . . . . . . Credits, entrance . . . . . . . . . . . . . . . . . summer school . . . . . . . . . . . . . . . . . Curriculum, see courses of instruction in Elective Program and description of New Program. Degree, requirements for in the New Program ...................• the Elective Program ............ Degrees, conferred . . . . . . . . . . . . . . . offered ........................ with distinction . . . . . . . . . . . . . . . . with honor . . . . . . . . . . . . . . . . . . . . . Departments m Elective Program Art ........................... Biology ....................... Chemistry . . . . . . . . . . . . . . . . . . . . . Economics . . . . . . . . . . . . . . . . . . . . English ....................... French ........................ German ....................... Greek ......................... History ..................... , . Latin ......................... Mathematics .................. Philosophy . . . . . . . . . . . . . . . . . . . . Physics ....................... Political Science . . . . . . . . . . . . . . . . Psychology . . . . . . . . . . . . . . . . . . . . Spanish ....................... Description of the College. . . . . . . . . . of the courses. . . . . . . . . . . . . . . . . . of the New Program. . . . . . . . . . . . . Dining room . . . . . . . . . . . . . . . . . . . . . Distribution, courses for m Elective Program .................... of students, geographic .......... Division of the Languages, Literature, and Art ................. of the Social Sciences and Philosophy ......................... of the Sciences and Mathematics .. Dramatics ....................... 37 78 74 78 37 63 78 73 74 86 73 76 75 37 50 54 46 37 40 42 43 47 44 56 48 58 49 59 45 34 37 19 66 75 86 37 46 50 35 )' Economics, courses in ............. Engineering scholarships at Hopkins. English, courses in. . . . . . . . . . . . . . . . Entrance examinations ........... Examinations . . . . . . . . . . . . . . . . . . . . groups ........................ Excuse, for absence ............... Expenses . . . . . . . . . . . . . . . . . . . . . . . . Faculty . . . .. . . . . . . . . . . . . . . . . . . . . Fees, annual ..................... graduation . . . . . . . . . . . . . . . . . . . . . laboratory . . . . . . . . . . . . . . . . . . . . matriculation .................. Filing of study cards. . . . . . . . . . . . . . Fraternities ..................... French, courses in ................. Freshmen, list of. . . . . . . . . . . . . . . . . . Geographic distribution, students... German, courses in ................ Good standing . . . . . . . . . . . . . . . . . . . Grades .......................... Greek, courses in. . . . . . . . . . . . . . . . . History, courses in ................ of the College. . . . . . . . . . . . . . . . . . of the New Program ............ Honors and prizes awarded. . . . . . . . Hygiene, course in. . . . . . . . . . . . . . . . Infirmary service . . . . . . . . . . . . . . . . . Information, general .............. procedure for new students. . . . . . . Instruction, mode of in New Program ........................ courses of in Elective Program. . . . Juniors, list of. . . . . . . . . . . . . . . . . . . . King William's School. ............ Laboratories in New Program ...... Laboratory charges . . . . . . . . . . . . . . . Language requirements ...... 73, 74, tutorials in New Program ........ Latin, courses in .................. Lectures in New Program .......... theological . . . . . . . . . . . . . . . . . . . . Liberal arts, definition of .... 22, 25, List of students .. , . . . . . . . . . . . . . . . . Literature, courses in. . . . . . . . . . . . . . Location of the College. . . . . . . . . . . . Majors, requirements for ........... Marine biology ................ 53, Marks .......................... Mathematics, courses in. . . . . . . . . . . tutorials in New Program ........ Matriculation Music, College band .............. student orchestra .............• fee ................ 46 72 37 63 79 37 81 68 9 68 69 69 68 79 35 40 84 86 42 77 80 43 47 17 19 88 61 67 35 62 31 37 82 18 33 6? 75 32 44 32 36 28 82 37 35 74 72 80 56 32 68 35 35 91 New Program background of . . . . . . . . . . . . . . . . . . 19 books used in ................ 26, 30 definition of . . . . . . . . . . . . . . . . . . . 17 mode of instruction in. . . . . . . . . . . 31 Numbering system, courses. . . . . . . . 37 Occupancy of rooms, dormitories. . . 66 Officers of administration. . . . . . . . . . 8 Philosophy, courses in .....•....... 48 Physical training, courses. . . . . . . . . . 61 requirements ................ 73, 74 staff . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Physics, courses in ................ 58 Political Science, courses in. . . . . . . . 49 Preparation for professional school. . 34 Presidents emeriti . . . . . . . . . . . . . . . . . 15 Prizes awarded . . . . . . . . . . . . . . . . . . 88 Probation, scholastic . . . . . . . . . . . . . 76 relief from . . . . . . . . . . . . . . . . . . . . . 78 rules .......................... 78 Promotion, requirements for. . . . . . . . 76 Psychology, courses in. . . . . . . . . . . . . 59 Registration . . . . . . . . . . . . . . . . . . . . . 79 changes in . . . . . . . . . . . . . . . . . . . . . 79 Regulations, admission . . . . . . . . . . . . 62 awards and aids .............. 70, 73 dining room . . . . . . . . . . . . . . . . . . . 66 dormitories . . . . . . . . . . . . . . . . . . . . 65 residence . . . . . . . . . . . . . . . . . . . . . . 65 scholastic . . . . . . . . . . . . . . . . . . . . . . 73 Relief from probation. . . . . . . . . . . . . 78 Repeating courses ................ 78 Reports ......................... 80 Requirements, admission . . . . . . . . . . 63 distribution . . . . . . . . . . . . . . . . . . . 75 for graduation, in New Program ... 73 in Elective Program ........... 74 for honors and distinction. . . . . . . . 75 for promotion . . . . . . . . . . . . . . . . . . 76 hygiene ................. 61, 73, 74 language .................... 73, 75 major ......................... 74 physical training ......... 61, 73, 74 residence . . . . . . . . . . . . . . . . . . . . . . 65 specific courses . . . . . . . . . . . . . . . . . 74 Rooms, assigned to new students. . . 66 assigned to old students. . . . . . . . . 66 furnishings . . . . . . . . . . . . . . . . . . . . 65 occupancy . . . . . . . . . . . . . . . . . . . . . 66 Routine of admission .............. 62 Rules for dormitories. . . . . . . . . . . . . . 66 Schedules, courses in Elective Program ........................ 37 payments of College fees. . . . . . . . . 68 work in New Program ........... 34 �92 CATALOGUE OF ST. JOHN'S COLLEGE Scholarships . . . . . . . . . . . . . . . . . . . . . 70 Sciences and Mathematics, courses m .........................• Seminars, New Program ........... Seniors, list of. . . . . . . . . . . . . . . . . . . . Social Sciences, courses in. . . . . . . . . . Sophomores, list of. . . . . . . . . . . . . . . . Spanish, courses in. . . . . . . . . . . . . . . . Speakers at the College ............ Special Students . . . . . . . . . . . . . . . . . Staff, administration . . . . . . . . . . . . . . faculty . . . . . . . . . . . . . . . . . . . . . . . . physical training ............... Standing, satisfactory . . . . . . . . . . . . . unsatisfactory . . . . . . . . . . . . . . . . . . 50 31 82 46 83 45 36 86 8 9 14 77 77 Student activities . . . . . . . . . . . . . . . . . aid ........................... band .......................... Council ..................... 35, orchestra . . . . . . . . . . . . . . . . . . . . . . publications . . . . . . . . . . . . . . . . . . . roll ........................... Study cards . . . . . . . . . . . . . . . . . . . . . . Summer school courses, credits. . . . . Transfer of credits. . . . . . . . . . . . . . . . Tuition ..............•........... Tutorials, New Program ........... Unsatisfactory standing . . . . . . . . . . . Work required in Elective Program. permitted in Elective Program. . . . Year book ....................... 35 70 35 62 35 35 82 79 78 65 68 32 77 78 78 35 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College in Annapolis: Catalogue for 1937-1938, Announcements for 1938-1939, Official Statement of the St. John's Program 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 College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs 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. 92 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/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource St. John's College in Annapolis: Catalogue for 1937-1938, Announcements for 1938-1939, Official Statement of the St. John's Program Date A point or period of time associated with an event in the lifecycle of the resource 1938-07 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Baltimore, MD Publisher An entity responsible for making the resource available The Lord Baltimore Press Description An account of the resource College catalog for the years 1937-1938; and first catalog to incorporate the New Program. Catalog Catalogue College catalog