32 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/1950d523541969ed2aef2756f4752090.pdf 800f6639b536df1554a723429c7b6ce7 PDF Text Text Liberty and Authority: Religious Dogma and Liberal Education in Tocqueville and Newman Austin Walker, University of Chicago While John Stuart Mill may characterize liberty and authority as antagonists at the beginning of On Liberty, Alexis de Tocqueville’s analysis of democracy brings Mill’s clear construction of opposites into doubt. For Tocqueville, a democratic social state, above all others, presupposes a kind of intellectual and religious authority if liberty is to be well-cultivated and well-used. American liberal education depends on a prior religious education, and specifically, on a religious authority. Authority and liberty can be antagonists, but for Tocqueville, in the best case, they can mutually reinforce one another. A similar argument is undertaken by John Henry Newman in his Idea of a University. Newman’s emphasis on the importance of theology sometimes baffles readers as to how he can claim to be teaching a “liberal” education at all. 1 But, I will argue, Newman has a very subtle understanding of the interplay between religious and democratic authority, an understanding that can be too easily obscured. Only through analyzing Newman’s arguments in light of Tocqueville’s understanding of a democratic social state can Newman be defended as no reactionary at all, but as a very astute observer of the manner in which knowledge is gained in a democratic age, and the eternal and the particular are intertwined. Both see in modernity the temptation to seek a single idea or single principle as a universal explanation of human affairs. Newman’s education is elite while Tocqueville’s is popular, and Newman is concerned with academic disciplines while Tocqueville with democratic individuals, but both advocate a liberal education that liberates men from the tyranny of a single idea. *** Tocqueville discovers in equality the promise of an ostensible freedom that tends towards a real, if novel slavery. Democratic man, by his condition, is led towards a belief in his “own reason as the most visible and nearest source of truth” (Democracy in America, Vol. 3, 700). Equality of conditions means that “the man who inhabits democratic countries…sees near him only more or less similar beings” (731J.M. Roberts, “The Idea of a University Revisited,” Sara Castro-Klaren, “The Paradoxes of Self”; Frank Turner, “Newman’s University and Ours”; even Jaroslav Pelikan, The Idea of a University: A Reexamination. 1 �732). Since these other men are not incontestably superior to him, he sees no reason not to trust his own judgment over theirs. Equality encourages individual judgment if for no other reason than that it levels what would have stood out as extraordinary, aristocratic persons who ought to have been believed. At the same time, the promise of individual reason hardly ever results in profound and sensitive discovery, and a desire to think for oneself most often terminates in a lazy adoption of “general ideas”. 2 Democratic men “have a great deal of curiosity and little leisure…little time remains for them to think.” Therefore, they “love general ideas, because they exempt them from studying particular cases” (736). The “ambition…to gain great success immediately [without] great effort,” finds a useful tool in general ideas, which flatters democratic man into thinking he “portray[s] very vast matters at little cost” (736). While the emancipation of individual reason initially promises great advances, it leads almost of necessity to sloppy thinking. The democratic passion for general ideas combines with the enthroning of individual reason in order to propel democratic men towards a narrow understanding of the world. “All the truths that are applicable to himself seem to him to apply equally or in the same way to each one of his fellow citizens.” “Having contracted the habit of general ideas in the one area of his studies that concerns him most…he transfers that habit to all the others.” Since men seem similar, it strikes his mind as plausible—or even necessary—that they all be governed by the same force. Whatever branch of study is his specialty, he attempts to universalize to explain the entire world. Thus the desire “to explain an ensemble of facts by a sole cause becomes an ardent and often blind passion to the human mind” (732). Not only are men drawn towards general explanations, they are also led to universalize their own experience or expertise in order to create a governing general idea. Men are less at risk of universally becoming Marxist materialists than lawyers are of assuming the law to be the only operative principle in the world (or political economists with self-interest, to take only two examples). In light of this danger, Tocqueville prescribes a single remedy, albeit a “painful but always effective” (740) one. A practical struggle is the only cure for the lure of general ideas: “if there is a subject concerning which a democracy is particularly liable to commit itself blindly and extravagantly to general 2 A working definition of a “general idea” is as follows: they “encompass a very great number of analogous objects within the same form in order to think about them more comfortably” (727); they “do not attest to the strength of human intelligence, but rather to its insufficiency, for there are no beings exactly the same in nature: no identical facts; no rules applicable indiscriminately and in the same way to several matters at once” (728); and they “are admirable in that they allow the human mind to make rapid judgments about a great number of matters at the same time; but, on the other hand, they never provide it with anything other than incomplete notions, and they always make it lose in exactitude what it gains in breadth” (729). �ideas, the best possible corrective is to make the citizens pay daily, practical attention to it. That will force them to go into details, and details will show them the weak point in the theory” (739). He offers the example of the Americans who, by taking “a practical part in government”, “moderate the excessive taste for general political theories” (ibid). By experiencing the authority of practical examples which contradict or limit the teachings of a general theory, the excessive tendency towards general ideas can be controlled. Practical engagement in a particular science best prevents a tendency to over-generalize. Nevertheless, at a certain point, even practical engagement exhausts itself and must take cover in received opinions. Man cannot live without some “dogmatic beliefs” (712ff.) and Tocqueville asserts the impossibility that any group 3 of men can reason out their own first principles. “The inflexible laws of [man’s] existence compel him” (ibid.) to accept some degree of received opinion. If even philosophers must take “a million things on the faith of others” (715), what hope is there for the average democratic man of deducing first principles? The span of human life is too short for the task, and one who attempted it would have an intelligence made “independent and weak at the same time” from the perpetual agitation involved in trying to discover all fundamental principles. Man “must make a choice and adopt many beliefs without discussing them, in order to go more deeply into a small number that he has reserved to examine for himself” (715). The only question, for Tocqueville, is whether the received opinion allows man to become free. “Somewhere and somehow authority is always bound to play a part in intellectual and moral life…the independence of the individual may be greater or less but can never be unlimited” (716-7). The beliefs most advantageous to be received are those of religion. “When there is no authority in religion or politics, men are soon frightened by the limitless independence…with everything on the move in the realm of the mind, they want the material order at least to be firm and stable, and as they cannot accept their ancient beliefs again, they hand themselves over to a master” (745). The danger to the freedom of the mind is even greater than to political freedom. “When a people’s religion is destroyed, doubt invades the highest faculties of the mind and half paralyzes the rest.” Each man’s mind is filled with “confused and changing notions about matters of the greatest importance.” “Opinions are ill-defended or abandoned,” with the result that democratic man “in despair of solving unaided the greatest problems of human destiny” “ignobly give[s] up thinking about them” (ibid). If man is asked to construct the universe himself, he will despair and withdraw. But still seeking order and stability of some sort, he will long for a political order that is secure rather than free. Individual judgment in religious matters undermines a free 3 Tocqueville hedges his bets about whether rare individuals are capable of such achievements �political order. Religious liberalism tends towards political despotism. On the other hand, the security of religious opinion in no small part creates the conditions for political practical engagement. Liberty depends on a higher, received authority. *** The tendencies that Tocqueville identifies in the development of democratic individuals, Newman’s university recognizes in the specific intellectual disciplines. On their own, the disciplines tend to refer everything to themselves and universalize their particular conclusions. The remedy for this overgeneralization is Tocqueville’s remedy: practical interaction among the disciplines, just as practical, political interactions among democratic individuals curb the passion for general ideas. At the same time, the disciplines can only be forced into this productive disagreement if, at a higher level, an un-argued for authority is accepted: for Newman, theology plays the role of Tocqueville’s salutary religious beliefs. If democratic men jettison authoritative religious opinion, they tend to isolate themselves; if the intellectual disciplines exclude theology, they try to universalize their own conclusions. Newman’s university deals with the education of an elite, whereas Tocqueville’s liberal education is widespread and popular: nevertheless, both rely on the same principled interaction between authority and liberty. Tocqueville’s popular education relies on two levels of authority: a higher one received and a lower one democratically and practically created. Newman’s university recapitulates these two layers of authority, even if some critics fail to see double. Much has been made of Newman’s invocation of an “imperial intellect” which is “majestically calm, because it discerns the end in every beginning” (The Idea of a University, 138), and ostensibly depends on the authority of theology to properly order the university. Secular scholars scoff at the notion that a “liberal education” would presuppose clerical supervision. But in their focus on the role of theology as authority, 4 they fail to appreciate the degree to which Newman’s university is not “majestically calm,” but in fact the scene of practical rivalry among the disciplines. Theology and practical rivalry work together to create a “philosophical habit of mind” (51). At the same In the critical essays included in the Yale edition of The Idea of a University, several of the contributors mistakenly take Newman’s authoritative science to be theology (Turner, 259; Castro-Klaren, 319; Garland, 278-80). J.M. Roberts, in “The Idea of a University Revisited,” makes the same mistake (206-207). As will be shown below, Newman’s authoritative science is philosophy, not theology. 4 �time, theology’s specific role can best be seen after the extent of the practical rivalry among the disciplines is made clear. While named the Idea of a University, the animating idea of Newman’s discourses is more precisely a liberal education. A liberal education consists in the acquisition of liberal knowledge, a process Newman defines as “philosophy.” Newman’s particular definition of philosophy depends on his special understanding of knowledge. “All knowledge” for Newman, “forms one whole,” that can only be separated off “portion from portion…by a mental abstraction.” The individual “sciences are the results of that mental abstraction.” All the sciences are “but aspects of things,” with the consequence that they “at once need and subserve each other” (51). So, in theory, all sciences are complementary. But this complementarity is only theoretical—or rather, ideal. Though the sciences “need and subserve each other,” they do not themselves necessarily recognize this need. Of their own, each science tends “to the exclusion of others…scorning all principles and reported facts which do not belong to their own pursuit, and thinking to effect everything without aid from any other quarter” (50). As examples, Newman raises the substitution of chemistry for medicine or of “political economy, or intellectual enlightenment,” as a cure for “vice, malevolence, and misery,” which are properly ethical concerns. Newman particularly notes the tendency of political economy to claim for itself “an ethical quality, by extolling it[self] as the road to virtue and happiness” (89). Each science, for Newman, perfects a particular branch of knowledge while at the same time being unable to discern its own limits. In order for a proper understanding of the whole to arise, Newman argues that it must happen that “one [science] corrects another” (49), such that each science is kept in its own bounds “by the very rivalry of other studies” (167). The recognition of these boundaries, and the proper integration of the sciences into a whole, is Newman’s particular definition of philosophy: the comprehension of the bearings of one science on another, and the use of each to each, and the location and limitation and adjustment and due appreciation of them all, one with another, this belongs, I conceive, to a sort of science distinct from them all, and in some sense a science of sciences, which is my own conception of what is meant by Philosophy, in the true sense of the word, and of a philosophical habit of mind (51) The cultivation of this kind of philosophy is effected by a liberal education (152, 167), so much so that the terms philosophical education and liberal education end up being used synonymously by Newman. �The universal or “broadening” features of Newman’s education have often been recognized. 5 Of course, to emphasize breadth is to risk superficiality. How, exactly, can a university teach a student, in a few years’ time, to see both the breadth of universal knowledge as well as the particular divisions between each science? Newman himself clearly recognizes the necessity to specialize: students “cannot pursue every subject which is open to them” and “in his own case he only pursues a few sciences out of the multitude” (101). To try to learn everything is to make the mistake that “a smattering in a dozen branches of study is not shallowness, which it really is, but enlargement, which it is not” (142). A student must specialize not only because of the limits of human life, but because the very process of specialization teaches the necessary habits or disciplines of mind required by a liberal education. But then a liberal education also presupposes a vast and encompassing view of the whole. How are these conflicting claims reconciled? For Newman, the seat of learning is as important as the character of liberal knowledge, and it is the university itself that reconciles the apparently contradictory demands of universality and specialization inherent in a liberal education. Broad understanding—that is, philosophy—comes not through direct study, but through the process of living amongst the turmoil of the various branches of knowledge. Students “will be gainers by living among those and under those who represent the whole circle (of knowledge). This I conceive to be the advantage of a seat of universal learning” (101). When disciples of the various branches are brought together, they naturally “adjust…the claims and relations of their respective subjects of investigation.” Thus the student “profits by an intellectual tradition, which is independent of particular teachers…he apprehends the great outlines of knowledge, the principles on which it rests.” By living among the branches of knowledge, “a habit of mind is formed” in the student. Newman underscores this point later, when he contrasts various professors “in a university and out of it.” Outside of a university, giving lectures on his own, “he is in danger of being absorbed and narrowed by his pursuit” (166). But inside a university, “he is kept from extravagance by the very rivalry of other studies” and he gains “a special illumination and largeness of mind” so that “he treats his own 5 Much has been said by various scholars about the character of Liberal Knowledge as Newman conceives it, and much attention has rightly been paid to Newman’s opposition of Benthamite or utilitarian principles of knowledge (Kelly, A Conservative at Heart?, 176-180). Ian Ker has highlighted Newman’s “fundamental requirement…[to] be able to think clearly” in a manner that isn’t “narrowly specialized” (Ker, The Achievement of John Henry Newman, 33). G.H. Bantock has noticed the importance that a “tradition of (objective) value that will transcend the individual and social purposes of man” (Bantock, Authority and Education, 130). Stephen Kelly has rightly seen that since Newman conceives of a university as teaching universal knowledge, Newman’s liberal education necessarily “incorporated both the liberal ‘philosophical’ and the professional ‘mechanical’ educational elements of learning” (A Conservative at Heart?, 184). �[subject] in consequence with a philosophy and a resource, which belongs not to the study itself, but to his liberal education [emphasis mine]” (167). No scholar of Newman, to my knowledge, has recognized the importance of this last sentence. Newman claims that the very fact of being in a university provides a professor with a liberal education, and that this largeness of education is achieved not through peaceable contemplation, but by means of “the very rivalry of other studies.” Theology is important for Newman, no doubt. But theology is no imperial master within the university. Philosophy, not theology, is the science that regulates all other studies, and it appears that philosophy is not, as it were, a discipline that can be taught so much as a habit of inquiry that develops by being present within an active and tumultuous university. In other words, no professor teaches philosophy so much as the university, by its very activity, represents philosophy almost unconsciously. Newman may talk about the harmony of universal knowledge, but that harmony is only apparent from God’s point of view. For man to achieve a philosophical understanding requires an agonistic process: and this agonism is encouraged and regulated by the university. Once we understand the work that the sciences themselves are performing in Newman’s university, we can finally be clear on the place of theology. J.M. Roberts, in his criticism of Newman’s understanding of theology, displays the typical secular skepticism. Roberts is subjected to “an outbreak of spontaneous hilarity” (Roberts, “The Idea of a University Revisited,” 207) by two of Newman’s arguments. First, that the university should actively police a particular “unity of an intellectual system” (206), wherein theology “arbitrate[s] uncertainties and…correct[s] divagation from right order” (207). And second, when Newman describes the interaction between professors as “a picture of an imaginary senate” (207). 6 Doesn’t Newman know, says Roberts, that the politics of the university are so intense because the stakes are so low? Roberts takes Newman to task for his argument that the theology department of a university ought to enforce clear disciplinary boundaries when so much exciting research is happening “at the borders” (Roberts, 209) of the sciences. As I have hoped to show from my argument above, Roberts completely misunderstands Newman. Of course interesting work is going to happen on the fringes. That is where the quasi-political debates about boundaries will take place and where political economists and ethicists (and theologians) will be able to discover truly where they stand in relation to one another. 6 In Newman’s own words: “professors are like the ministers of various political powers…they represent their respective sciences, and attend to the private interests of those sciences respectively; and, should dispute arise…they are the persons to talk over and arrange it” (Idea, 369). �Roberts misreads Newman because Roberts fails to see that it isn’t an imperial theology, but the sciences themselves that will correct one another. Roberts, even though he quotes Newman on this very subject, apparently believes that Newman believes that a university should have an all-powerful theology department which disciplines each science authoritatively, preserving a kind of static order. Newman does admit theology into his university as an important science, but he includes theology so that it will be able to defend itself as a science by means of this same “rivalry.” Newman never argues that theology sufficiently teaches the philosophical habit of mind characteristic of a liberal education. 7 The study of theology does not and cannot—by itself—create or perfect liberal knowledge. In discussing the role of theology, we have to be especially clear about the “non-religious” role that theology plays. The development of liberal knowledge depends on the interaction of the sciences with one another. The sciences, on their own, tend to isolate and universalize themselves. For Newman, only theology is capable of forcing the sciences to engage in a way that limits their isolating and universalizing tendencies. Theology is at the center because Newman recognizes, like Tocqueville, that without certain definite and authoritative assumptions, things fall apart. I am not arguing that Newman secretly believes theology to be only an “authoritative opinion.” Newman devotes a full discourse to the argument that theology is in fact a science (Idea, 19-42). Nevertheless, Newman’s university depends on one authoritative assumption: that all branches of knowledge are parts of a universal whole and can therefore be reconciled with and be corrected by one another. 8 Theology supports this assumption through the assertion of (or argument for) a created and knowable world. Without this keystone, Newman apparently believes, the overwhelming tendency of the individual disciplines is to universalize themselves to the exclusion of others. As we have seen above, this argument finds its companion in Tocqueville: if authoritative opinion about first principles is jettisoned, man despairs of solving such questions by his individual reason and isolates himself. Only by accepting authoritative opinion can productive political interaction occur. And without this political or practical engagement, narrow views remain unchallenged and are tempted into masquerading as general causes. 7 Newman himself is clear on the point that theology can just as easily degenerate into a merely “useful” study if it is undertaken not for its own sake but for the purpose of pastoral or priestly care (Idea, 108-109). 8 Compare to Newman’s description of the representative of “the philosophy of an imperial intellect” who “has one cardinal maxim in his philosophy…that truth cannot be contrary to truth; if he has a second, it is, that truth often seems contrary to truth; and, if a third, it is the practical conclusion, that we must be patient with such appearances, and not be hasty to pronounce them to be really of a more formidable character” (Idea, 461). �Once a higher authority is made secure, experience and practice predominate in Newman’s liberal education. Philosophy, or liberal education, only develops in a student through his being present in a university in which the various disciplines—while assuming themselves to be part of a whole—check each other by rivalry. These disciplinary boundaries can never be static, so there can never be an “authoritative” demarcation for the students to memorize. Discoveries in physics or biology challenge and are challenged by political philosophy and literature. As a student watches the professors engaged in a quasi-political debate, a kind of practical wisdom forms within the student, which can sense when a claim to truth is reasonable and when it isn’t. For such an education, failures are almost as useful as successes. The evolutionary biologist who claims that, say, there is a moral obligation to abort children with Down Syndrome contributes as much to a liberal education as does the theologian who demurs to established physical laws. As with Newman, so with Tocqueville: a liberal education comes from the experience of liberty. What Tocqueville says of statesmanship may also be true of a liberal education: “it is only in an atmosphere of freedom that the qualities of mind indispensable to true statesmanship can mature and fructify” (Ancien Regime, 144). But as Newman argues, the theologian and the biologist can only be forced to talk to one another in a university where theology asserts the unity of the sciences. The “atmosphere of freedom” in Newman’s university requires a theological unifying principle. A university cannot exist without theology, but in its absence, various disciplines will attempt take its place (181-182). The problem in this case is that an implicit theology will replace an explicit one. And since the greatest achievement of Newman’s liberal university is a recognition of explicit boundaries of knowledge, the most important questions (What belongs to this world? What doesn’t?) can never be asked in a competent way. The careful obscuring of questions about principle is, in the opinion of both Newman and Tocqueville, the great philosophical weakness of democratic liberalism as well as its great practical support. If ideas are not practically challenged, they will expand past their proper boundaries. Newman and Tocqueville both fear the prospect of men who, having given up thinking about general ideas, are unconsciously governed by one or a few of them. Liberty from what might be called an ideological tyranny is cultivated through practice, but this practice presupposes some dogmatic harmony. Freedom from all dogmatism is not a human possibility, and it is through recognizing this that a limited but real liberty can be cultivated. Tocqueville is concerned with democratic individuals, and Newman with intellectual disciplines. Nevertheless, in their two objects they see a similar tendency towards an overemphasis on general ideas, and a remedy in the cultivation of a practical and quasi-political debate. �At this point we might be forgiven for asking what relevance this can possibly have: both Tocqueville in politics and Newman in the development of ideas argue that freedom depends on authoritative religious opinion. Practical interaction can do much to create authority, but at bottom remains a dependence on a higher authority. We live in a world that has apparently jettisoned the desire to search for or to accept (or even to reject) authoritative religious opinion. Is not Newman (and even Tocqueville) made irrelevant by this circumstance? Perhaps we ought rather to wonder if our ostensible progress beyond authoritative religious opinion isn’t really another means by which we disguise our reliance on unexamined beliefs. Newman argues that no matter the circumstances, authoritative opinion will inevitably re-emerge, the nature of the disciplines being what they are. The best that we might do is attempt to discover what this opinion is, and to bring it to light. A new and implicit theology, in a sense, will always be constructed on the incursions of political science and ethics and psychology into what was once theology’s realm. 9 If this new theology proves inadequate or repulsive, we would at least be in the position of recognizing the unattractiveness of a necessary opinion, and ascending from it. 10 Or, to use an older analogy: we can never ascend from the cave if we never realize that we are inside of one. See especially Idea of a University, Discourse 8, “Knowledge Viewed in Relation to Religious Duty,” and Newman’s discussion of the “Religion of Reason” (182-211). 10 Such would be Newman’s response to a critic, like Roberts, who says that this kind of “political” engagement between departments and professors is impossible. Yes, Newman would say, it is impossible in your university, because you lack the unifying belief in a knowable world and the ultimate harmony of the intellectual disciplines. Such a belief can never be the product of argument or deduction, but must be secured beforehand, and religious dogma is the only means thereof. This, at least, would be Newman’s response. It is left to the reader to decide its adequacy. 9 �Bibliography: Bantock, G.H. Freedom and Authority in Education. Chicago: H. Regnery, 1952. Castro-Klaren, Sara. “The Paradox of Self in the Idea of a University,” The Idea of a University, 318-338. Edited by Frank Turner. New Haven: Yale University Press, 1996. Garland, Martha McMackin. “Newman in His Own Day,” The Idea of a University, 265-281. Edited by Frank Turner. New Haven: Yale University Press, 1996. Kelly, Stephen. A Conservative at Heart? The Political and Social Thought of John Henry Newman. Dublin: Columbia Press, 2012. Ker, Ian. The Achievement of John Henry Newman. South Bend, Indiana: Notre Dame Press, 1991. Newman, John Henry. The Idea of a University. Dublin: Ashfield Press, 2009. Newman, John Henry. The Idea of a University. Edited by Frank Turner. New Haven: Yale University Press, 1996. Pelikan, Jaroslav. The Idea of the University: A Reexamination. New Haven: Yale University Press, 1992. Roberts, J.M. "The Idea of a University Revisited," Newman after a Hundred Years, 193-222. Edited by Ian Ker and Alan Hill. Oxford: Clarendon Press, 1990. Tocqueville, Alexis. Democracy in America: Historical-Critical Edition. Edited by Eduardo Nolla. Translated by James T. Schleifer. Indianapolis: Liberty Fund, 2010. Tocqueville, Alexis. The Old Regime and the French Revolution. Translated by Stuart Gilbert. Garden City, N.Y: Doubleday, 1955. Turner, Frank. “Newman’s University and Ours,” The Idea of a University, 282-301. Edited by Frank Turner. New Haven: Yale University Press, 1996. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "What is Liberal Education For?" 2014 Conference Papers Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe Date A point or period of time associated with an event in the lifecycle of the resource 2014-10 Rights Information about rights held in and over the resource Meem Library has been given permission to make these items available online. Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 11 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 Liberty and authority : religious dogma and liberal education in Tocqueville and Newman Description An account of the resource Paper presented on October 16, 2014 by Austin Walker at What is Liberal Education For? : a conference at St. John's College on the 50th Anniversary of the Santa Fe campus. Creator An entity primarily responsible for making the resource Walker, Austin Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2014-10-16 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Newman, John Henry, 1801-1890. Tocqueville, Alexis de, 1805-1859. Education, Humanistic Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 24004554 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a8588f743ed7da41d702ea650eabf3bc.pdf 0452fc01ad3a11be060746f091bb5c60 PDF Text Text PHILOSOPHICAL TRAINING, DYNAMIC THOUGHT, AND THE PLEASURES OF COGNITIVE POWER I was a philosophy major. When I graduated, my parents attended graduation and met one of my professors, Donald Crosby, a Whitehead scholar (among other things). My dad asked him: “we’re proud that Rex graduated – but philosophy? What’s he going to do with that?” Crosby responded gently: “Well, among other things, he’ll be better off because he’s done philosophy.” My dad was incredulous: “Better off? How? He can’t make any money with a philosophy degree!” Crosby replied: “Well, sir, that only shows that there’s a distinction between being better off and making money.” It’s a running joke that majoring in philosophy puts you on the royal road to a career in bartending or cab driving. Now, I happen to like and respect bartenders and cabbies, and I’ve known a couple who’ve made a good living. But it’s unlikely that they are alone responsible for the surprisingly high mid-career earnings of philosophy majors. In a recent survey, Philosophy ranked 15th out of 50 majors in average mid-career earnings, at $81,000 a 1 �year.1 True, students earning a Bachelor’s degree in Philosophy rank below the usual suspects, such as Engineering and Physics. But earnings fifteen years out from a B.A. in philosophy are on par with Finance and Information Management degrees and with International Relations degrees, and they’re ahead of all other business degrees, all nursing degrees, all natural science degrees other than Physics, all social science degrees other than Economics, all nursing and health science degrees, all arts and humanities degrees, and all criminal justice degrees. It’s likely that part of the explanation of this surprising fact is that the population of philosophy students is a self-selecting set of unusually smart, somewhat obsessive, and attractively quirky students whose combination of intellectual skills and idiosyncrasies drives them to philosophy and keeps them there long enough to benefit from the discipline’s virtues. It’s likely too that those same traits in turn lead philosophy majors forward 1 “Best Undergrad College Degrees By Salary,” from: http://www.payscale.com/2008-best-colleges/degrees.asp; “Salary Increase by Major,” Wall Street Journal; from http://online.wsj.com/public/resources/documents/infoDegrees_that_Pay_you_Back-sort.html 2 �to make career choices that turn out to be remunerative. And, indeed, we know that philosophy majors are well represented in law and medicine, which, historically at least, are among the highest paying careers out there. Yet, I for one find these lucrative career trajectories a little unexpected. I’ve taught philosophy for twenty-two years, and in our department we disproportionately attract and keep students of four types more than all others combined: (1) the disillusioned trying to come to grips with a loss of childhood faith; (2) the super-brainiacs double or triple majoring in philosophy and Physics or Math or Fine Art or Computer Science for no better reason than doing so is hard; (3) the political and social radicals who find in philosophy an intellectual heft to buttress their activist commitments; and (4) the unlost wanderers who are bored with other majors, have no interest in conforming to anyone or 3 �anything, and who find in philosophy departments a group of other similar misfits. Of course, other kinds of philosophy students also exist, sometimes depending on the department’s affiliation with other campus programs. For example, in the last few years our department has attracted a small number of Psychology double majors because we host an interdisciplinary Center on Cognitive Studies. If you look at the list, you’ll notice that three of the four types are demonstrably not career-minded, and that the only one that is – the brainiac double major – is only indirectly career-minded. Yet when these students are fed into the crucible of philosophic training, something remarkable emerges – graduates whose training is about as far removed from job preparation as can be imagined but which nevertheless provides them a readily transferable skill set that makes them promotable in whatever job they land in. That’s what I’d like to focus on in this talk. What is it about a philosophy degree that turns out to be so useful? Obviously and first, philosophic training is in the great problems of philosophy – truth, beauty, the categories of 4 �existence, knowledge, justice, the moral good, and logic. Knowing how to think about these perennial issues helps philosophers understand others and the world better than most, for, among other things, we’re quick studies at identifying others’ core beliefs and we know how difficult knowledge acquisition really is, and we are, as a consequence, circumspect where others tend to the bombastic and overwrought. But I think this knowledge supervenes on something much more important, and that is the dual ability to read and think well. The simple truth is that reading and thinking well are uncommon, scarce commodities that are goods for employers, and philosophy trains students how to cultivate these skills. The importance of this training simply cannot be overstated. Recently, I was in Los Angeles on a panel with Stacey Snyder, the co-chief executive officer of Dreamworks, and Monica Karo, the chief executive officer of OMD, the world’s largest media buyer and the agency behind Apple’s marketing campaigns for the last fifteen years. Our topic was the commodification of attention. During our panel, Ms. Snyder and Ms. Karo both said that what they value 5 �more than anything else is a person who has an opinion and can make judgments, who can produce a dispassionate argument in support of their judgments, and who can speak and write clearly and directly. I wish I had a video of that episode, for their description is a description of what philosophy professors value and what we try to cultivate in all of our students. I don’t doubt for a minute that other majors also train students to have some of these abilities. But I’m prepared to defend the claim that no other major does this training as directly or as relentlessly as philosophy, for we work professionally with logic, we are professional critics of language, and we are trained to critically assess evidence across every domain we encounter. Such training is provided in most philosophy courses, but especially in courses in logic, critical thinking, the philosophy of language, theory of knowledge, and philosophy of science. In addition, ethics courses provide students training in thinking clearly and carefully about some of the most difficult questions they will invariably confront as they enter the professional world. 6 �The result of an education in logic, theory of knowledge, and philosophy of science is a kind of cross-training for the intellect, made up of careful reading, clear writing, and rigorous, critical, thinking. When this intellectual cross-training is conjoined with the judgment cultivated by ethics courses and courses in the world’s religions, the product is someone who is not only well-prepared to step into a wide range of jobs, but someone who is also well-prepared to know when it’s time to leave a job. Because philosophy majors can both see the big picture and understand the most precise details and because they can question assumptions, analyze arguments, and occupy and understand alternative perspectives without getting lost, they tend to stand out. And because their training is in how to think well both in and out of the box, they are unusually nimble in dynamic environments in which complex decisions have to be made. And because they have been trained to think well and write clearly about basic questions, philosophy majors are wellprepared for talking and working with other humanities types, scientists, mathematicians, computer scientists, 7 �lawyers, marketers, journalists, physicians, policy makers, indeed, anyone who has to think for a living. Not surprisingly, businesses recognize the benefits that philosophy majors bring to their enterprises. Articles have appeared recently in Business Week, The Guardian, The London Times, The Times Education Supplement, and the New York Times extolling the benefits of being a philosophy major for business. 2 What these articles consistently note is that while businesses have more than enough experts working hard on specific problems, they also reliably need individuals who can “connect the dots,” employees who can extract knowledge from a specialist’s expert domain without getting trapped in the expert’s silo. For that kind of undertaking, a philosophic training is tailor-made. But it’s not just business that benefits when philosophy majors are hired. Graduate and professional programs alike welcome philosophy majors because they know that philosophy majors will perform well. One measure of their readiness for graduate and professional school is “Philosophy is Back in Business,” Business Week 1/12/2010; David Brendel, “How Philosophy Makes You a Better Leader,” Harvard Business Review 9/19/2014; “In a New Generation of College Students, Many Opt for the Life Examined,” New York Times 4/6/2008; “I Think, Therefore, I Earn,” The Guardian 11/20/2007; “More Things in Heaven and Earth, Horatio,” Times Higher Education Supplement 01/09/2009; 2 8 �their performance on entrance exams. If the following isn’t already known to this audience, it should be: philosophy majors consistently score highest of all disciplines on both the Graduate Record Exam’s and the LSAT’s verbal reasoning and analytical writing sections, and highest of all non-engineering or natural science disciplines on the quantitative reasoning sections as well. 3 Perhaps I’ve now done more than what is required to persuade you that the job prospects for philosophy majors are surprisingly good. In the remainder of this presentation, I’d like to comment on one way of understanding what it means to “be philosophical” about issues when those issues are not discussed professionally by philosophers or taught in the classroom. One of the virtues of philosophic training is that it cultivates within us a type of cognitive pleasure enjoyed when we read carefully and exercise our ability to think. This cognitive pleasure is one of the many consequences of a training that insists on self-disciplining the 3 Philosophy Majors and the Graduate Record Exam (GRE) http://www.ets.org/s/gre/pdf/gre_guide.pdf 9 �imagination, which, when left free to roam on its own, inevitably falls down one rabbit hole after another, often with disastrous consequences. In his Aims of Education,4 Alfred North Whitehead puts the fundamental point succinctly: “freedom and discipline are the two essentials of education” (p.30), the former because without it education reduces to tedious indoctrination, the latter because with it the cognitive power required for what he calls “the adventure of life (Whitehead, p.98) is achieved. When we willingly (and sometimes, it must be admitted, painfully) subject our free-roaming imagination to the rigor and precision of philosophy, then so long as that training has been welldesigned and is executed with care, the product is a human mind that has “an intimate sense” for the power, beauty, and structure of ideas (Whitehead, p.12). From that cognitive dexterity emerges a unique cognitive pleasure, a delight that we take in the ways ideas fit together and fall apart, in the unexpected implications that ideas sometimes have, and in the realization that 4 Alfred North Whitehead, The Aims of Education and Other Essays (NY: Free Press, 1967) 10 �our cognitive powers are actually greater than we might ever have imagined. Having achieved some level of cognitive competence, a properly trained mind is progressively liberated from the blinders others want us to wear and which we all too often put on ourselves. For the curiosity and imagination characteristic of the Aristotelian human being, having been disciplined by philosophical training, are now free to wander where directed. And she may be confident that her habituated cognitive skillfulness will lead either to a positive outcome or to an opportunity for further reflection and deliberation. Even if the latter is occasioned because something awful has happened, it is for the well-trained mind not without consolation, for the reflection and deliberation prompted by a bad outcome is as much a cause for some, albeit different, cognitive pleasures as those that would have been occasioned by a good outcome. I believe that it’s this kind of puzzling response that marks people off as “being philosophical.” True, we sometimes use the description to characterize people who are fatalistic or, if that goes too far, are at least 11 �atypically restrained about misfortunes. But so long as we fail to acknowledge that one so described by the epithet might have reason not to be completely crushed by hardship, we miss a part of what it is be philosophical, namely, to have an unquenchable capacity to be surprised and filled with wonder by the world and its inhabitants, even when their antics cause distress. I’ve called the cognitive power subserving this cultivated cognitive pleasure a virtue. I think it is. Unfortunately, it can also be a vice, as occurs for instance when it is unleashed as a display on the unsuspecting. Moreover, even where it remains a virtue, cognitive power and the pleasure taken in it are often baffling to others who know nothing of them. The philosophically-trained and philosophically-minded person acknowledges both vice and puzzlement, and tries to avoid the former while explaining, where appropriate, the latter. Some of us become professors and have the opportunity to represent the type while providing elements of the training required for reproducing it. I suspect that the habituated disposition to dynamic and measured judgment, judgment informed by multiple 12 �levels of analysis and different perspectives, is part of what Crosby was after when he predicted that I would be better off for having been a philosophy major. Suffice it to say, it’s what I took from the training that he and some of my other professors gave, and it’s a significant part of what my philosophical colleagues and I try to exemplify and impart. We frequently fail, as we must, but the great works of philosophy continue to remind us of what has been, and still can be, achieved. Rex Welshon 13 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "What is Liberal Education For?" 2014 Conference Papers Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe Date A point or period of time associated with an event in the lifecycle of the resource 2014-10 Rights Information about rights held in and over the resource Meem Library has been given permission to make these items available online. Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 13 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Philosophical training, dynamic thought, and the pleasures of cognitive power Description An account of the resource Paper presented on October 17, 2014 by Rex Welshon at What is Liberal Education For? : a conference at St. John's College on the 50th Anniversary of the Santa Fe campus. Creator An entity primarily responsible for making the resource Welshon, Rex, 1955- Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2014-10-17 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Education, Humanistic Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 24004555 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/220754f866ae2702590aa02713e4f890.pdf 74dd5cf2f8f3627a67a1a8115aa8e7c0 PDF Text Text Paul Wilford Dec. 15th 2014 The Ethical Community and the Cultivation of Virtue in Kant’s Rational Religion Insisting on the radical autonomy of human agency, Kant is often understood as developing a form of morality intended to be universally applicable regardless of the prevailing nomoi of any given socio-political order. Since the ground of morality lies in every man’s capacity for spontaneous self-determination, one ought always and everywhere to be able to determine one’s will in accordance with the moral law. Such an image of human morality seems to insulate the individual from the influence—whether for good or ill—of his or her community, and since only intentions (not outcomes) determine the goodness of a moral choice, it seems to make morality an internal and private affair. In Religion Within the Bounds of Mere Reason, however, Kant explores the importance of man’s communal life, especially his religious practice, for the cultivation of moral individuals. Arguing that we are receptive to public representations of the good, the holy and the just, Kant concludes that we are duty bound to be concerned with the community’s understanding of virtue and how it represents this understanding to itself. To this end, Kant explores the role of the church both as an empirical, historical reality and as a rational idea. By connecting the individual’s pursuit of morality with that of his companions, the church—not simply as an aggregate of individuals but as a collective whole of some sort—constitutes a distinct domain of human activity. Understood in its rich complexity as the realm in which the ethical is made manifest in imaginative story, customary practices and aesthetic representations, the church is the medium in which an individual interacts in a distinctly moral way with his or her peers. In particular, the church is the domain for the articulation and the realization of our shared moral ideals. Accordingly, it is communal not only insofar as it is the locus of our moral education in the present but also, and more importantly, in its being the vehicle of our future 1 �Paul Wilford Dec. 15th 2014 aspirations. This two fold temporal orientation works in tandem with a twofold logical orientation: the church is the medium in which one relates, on the one hand, to one’s concrete, particular peers in the performance of moral duties and obligations to those around us—what we might call moral neighborliness—and, on the other, to the species as a whole, through our hope for the realization of the highest good—or, what Kant calls “the wish of all well-disposed human beings, that the kingdom of God come, that his will be done on earth.”1 In the following, I want to show how Kant’s notion of an ideal church—what Kant calls the “ethical-community”—constitutes a response to these two dimensions of human concern. From the perspective of the developing individual, the church is the institution that most aids his moral maturation; because we are not simply rational automatons, its principal role is pedagogic, leading individuals from the inchoate and confused mess of conflicting moral beliefs and habits to our natural fulfillment as rational moral agents. From a more global perspective, the church is not only an organ of education—a mechanism for promoting the flourishing of discrete individuals—it is the collective and shared project to which we all ought to be directed and in which we find our deepest satisfaction. In short, it is the realm in which the summum bonum returns to Kant’s socio-political thought. The paper will have three sections. First, I will describe the peculiar anthropology Kant offers in Religion Within the Boundaries of Mere Reason, specifically how the notion of “radical evil” and two related features of human practical reason substantially modify the standard or “textbook” picture of Kant’s account of rational agency. Second, I will show why the ethicoreligious sphere is necessarily distinct from the juridico-political, and as such constitutes a 1 Immanuel Kant, Religion Within the Boundaries of Mere Reason, in Religion and Rational Theology, The Cambridge Edition of the Works of Immanuel Kant, trans. and ed. Allen W. Wood and George di Giovanni, (Cambridge: Cambridge University Press, 2001), 6:101. Citations will refer to the standard Prussian Academy Edition of Kant’s collected works by giving volume and page number, except for references to the Critique of Pure Reason, which cite page numbers from the first (A) and second (B) editions. 2 �Paul Wilford Dec. 15th 2014 response to this insight into the human condition. Third, I will treat Kant’s account of how the full and complete realization of man’s moral efforts would issue in a unique form of communion, “the ethical community.” Finally, I will conclude with some suggestions as to why Kant thinks such a communal end is the culmination of our activity as autonomous individuals. I. Kant’s Religious Anthropology Kant is often criticized for presenting a picture of human psychology that is either naïve or perverse and a moral philosophy that is either excessively rigorous or fantastically idealistic. Moreover, Kant’s picture of an independent, autonomous agent engaged in self-legislation, continually observing the dictates of the universal moral law regardless of particular exigencies, appears to exemplify those trends in modern philosophy that depict man as an atomistic being endowed with a ratiocinative capacity but lacking any essential connection to those around him. In light of such an image of the human, one might wonder why religion is necessary. What role could a church play, if the human is a kind of self-sufficient, moral res cogitans? However, in a few easily overlooked remarks in The Groundwork of the Metaphysics of Morals, Kant reminds his reader that the description of moral agency from the a priori perspective “needs anthropology for its application to human beings.”2 That is, since the structural principles of morality are derived “from the universal concept of a rational being as such,” understanding what is distinctively human requires an anthropology to connect the pure principles of a priori moral reasoning, which “hold for every rational being,” with the embodied, localized flesh-and-blood person.3 Such an anthropology would account for the peculiarities of 2 Immanuel Kant, Groundwork of the Metaphysics of Morals, in Practical Philosophy, The Cambridge Edition of the Works of Immanuel Kant, trans. and ed. Mary G. Gregor (Cambridge: Cambridge University Press, 1996), 4:412. 3 Ibid., 4:412. 3 �Paul Wilford Dec. 15th 2014 the human condition, distinguishing man’s rationality and will from their pure or angelic counterpart. In particular it would account for both man’s fallibility and his perfectibility. In other words, as should become clear in the following, this anthropology would explain why the rational animal needs religious institutions. In Religion Within the Boundaries of Mere Reason, Kant goes some way to offering such an anthropology, describing three distinct but interconnected elements of the human constitution that characterize our exercise of practical reason: (1) radical evil, (2) the need to posit ends, (3) receptivity to conditions. Kant argues that since all action is preceded by a determination of the will in accordance with a maxim, any evil deed is the result of the willfull subordination of the claims of duty to the claims of “self-love.” Consequently, “it must be possible to infer a priori from a number of consciously evil actions, . . . an underlying evil maxim, and from this, the presence in the subject of a common ground . . . of all particular morally evil maxims.”4 In the very essence “of a human being,” therefore, there must lie a propensity to evil.5 That is, the source of evil cannot be man’s sensual nature or his natural desire for happiness, there must be something in his will that actively subordinates the dictates of the moral to such heteronomous ends. Thus, “the ground of evil cannot lie in any object determining the power of choice through inclination, not in any natural impulses, but only in a rule that the power of choice itself produces for the exercise of its freedom.”6 Thus the ground of evil lies in man’s capacity to give himself rules, in his very capacity for autonomous action.7 The will, therefore, is the locus for a war between two 4 Kant, Religion Within the Boundaries of Mere Reason, 6:20. Ibid., 6:21. 6 Ibid., 6:21. 7 It is not mere sensual receptivity or the promptings of natural instinct that interfere with the adoption of genuine moral principles. There must be, in addition, some active resistance on our part to the adoption of moral maxims. “Genuine evil consists in our will not to resist the inclinations when they invite transgression” (Ibid., 6:58). Since, the universal command of the moral law is always present to us, we must be actively turning away from it in all evil 5 4 �Paul Wilford Dec. 15th 2014 countervailing propensities. The individual is “by nature” both good and evil because “he holds within himself a first ground” for the adoption of good (lawful) or evil (unlawful) maxims, and “he holds this ground qua human.”8 The realization or actualization of this propensity for evil depends on what Kant identifies as one of “the inescapable limitations of human beings and of their practical faculty of reason” namely that we are unable to determine our will independent of a specified end or goal.9 Kant states that, unlike angels, “in the absence of all reference to an end no determination of the will can take place in human beings at all, since no such determination can occur without an effect, and its representation.”10 For human beings self-determination is teleological. Our awareness of the moral law may provide a “how,” but without a “whither” or wherefore we cannot act.11 In “every action,” man seeks “something in it that might serve [him] as an end,” which, though it comes “last in practice,” is “first in representation and intention.”12 For the human, pure lawfulness—being motivated solely by the form of law is an ideal; man necessarily asks himself: “What is then the result of this right conduct of ours?”13 But to have some motive force in the determination of our will, such ideas must be given representational form, requiring “morally oriented reason [to] call (through the imagination) sensibility into play,” thereby connecting man to locally available sensible material.14 This need for representation is also described by Kant as an inexorable limitation of human reason, which demands “for even the highest concepts and grounds of reason something that the senses can deeds. Thus while man may have immediate access to something unconditioned in his awareness of the moral law, he is nevertheless beset by a propensity toward evil, a perversion in the very capacity for self-determination that is the ground of mankind’s freedom, moral action and dignity. 8 Kant, Religion Within the Boundaries of Mere Reason, 6:21. 9 Ibid., 6:7. 10 Ibid., 6:4. 11 Ibid., 6:4. 12 Ibid., 6:7. 13 Ibid., 6:5. 14 Ibid., 6:23n. 5 �Paul Wilford Dec. 15th 2014 hold on to.”15 This need for a representation of an end to precede all our actions means that we are receptive to the political, cultural and social circumstances within which we exercise our freedom. Such receptivity makes political life possible, but it also means, whether for good or ill, that we in fact exercise our freedom in response to the community’s representation of moral ideas such as the holy, the just and the good and metaphysical ideas of God, freedom and immortality. The domain in which such ideas shape our lives as moral beings is properly understood as the ethico-religious sphere, which is the moral (as opposed to the legal) aspect of our public, communal lives. II. Politics versus Religion Kant introduces the need for an ethico-religious sphere distinct from the political through an account of how the three foregoing attributes of human practical reason are affected by our social life. Appropriating Rousseau’s account of the baleful affects of amour-propre, Kant argues that our social life is the source of many of our moral shortcomings, provoking “envy, addiction to power, avarice, and the malignant inclinations associated with these.”16 Social life promotes such corruption because it spurs the deleterious dimension of what Kant calls our “predisposition to Humanity”. This “inclination to gain worth in the opinion of others” makes us responsive to social opprobrium or approbation and so susceptible to moral education, but it also can easily lead to the desire “to acquire superiority for oneself over others,” thus inclining us to value ourselves comparatively or relatively rather than in relation to a rational universal standard.17 15 Ibid., 6:109. Cf. Ibid., 6:65n; 6:80. Ibid., 6:93. 17 Ibid., 6:27. 16 6 �Paul Wilford Dec. 15th 2014 To counteract the morally adverse effects of social life requires comprehensive reform, which is to be achieved through the formation of “a union which has for its end the prevention of evil and the promotion of the good in the human being – an enduring and ever expanding society, solely designed for the preservation of morality by counteracting evil with united forces.”18 Kant describes such an "association … under the laws of virtue" as "ruled" by the idea of promoting the good principle.19 In being commonly directed toward this end, the association attains unity—the idea functioning as a principle of wholeness. In this regard, Kant’s description of the ethical community recalls the classical political thesis that a polity attains unity by having a common object of interest.20 Yet, and this is the decisive difference, this ethico–civil society is entirely distinct from the juridico–civil society.21 So even though such an association may emerge in a particular juridico–civil society and any given individual may belong to both societies, it has “a special unifying principle of its own (virtue) and hence a form and constitution essentially distinct from those of the other.”22 18 Ibid., 6:94. Ibid., 6:94. 20 Cf. Augustine’s exemplary formulation of this principle: “Suppose that we were to define what it means to be a people (populus) not in the usual way, but in a different fashion – such as the following: a people is a multitudinous assemblage of rational beings united by concord regarding loved things held in common. Then, if we wished to discern the character of any given people, we would have to investigate what it loves. And no matter what an entity loves, if it is a multitudinous assemblage not of cattle but of rational creatures and if these are united by concord regarding loved things held in common, then it is not absurd to call it a people; and, surely, it is a better or worse people as it is united in loving things that are better or worse. By this definition, the Roman people is a people, and its estate (res) is without doubt a commonwealth (res publica). What this people loved in earlier times and what it loved in the ages that followed the practices by which it passed into bloody sedition and then into social and civil wars, tearing apart and destroying that concord which is in a certain manner the health and welfare (salus) of a people – to this history bears witness. . . . And what I have said concerning this peaceful and concerning its Commonwealth, this also I should be understood to have said and thought concerning the Athenians, the rest of the Greeks, . . . and the other nations as well” (Qtd. in Paul Rahe, Republics Ancient and Modern). Exploring the possibility that Kant is giving a secularized version of Augustine’s account of two political communities would be an especially fruitful avenue for illustrating: (1) although Kant’s juridico-political thought is, unlike the Ancients, negatively determined in the tradition of Hobbes, the ethical community is determined by its telos, which (2) seems to indicate the persistence of a quasi-theological aim in the communal project of the ethical community that is, perhaps, also motivated by a similar erotic longing. 21 Kant, Religion Within the Boundaries of Mere Reason, 6:94. 22 Ibid., 6:95. 19 7 �Paul Wilford Dec. 15th 2014 Thus, although there is “a certain analogy between the two, when considered in general as two communities,” they must be understood as pertaining to different realms and achieving their ends through different means. Three differences, in particular, are especially important: (1) Even though both associations pertain to social relations, the ethico-civil community is concerned with the formation of an internal disposition rather than the regulation of externally directed actions. (2) Whereas a juridico-civil or political state is defined by the use of coercion to enforce public laws, “an ethico-civil state is one in which individuals are united under laws without being coerced, i.e. under laws of virtue alone.”23 For Kant, one cannot coerce virtue or force people to be free. (3) Whereas political communities are always particular, parochial groupings of individuals, “the concept of an ethical community always refers to the ideal of a totality of human beings.”24 Nevertheless, there remains an important analogy between the two that helps to bring into focus Kant’s understanding of the role of an ethical-community in the formation of autonomous individuals. Just as a form of civil society is the political response to the juridical state of nature or the lawless war of all against all, so too is the ethical community intended as a response to what Kant calls an “ethical state of nature,” which like the juridical state of nature is one of unremitting conflict, “in which the good principle, which resides in each human being, is incessantly attacked by the evil which is found in him and in every other as well.”25 This is due not only to the moral disposition of individuals but above all to the chaos of conflicting opinions about virtue. That is, human beings “mutually corrupt one another’s moral predisposition and, even with the good will of each individual, because of the lack of a principle which unites them, they deviate through their dissensions from the common goal of goodness, as though they were 23 Ibid., 6:95. Ibid., 6:96. 25 Ibid., 6:96-7. 24 8 �Paul Wilford Dec. 15th 2014 instruments of evil, and expose one another to the danger of falling once again under [evil’s] dominion.”26 The “ethical state of nature” does not consist in brutish violence like that of the lawless political state of nature, where man reacts to natural impulses—especially, the desire for selfpreservation—but in a distinctly human form of discord, namely, "a public feuding between the principles of virtue and the state of inner immorality which the natural human being ought to endeavor to leave behind as soon as possible.”27 Our natural ethical state is not one of mere lawlessness, but rather one of disagreement about what should govern our conduct, about what laws ought to be followed, about the precise content of ethical ideas.28 This external contention is then mirrored in our internal disposition; we reflect the confusion of conflicting moral ideals. Disagreement over ethical ideas leads to a kind of disorder in the soul that impedes our moral efforts. Just as, in the Preface to the first Critique, Kant warned of the deleterious and ultimately nihilistic effects of theoretical disagreement about metaphysics, Kant here emphasizes the effects of contentions debate over first principles on our ethico-religious lives.29 III. Ethical Community as Highest Good The ethical-community is, therefore, an ideal of concord or agreement about the essential principles of morality. Of course, mere concord or agreement is insufficient to correct the insidious effects of amour-propre that characterize our sociality. To rectify the problems inherent in our nature as gregarious animals—namely our tendency to judge our worth through 26 Ibid., 6:97. Ibid., 6:97. 28 And, in so far as it is public, it requires man to have already left the juridical state of nature; there must be a public sphere within which an individual can disagree with his or her peers. 29 See especially Kant, Critique of Pure Reason, Avii-Axii, Bxxxiv-xxxv. Cf. discussion of the need to discipline reason in Ibid., A751-52/B779-780. 27 9 �Paul Wilford Dec. 15th 2014 comparison with others—requires the elevation of “true virtue” or autonomy. Only such a universally applicable principle of morality, which is concerned with the internal disposition of each individual’s will rather than external outcomes, can address our innate desire for distinction, i.e., to be recognized as superior. In this regard the principle of autonomy is strikingly in accord with aspects of Christian morality insofar as there is one standard common to all regardless of natural differences, particular circumstances or historical accidents; it is universal and concerned with intentions rather than outcomes, with purity of heart rather than excellence of judgment. Yet, as we are necessarily teleological beings, the bare principle of autonomy in the abstract is insufficient to determine our will. The content of the ethical teaching requires the specification of projects. Accordingly the ethical-community is principally concerned with the representation of two convergent ideals. On the individual, internal level, the ultimate end of individual moral striving is a pure or holy will, i.e., a will determined solely by the dictates of the moral law. On the corporate level, the formation of a perfectly just community, wherein merit receives its due reward, i.e., where virtue and happiness are correlative. One of the great achievements of Christianity, in Kant’s mind, is the representation of these two moral ideals in the biblical presentation of Jesus as a moral exemplar and the idea of the kingdom of God as a perfectly righteous community enjoying God’s beatitude. Thus, the formation of the ethical community would not only serve to bring order to the conflicting variety of moral opinions and resolve the tension between different moral frameworks, reconstituting the moral landscape within which individuals reach maturity, it also provides them two specific tasks: the perfection of the will and the perfection of the community. These two projects seem oppositely directed—one inward, the other outward—and yet the two projects converge, for the success of each is dependent on the other. True holiness is impossible 10 �Paul Wilford Dec. 15th 2014 outside the truly moral world and the truly moral world requires all rational agents to be holy. One is therefore not only concerned with one’s own purity, one’s own moral rectitude but that of one’s neighbors as well. In the idea of the ethical community, interiority and intersubjectivity are linked through the positive moral obligation to bring “the kingdom of ends” into being.30 Kant stresses that this obligation is a unique duty “of the human race toward itself.”31 Though unlike all other duties, this most comprehensive and global of moral injunctions is an indispensible part of what Kant calls, in the Groundwork of the Metaphysics of Morals, “the true vocation of reason,” namely to produce “a will that is good, not as a means to other purposes, but good in itself.”32 For every species of rational beings is objectively - in the idea of reason - destined to a common end, namely the promotion of the highest good as a good common to all. But, since this highest moral good will not be brought about solely through the striving of one individual person for his own moral perfection but requires rather a union of such persons into a whole toward that very end, [i.e.] toward a system of well-disposed human beings in which, and through the unity of which alone, the highest moral good can come to pass.33 To grasp the full import of Kant’s claim it’s helpful to step back and recall the precise meaning of the highest good. The idea of the highest good plays an essential role in Kant’s critical philosophy. In the “Canon of Pure Reason” in Critique of Pure Reason, the highest good is defined as the comprehensive convergence for all rational beings of the “worthiness to be happy” and happiness.34 Here, the significance of the highest good for Kant’s attempt to elaborate a systematic philosophy is made clear; for it is only through the idea of the highest good that we 30 Kant, Groundwork of the Metaphysics of Morals, 4:433-437. Note Kant’s remark that “Teleology considers nature as a kingdom of ends, morals considers a possible kingdom of ends as a kingdom of nature. In the former the kingdom of ends is a theoretical idea for explaining what exists. In the latter, it is a practical idea for the sake of bringing about, in conformity with this very idea, that which does not exist but which can become real by means of our conduct” (4:437n.). Cf. Ibid., 4:462. 31 Kant, Religion Within the Boundaries of Mere Reason, 6:97. 32 Kant, Groundwork of the Metaphysics of Morals, 4:396. 33 Kant, Religion Within the Boundaries of Mere Reason, 6:97-8. 34 Kant, Critique of Pure Reason, A813/B841; A804/B832-A805/B833. 11 �Paul Wilford Dec. 15th 2014 can conceive of the convergence of the natural, phenomenal world, governed by strict apodictic laws, and the noumenal realm of freedom, governed by the moral law, and thereby conceive of the unity of reason’s activity. For this reason, Kant calls the ideal of the highest good “a determining ground of the ultimate end of pure reason.” The very systematicity and coherence of Kant’s philosophy, thus, depends on the teleology of the highest good.35 For Kant, the highest good is both an ethical-religious principle and a metaphysicalphilosophical principle; it orients our ethical and religious lives by providing a principle of unity that reconciles the doubleness that characterizes our situation as rational but finite beings. The project of realizing the highest good, whose religious form would be the establishment of an ethical-community, is therefore not an ancillary, contingent addendum but an integral part of Kant’s systematic philosophy. In other words, for Kant, to be rational requires striving for the realization of the ethical community, for the perfectly rational and moral church. However this effort to bring a moral whole or a fully rational world into being differs from other moral injunctions, which—in accordance with the Kantian adage that ought implies can—“concern what we know to reside within our power.”36 Working toward the ethicalcommunity is “the idea of working toward a whole of which we cannot know whether as a whole it is also in our power: so the duty in question differs from all others in kind and in principle.”37 Such a duty, therefore, generates a “moral need” for another rational idea, “namely that of a higher moral being through whose universal organization of forces of single individuals, insufficient on their own, are united for a common effect.”38 It is in a sense a moment of 35 N.B. Kant’s description of philosophy in the ‘archetectonic of pure reason’ as “the science of the relation of all cognition to the essential ends of human reason (teleologia rationis humanae). Ibid., A832/B860-A851/B879; A839/B867. Cf. Kant, Critique of Practical Reason, 5:108-113. 36 Kant, Religion Within the Boundaries of Mere Reason, 6:98. 37 Ibid., 6:98. 38 Ibid., 6:98. 12 �Paul Wilford Dec. 15th 2014 humility, of man’s awareness of his own insufficiency for fulfilling his highest purpose that is the basis of his relation to the divine. Just as it is our epistemological limitations in the speculative domain that “make room for faith,” it is the recognition of our limitations in the moral realm that lies at the font of man’s religious convictions.39 Moreover, the ethical-community requires belief in God or a moral lawgiver since all its laws “are exclusively designed to promote the morality of actions (which is something internal, and hence cannot be subject to public human laws).”40 The interiority of the ethical requires a transcendental lawgiver—someone, “with respect to whom all true duties, hence also the ethical, must be represented as at the same time his commands; consequently, he must also be one who knows the heart, in order to penetrate to the most intimate parts of the disposition of each and every one,” and therefore be able to give “to each according to the worth of his actions.”41 Such a legislator is, of course, nothing other than “the concept of God as a moral ruler of the world.”42 Conclusion: To reiterate, there is a “moral need” for this higher moral being, for only such a being can secure the end to which the ethical community is directed and can guarantee the ultimate convergence of freedom and nature, morality and happiness. Only such a being can fully satisfy the demands of morality and therewith reason’s need for coherence and systematicity. Hence, this unique duty of the human species to itself, which is the religious manifestation of the idea of the highest good, is coherent only if the species conceives of itself “as a people under divine 39 Immanuel Kant, Critique of Pure Reason, The Cambridge Edition of the Works of Immanuel Kant, trans. and ed. Paul Guyer and Allen W. Wood (Cambridge: Cambridge University press, 1998), Bxxx. 40 Kant, Religion Within the Boundaries of Mere Reason, 6:99. 41 Ibid., 6:99. 42 Ibid., 6:99. 13 �Paul Wilford Dec. 15th 2014 commands, i.e., as a people of God.”43 Man becomes himself and fulfills his highest purpose only through understanding himself in relation to something above and beyond himself. The individual’s pursuit of virtue entails the postulation of moral ends, these ends form a unity only in a species wide teleological project, and the project can only be reasonably pursued, if we believe in a divine authority. The individual’s pursuit of his own autonomy, the perfection of himself as a self-legislating being, or what we might think of as his pursuit of wholeness requires promoting the wholeness of the entire species. The individual’s good is intimately linked with the good of the species and the good of the species cannot be thought or pursued without belief in the benevolence of a divine providence that will ultimately reconcile the rift between freedom and nature at the heart of the cosmos. 43 Ibid., 6:99. 14 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "What is Liberal Education For?" 2014 Conference Papers Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe Date A point or period of time associated with an event in the lifecycle of the resource 2014-10 Rights Information about rights held in and over the resource Meem Library has been given permission to make these items available online. Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 14 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 ethical community and the cultivation of virtue in Kant's rational religion Description An account of the resource Paper presented on October 17, 2014 by Paul Wilford at What is Liberal Education For? : a conference at St. John's College on the 50th Anniversary of the Santa Fe campus. Creator An entity primarily responsible for making the resource Wilford, Paul Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2014-10-17 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Kant, Immanuel, 1724-1804. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 24004556 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5833299bd9ccb17e9e3f0ff2f9d8a699.pdf a0f0454c8605a9807f9a4373d38d47a0 PDF Text Text Liberal Education in the Broad Buddhist Tradition: Visions and  Seminal Texts1   Shih Yu “Franklyn” Wu  Dharma Realm Buddhist University    I joined Dharma Realm Buddhist University (DRBU) in Fall 2010 just as the university began  to undergo a transformation. Aiming to expand its reach beyond a small community of  monastic and lay students whom it had served since 1976, the leadership of DRBU and its  parent organization initiated a campaign to redesign the university from the ground up. As we  began the campaign, we found ourselves asking questions such as “What does a Buddhist  college look like?” “What does a liberal education in the Buddhist tradition mean, and what is  it for?”    After much collective critical reflection on these and other related questions, we worked to  capture the main thrusts of our discussions in a reformulated mission statement for the  university:    [DRBU] is a community dedicated to liberal education in the broad Buddhist  tradition—a tradition characterized by knowledge in the arts and sciences,  self–cultivation, and the pursuit of wisdom. Its pedagogical aim is thus twofold: to  convey knowledge and to activate an intrinsic wisdom possessed by all individuals.  Developing this inherent capacity requires an orientation toward learning that is  dialogical, interactive, probing, and deeply self–reflective. Such education makes one  free in the deepest sense and opens the opportunity to pursue the highest goals of  human existence.    This statement became the basis for all subsequent developments of DRBU. Today, DRBU  offers two liberal education program: one masters­level and one bachelor­level. These two  programs are based on an educational model similar to models used at a number of colleges  loosely, and perhaps imprecisely, categorized as “Great Books Colleges.” DRBU’s programs  have a sequentially built, all­required curriculum consisting of a collection of seminal classical  texts from Europe, India, and China with a distinct emphasis on texts from the broad Buddhist  tradition. Both programs also include a series of translation­oriented language tutorials in  Classical Chinese and Sanskrit, and in the BA program we have added mathematics, natural  science, and music tutorials.     At DRBU, we want our students to take on their own “pursuit of wisdom,” even if, when they  first start the journey, they might not be able to grasp or articulate what wisdom is and how to  pursue it. The two curricula are virtually free of conventional textbooks or secondary criticisms  and the discipline expertise that tends to come with those materials. Instead, our students’  1  A small section of this paper was adapted from the 2013­2014 DRBU Catalog, which I co­drafted with  several other members of the DRBU faculty.  1  �reading lists consist of classical great works. To further encourage direct encounters with the  texts, we also conduct our classes in a seminar style where discussion about the materials at  hand is the main mode of instruction. To do this, we as professors eschew the role of  authoritative expert in the classroom and act more as advanced learners. This shift in role  away from a more conventional understanding of “college professor” also allows all of us an  opportunity to learn something new outside of our fields and eventually become capable of  leading classes across the curriculum.     DRBU further added an experiential component to the two programs that entails close reading  of primary sources done in conjunction with a “laboratory” experience consisting of different  contemplative exercises. This unique hermeneutical tool, where intellectual inquiry is informed  and enhanced by contemplative practice, allows students to gain a fuller appreciation of  classical texts as both philosophical treatises and dynamic methods of inquiry. This  component is currently being tested with readings of Buddhist texts, though we are exploring  the idea of adding this experiential components to other texts in our curriculum.    DRBU’s decision to adopt and adapt this educational model is a carefully­considered one that  took much research as well as individual and group deliberation. This choice is a tribute to the  foundation that St. John’s College has laid down and the quality of education it continues to  offer today to its student. Crucially, we found a high degree of compatibility between this  model and our vision of Buddhist liberal education. I want to use this opportunity to share  several examples of seminal texts that help to shape that vision.    Interestingly, I find myself starting this discussion at the end­­with the penultimate chapter of  the Avatamsaka (or Flower Adornment) Sutra, perhaps the grandest of all Buddhist classics.  The Gandavyuha chapter is an epic that tells the tale of the youth Sudhana’s spiritual quest.  In this epic, Sudhana encounters the bodhisattva Manjushri and resolves to realize ultimate  awakening (bodhisattvas are beings who have awakened to the nature of things and also  assist others toward the same awakening). In the subsequent exchanges, Manjushri advices  Sudhana that drawing near wise and good­knowing friends or teachers on the spiritual path  serves as the beginning and the logical course toward perfect wisdom. These wise and  good­knowing friends or teachers are referred to with the Sanskrit word “kalyanamitra”. This  word is often translated as spiritual friend, noble friend, or good­knowing­and­wise friend.  Although it is frequently used to designate a wise teacher who is more advanced along the  path of learning (such as the Buddha), it has also been used to indicate wholesome and  beneficial friendships among peers.     Heeding the advice, Sudhana takes Manjushri as his first wise teacher and asks him a series  of questions related to how one can learn and perfect practices of a Bodhisattva: (again  Bodhisattvas are beings who are themselves awakened and are assisting others toward  awakening)    2  �How is a bodhisattva to study [cultivate, tend toward, maintain, purify, accomplish,  follow, recollect, expand] Bodhisattva practices?2      Without responding to Sudhana’s questions directly, Manjushri reiterates the importance of  drawing near wise teachers. He then helps Sudhana refine his questions, and sends him to  pose these questions to the next wise teacher. The same pattern is repeated fifty some odd  times on Sudhana’s journey: Sudhana poses the questions to a wise teacher or noble friend ,  he or she responds to Sudhana’s questions, those responses lead to further questions, and  the teacher or friend sends Sudhana to the next teacher or friend to pose the set of new or  refined questions. Toward the end of the epic, Sudhana experiences an awakening during his  encounter with the bodhisattva Maitreya. Maitreya informs Sudhana that his next kalyanamitra  will again be his first: Manjushri, with whom he started his journey. Instead of refining or  changing Sudhana’s questions like the previous teachers did, he suggests that Sudhana  returns to the initial questions he asked Manjushri during their first encounter. Maitreya also  promises that Sudhana’s journey will come to an end of sort and he will find out from  Manjushri who his ultimate kalyanamitra is.    Next, as Sudhana travels to meet Manjushri, Manjushri extends his hand over a vast distance  and rubs Sudhana’s head. Then without entertaining the questions Sudhana had during their  first encounter, Manjushri praises Sudhana for undertaking the journey, has a wordless  exchange with Sudhana, and disappears. Sudhana, now awakened, ends his journey where  he started­­with Manjushri, the symbol of great wisdom. The bodhisattva also hints to  Sudhana that ultimately, he is his own true kalyanamitra.     This epic highlights a key concept that underlies the founding vision of DRBU: that wisdom,  even in its highest form, is inherent in all individuals and that therefore the pursuit of wisdom  may ultimately be an internal one. Second, even though wisdom is inherent, it is latent in most  individuals, and activating and drawing out wisdom requires efforts, perseverance, and  guidance from wise teachers and noble friends. Third, Sudhana’s journey from teacher to  teacher is driven by his own resolve for awakening and questions about how he may get  there; as he learns something new, he adjusts his questions with guidance from his wise  teachers so he can inquire even more deeply. His journey therefore models a kind of learning  that begins with curiosity and is sustained by questions. These concepts lend support to an  educational vision that entrusts significant responsibility to the students for their own learning  and fosters a trusting, supportive community of learners. DRBU’s all­required curriculum,  small cohort size, discussion­centered instruction, and the non­expert role that professors  play are well­aligned to this educational vision.    The Gandavyuha epic points to the importance of wise teachers and noble friends in pursuit  of wisdom, which presents a challenge. Although the community of learners that DRBU  2  I like how  Cleary phrases this set of questions in his translation (1178) and the set of verbs (study,  cultivate, tend toward, etc.) from the BTTS translation (209).  3  �faculty and students form may serve the functions of a peer kalyanamitra (or noble friends),  the notion of a wise spiritual teacher (or dare I say, a guru) is not appropriate in a modern  higher education context.     This leads us to the next Buddhist classics: the Mahaparinibbana Sutta. The text begins with  the Buddha informing his disciples that he will die shortly. In response to his disciples’  questions on who will succeed him as their next wise teacher, the Buddha instructed his  students to take as their next “teacher” not an individual, but “the teachings”: the philosophy  and practices leading to self­knowledge and a clear understanding of the nature of reality  (Walshe 270). This vast body of knowledge, initially passed along as an oral tradition,  gradually coalesced into a collection of works known as the Dharma and Vinaya—the  Buddhist classics.      The use of two terms, Dharma and Vinaya, rather than the single term philosophy, highlights  the central defining feature of these works: the dynamic fusion of theory and praxis. Because  the “study of” and “doing of” philosophy mutually respond, the Buddhist classics were not  intended merely as abstract doctrinal expositions of ready­made knowledge. Rather, they  were meant to both inform and form, to explain and engage. Overall, they aim to stimulate an  internal dialogue that encompasses the intellect, imagination, sensibility, and will, a process  called “self­cultivation.” The experiential component previously described is our attempt to  implement this vision of “self­cultivation” in DRBU’s programs.     The Buddha once compared these teachings in self­cultivation to a vast ocean: “...just as the ocean has a single taste—that of salt—in the same way, this Dhamma and Vinaya has a single taste: that of [liberation].” (Thanissaro, “Uposatha Sutta”; sec. 6)  The text invites questions rather than dictate answers: How does each individual construct a  world of meaning, and how can that world be transformed and deepened into a site of  liberation? The freeing up and broadening of the human spirit to pursue such questions was  the original intent of the Buddhist classics and the continuing purpose for studying them now.     The Buddha’s final teaching is strongly suggestive of a curriculum consisting of classical  primary texts and an approach to reading that is both critical and respectful. At DRBU we find  the intent and purpose of freeing up and broadening the human spirit to be part and parcel of  great works from different classical traditions. In fact, extending DRBU’s curriculum to include  primary texts from China and India’s many textual traditions, as well as the classical legacy of  Europe, can be understood as a richer and more meaningful process of broadening and  liberating the human spirit.     Given the vastness of each of these classical traditions, selecting texts for the curricula of  DRBU’s 2­year masters and 4­year bachelor programs has been, and will continue to be the  subject of healthy and active debate among members of the DRBU faculty. Given that  DRBU’s mission statement identifies wisdom as a high­level marker for DRBU’s vision of  4  �Buddhist liberal education, the topic of wisdom seems the most appropriate starting point for  discussion on criteria for selecting texts.     Wisdom is a word many Western scholars use to translate the Sanskrit word prajñā (Pali:  paññā), to distinguish it from knowledge and understanding that is limited to an object or a  subject. It can be rendered loosely as “the act of knowing or understanding.” Various classical  texts have analogized prajñā to a “bright light” (Bodhi, The Numerical Discourses of the  Buddha 519), a “sharp knife” (Thanissaro, “Nandakovada Sutta”), and a “perfectly reflecting  mirror” (Heng Sure and Verhoeven 74).    The perfect mirror analogy describes a refined state of wisdom where the mind reflects the  objects of its consciousness free from distortion and retains no trace of them after they pass.  The knife and the bright light analogies point to the aspect of wisdom as a tool or skill of  inquiry and learning. These two aspects of wisdom form a virtuous cycle: through cultivation,  wisdom grows in effectiveness as a tool on the path of learning and inquiry; the use of this  tool leads to further penetration into the nature of things and ultimately leads to a liberated  mind accompanied by “perfect­mirror” wisdom­­the ability to truly “see things as they really  are.”     Classical commentary on the Sammādiṭṭhi Sutta labeled these two aspects of wisdom  “conceptual right view” and “experiential right view” (Bodhi, “In the Buddha’s Words” 303),  where right view is an alternate term for wisdom. Conceptual right view refers to an  intellectual command of the Buddha’s teaching or philosophy through deep questioning,  rigorous analysis, and precise and nuanced conceptual exercises. The capacity to  assiduously apply conceptual right views clears and sets the stage for direct, unmediated  insight, or ­­experiential right view, ­­to emerge from one’s own experience. In a classic  metaphor, the nature of things is like an object grasped or pointed to by the hand that is  conceptual right view, and experiential right view are the eyes that behold the object.     In the section on right view of the Sammādiṭṭhi Sutta (Thanissaro, “Sammādiṭṭhi Sutta”), the  elder Shariputra points to several structures a person can use to observe and analyze her  experiences and make changes to her attitudes and actions. In traditional texts, these  structures and several others are referred to as “soil of wisdom,” and they are among the  most well known conceptual tools and the most elemental building blocks used for  constructing bigger, more complex edifices. The domains of the soil of wisdom include:    ● The nature of human existence, consciousness, and the objective realm (the Four  Noble Truth, the twelve links of dependent origination, the five aggregates, and the  elements)  ● The mechanisms of causality (the twelve links of origination)  ● An individual’s interaction and interconnection with others and the world around her  (the six sense bases, the elements, the taints, and the nutriments).     5  �Thorough and careful studying of these structures has been a standard part of training for  generations of Buddhist learners, and a strong intellectual grasp and mastery of these  structures is often considered to be a precursor, if not a prerequisite, to their penetration by  experiential wisdom. The examination of soil of wisdom, which requires the application and  development of intellectual skills and capacities, is thus well suited for the arena of higher  education. Further, the different categories of the soil of wisdom­­the nature of human  existence, mechanisms of causality, and the relationship between self and the world­­are  recurring themes that can be found in many seminal and abiding works from different  traditions. This is a useful criterion for selecting texts for the DRBU programs, namely,  whether text provide important insights and stimulate significant questions or deep reflections  about one or more of these themes.    So what is Buddhist liberal education for? The DRBU mission statement gives strong clues for  answering this question, which is why I have use a big part of this paper discussing wisdom  and its pursuit. I will end with two paragraphs from our catalog that were written to provide an  overview of DRBU’s programs:    “The ultimate goal of such inquiry is to develop men and women who can stand on  their own. By directly wrestling with the texts and, by extension, their own thoughts,  feelings, and tendencies, they acquire a hard­won confidence and clarity that serves  as a foundation for engaging life to its fullest. Amid all the conflicting desires and  complex issues they will encounter, such individuals can undertake for themselves to  discern, decide, and act upon what is true to themselves and responsible to others.    In this way, the goal of a liberally educated person is exercised and exemplified in  vivo, all along and throughout their learning experience. We adhere to the dictum ‘as  you hope to arrive, so proceed.’ If the goal is responsible, thoughtful, and creative  citizens, then in their formative experience, students must learn how to take  responsibility for their own development at every turn. The Buddhist view of a liberated  and enlightened individual and the Western view of a liberally educated and  responsible person clearly align on this goal. In both views, the individual is radically  free and radically responsible.”        6  �Work Cited    Trans. Heng Sure and Martin Verhoeven. The Sixth Patriarch’s Dharma Jewel Platform   Sutra. 4th ed. Ukiah: Buddhist Text Translation Society, 2014. Print.  Trans. Buddhist Texts Translation Society. The Flower adornment Sutra: Chapter 39, Entering   the Dharma Realm, Part 1. Talmage: Buddhist Text Translation Society, 1980. Print  In the Buddha’s Words: An Anthology of Discourses from the Pali Canon. Ed. Bhikkhu   Bodhi. Boston: Wisdom Publications, 2005. Print.  ­­­. The Numerical Discourses of the Buddha: A Translation of the Anguttarra Nikaya.   Boston: Wisdom Publications, 2012. Print.  The Flower Ornament Scripture. Trans. Thomas Cleary. Boston & London: Shambhala,   1993. Print  Trans. Thanissaro Bhikkhu. “Uposatha Sutta: Uposatha (UD 5.5).” Access to Insight   (Legacy Edition). 3 Sep. 2012. Web. 12 Oct. 2014.  ­­­. “Nandakovada Sutta: Nandaka’s Exhortation (MN146).” Access to Insight (Legacy   Edition). 30 Nov. 2013. Web. 12 Oct. 2014.  ­­­. “Sammādiṭṭhi Sutta: Right View (MN 9).” Access to Insight (Legacy Edition). 30 Nov.   2012. Web. 12 Oct. 2014.  The Long Discourses of the Buddha: A Translation of the Digha Nikaya. 2nd ed. Trans.   Maurice Walshe. Boston: Wisdom Publications, 1995. Print.      7  � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource "What is Liberal Education For?" 2014 Conference Papers Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe Date A point or period of time associated with an event in the lifecycle of the resource 2014-10 Rights Information about rights held in and over the resource Meem Library has been given permission to make these items available online. Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. 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Title A name given to the resource Cide Hamete Benengeli, author of Don Quixote Description An account of the resource Audio recording of a lecture given on June 29, 2016 by Michael Wolfe as part of the Graduate Institute Summer Lecture Series. Creator An entity primarily responsible for making the resource Wolfe, Michael W. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2016-06-29 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Cervantes Saavedra, Miguel de, 1547-1616. Don Quixote. Language A language of the resource English Graduate Institute https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e73a38ada0423ab5822d6172719ebbdf.pdf d5d1f41eb7329cf75488cdc7f889122b PDF Text Text , -._ . Vol.I No.1 November 18, 1974 The St. John's Review CONTENTS A Laboratory Fantasy by Mary Rogers•••••••••••••••••••••••••••••! Personality and Class by Chris Hoving •••••••••••••••••••••••••••• ) What is an Opening Question? by Gene Heller ••••••••••••••••••••••••••••• ? The Potential of Mana Aristotle in De Anima by Leslie Graves •••••••••••••••• : : •••••••• 12 A Sonnet by Richard Davenport••••••••••••••••••••••29 Une Petite Chanson pour Monsieur Charlie by Gerry Ekman •••••••••••••••••••••••••••• )O Lecture Review by Charles Hoffacker •••••••••••••••••••••.• 41 Letter by Eva Brann••••••••••••••••••••••••••••••48 THE REVIEW1 an Apology by Derek Cross •••••••••••••••••••••••••••• 51 Meditation before a New Publication by Bill Kelley ••••••••••••••••••••••••••• ,60 An Editor's Plea by Joan Silver •••••••••••••••••••••••••••• 62 Future REVIEWS by Gene Heller •••••••••••••••••••••••••••• 6) An Appeal to the Community by Joan Silver •••••••••••••••••••••••••••• 64 Annapolis Md. �November 18, 1974 [ The St. John's Review :] . Derek Cross. Ed1tors .•.•.••••.... • "Bill Kelley Managing Editor ••••••• Gene Heller Administration and College Offices·······Mary Rogers Affairs Concerning . The Deans···········Lesl1e Graves Program Discussions •.. Joan Silver Program Papers ....... Chris Hoving Student Polity ...•... Helen Aikman Richard Davenport L iterary .•..•• Stephanie Slowinski Reviews •••.••........... Kate Owen Alumni ....••....•.. susan Tischler Production• Gretchen Berg, Laura Bridgeman, Matthew DeBacker, Susan DeBacker, Matthew Ellis, Charles Hoffacker, Tom Horvath, Peter Kniaz, Joyce Mendlin, Arlene Roemer, Cheryl Rubino, Annette Tullier Special Thanks to Rick Pla u t , Scott Arcand, and Bob Goifrey �'l'he St. johns Kev1ew I am skeptical of scholarly criticism· of the Lab program, Tht primary difficulty with the Laboratory is self-evident and its solution is non-academic. For nearly two years, tri -and bi-weekQ, I have sat spellbound by fantasies of this solution. I envision an electronic "buzzel" system inobtrusively installed under every Laboratory tableo By each seating position I imagine a button, similar in size to a doorbell, skillfully concealed. When a student wishes to ask a humiliating cpestion, .in my fantasy he orshe may inconspicuously sound the buzzer by pressing this button. This subtle interruption signifies to the class the need for immediate clarification of the discussion matter. I imagine myself with a placid, self satisfied expression venting vehement frustration thru that concealed doorbell. My neighbors have no reason to think me any• thing but knowledgeable, well prepared and even slightly bored. And, indeed, when I know of a question which adeguatel:v expresses my unspoken super~ori ty, I imagine myself asking it aloud, signifying contempt for users of the "buzzer. • I am convinced that in this way Lab would not only pass very pleasantly but that my enhanced understanding of the Laboratory manual would sooJ'\ enable me to become one of its many criticso 1 �Nove1nbe r 18, 1974 2 I realize that there are man~ sible obj.e ctfons to the proposal ot J!ly :f'antaey. I have oaretully exam~ 1ned these, however, and conclu~ t~t none need be takenseriouel Pirat, it shall be stipulate that students keep one hand beneat the table at all times. This wil~ guarantee the anonymity ·of the questioner and preserve the pre~ Jtanaa that we all have diagraeeful -ueetions toae-.-or that at least our neighbors do. Secondly, it •ay be indignantly objected that thie system will impede the proper pace of the claesa that, indeed, the buzzers will constantly intel'rupt and refuse to be silenced until answered. I cannot deny this possibility, but urge those objectors to consider the benefits of this rather chaotic situation. Great distinction sball be won by those who most rapidly, with precision and ingenuity, phrase the torrent of buzzers' questions and provide adequate, silencing answer's. The class will soon realize wit~ ;awe that these students keep one hand under the table only for courtesy•s sake, Furthermore, as I might point out to those ob~ jectors, this system offers excellent preparation for participation on "Jeopardy." Finally, the objection may arise that a buzzer inadequately expresses a questioner's specific difficulty-tha.t no one shall have the slightest idea as to why the buzzer is sounded. I hardly think this a justifiable objection. I need only point out that the articulation of my spoken questions is undoubtedly surpassed �rfhe St. John's Review by a buzzer • s and that the latter • J; ambiguity precisely represents the confusion of my own position. I suffer no delusion as to the persuasiveness of these replies. There are always those who argue against reason. I hope only that unlike the proposal for a swimming pool on back campus, I may enjoy the fulfilment of my fantasy befcre graduationo Mary Rogers Personality and Class If you went to your loe•l community college, yocr courses tli,gbt all be lectures. Most probably, you and the professor wnuld never communicate. Indeed, wi.t hout any convereation between the two of you, his grade would inform you of your progress. At St. John's, talking ts the medium for learn_in~J tutor and students talk with one another, and it ie natural that the student's work should be discussed in the Don Rag. What is said in a Don Rag? Well, what can be said in a Don Rag? The harn work of a quiet student, or the clear thinking of an argumentative one, is unknown to the tutor, who must judge the student by what he says in the classroom, and how he responds to others. Because a student's manner is all the tutor sees, he must consider it as revealing hie thinking. However, manner is determined by personality. Therefore, personality is what is discussed e::: 3 �l I 4 November 18, 1974 most often in the Don Rag, Mr. Argumentative is told to tone it downJ Miss Quiet is tol~ to speak up. This attention results in some Don Rags looking like test cases of the lowgrade psychology question, "What makes Jack a dull boy?" About Jack's dullness, there can be no doubt. Listen to excerpts from his last Don Raga Junior ~eminar leadera "He seems to lose interest and drift off into a world of his own. One time he fell asleep in seminar and no one noticed until a language class came in the next morning. The language tutor asked everyone who had not finished his paper to raise his hand. All hands went up except Mr. Jack's. Of course, after waking Mr. Jack up, the tu~ tor realized that he was not a member of the class. That was the only time Mr. Jack stood out all year." Senior seminar leadera "Well, I can't add anything to that. Mr. Jack seems to h~ve too little motivation and too much common sense • Always ~laesy-eyed." Laboratory tutora "One time a look of real passion crossed his face, and I hoped he would say something interesting. He just made his usual commonplace remark, however. Later I learned that he was leaning back in his chair and momentarily had felt himself ~o­ ing over. If he had fallen over well--that would have been :something!" Math tutor (of 8a30 a.m. class)a "Mr. Jack is an adequate student. L �r t The ·st. John's Review ~ [. ~· Now that 1 think of it, he has seemed bored most of the timet I always thought he was sleepy. He has brought little playthings to class, too. On one occasion, I noticed hie lips moving, anrl, trying to encoura~e him, I asked him to repeat it in full voice for everyone's benefit. He proceeded to read off the ingredients of the cereal box he had in his lap.• How did Jack come to be this way? That is the question. The last tutor's comments may help. Language tutor• "I don't want to think that Mr. Jack has to be entirely to blame. In my class there are several students who just want to severely critieize 'the grammar of everyone that talks·. Jntis hindered Mr. Jack from making very involved statements. His · ~favorite contribut i ons be came'• • 0'.Ie 8t ion ! Wh ~- t • s ·'Not true 1 ', that mean?', 'Muyb .::; .~ i f ~ . :"e " · and 'Fine .. • A6 a tutor, I h.!~" · trouble getting much out of them." Perhaps Jack' !'J c 1B s , F.>t'· .,rl ·v.. ~ looked at now. Besides Mi, .~ Qui et and Mr. Ar~umentative, t h ere dre Miss Serious, Mr. F l ippant t Hr. Dogmatic, and Miss Lost in ~·; pa t. et I am confident you can think . of pthers. There are al s o a few people Jack feels comfortable with~ probably--though not neces~arily­ -friends of his. The tutor fits in somewhere, also. His personality will determine the extent of Jack's dullness more than anyone else's, but everyone present has his effect. When Mr. Dogmatfc. has quoted the same passage four times, Miss Serious has ac. - -- - -- - -· - - ··- ---- --- -····--- -- - ... s �1 cused Hr. Flippant of wasting time, and Mr. Argumentative has lost his temper because he cannot refute Miss Lost in Space without knowing what (subject) she's on, then, even if the tutor gets along with him, Jack will feel his mind dissolving. Now, I do not mean to deny that a peculiar person may best communicate with others equally peculiar or unique in some other way, but different personalities often clash. When Jack has had classes where there was some rapport, communication followed, and the results were often wonderful, but it is inevitable that personality clashes will come about. Different students are hurt in different ways (those in the Quiet family are not likely to begin talking with Argumentative a around), but the worst result occurs when a student feels forced to conform to the tutor's personality--as, in effect, he was told to do in the Don Ra~--and gives up all hope of really communicating his thoughts. Adapting to various personalities may be a useful art in the business world, but the student comes to the College to learn something else. Can Jack find happiness? He cannot have classes where everyone has the same personality as he. Anyway, that might be really dull. Though antagonistic people are not helpful, the r~sultant exjc~tement sometimes is, for those ~o do communicate. Jack always will have some tutors with whom he does not have rapport. Perhaps �The St. John's Review the human spirit is not strong eto take on simultaneously. :strange ideas an~ strange person~lities teaching them. A few tu'tors overcome this problem, but ~11 are affectec by it. It may h~ tnat the problem is inherent ~n the St. John's teachin~ method. An alternative which I have heard sug~este~ is to withdraw into yourself, treating alike those who clash and those who ~o not clash, and to care only for your private understan~in~. However, dialectic depends on emotion. Without the passionate excitement of mutual understanding, students learn very little in our classes. So, I see no easy solution, but, suspecting that most people tG some extent are aware of the effect personality has in classes, I have attempted merely to raise the issue for community concern by indicating its scope. Chris Hoving nough What is an Opening Question? It has been my experience, and the experience of every other St. John's student as well, that there are good seminar discussions, and there are not so good --nay, mediocre--seminar discussions. The quality ( if..so damning a word may be used) of a given discussion is governed by such diverse influences as the length of the assigned reading, the 7 �l November 18, 1974 8 thoroughness with which an assignment may have been read, the number of participants (that is, both the number of occupied chairs and the number of speak~ ers), the proximity of this particular seminar night to a vacation, and so on, with such absurd factors as the amount of cigarette smoke in the air during the meeting even contributing a little. But, for whatever reason we do so, students often relegate to the tutors the responsibility of making a seminar good. The ways a tutor might do this a~e, for the most part, far too sophisticated and arcane for me to dissect under the harsh (blinding?) light of reason, with the scalpel of taste as my tool. All tutors do have, however, at least one thing in commons they begin sem1 ina.r with The Opening Questicn. A seminar discussion, in time if not in logic, follows the opening question. The opening question initially states what aspect of the reading is to be discussed, and by making this selection, ignores, at least temporarily, other aspects. It therefore has a.s much or more influence on the discussion than all of the other factors listed above. A good opening question is one which causes, as much as it can, a good discussion. That's very nicer all that remains to be explained is what a good discussion is, how it is the result of a good question, and why that particular question is good, taat is, causes this good discussion. ' I 1 ' I �'l'he St. johns Keview A good discussion is a coabin~ ation of two species of discussion. The first is that kind -ot discussion which is concerned with only the implications of the thought presented in the reading. ~n this discussion, which proba~ j ly takes place in the College of ) ~reams, all participants have read and understood the reading. ,There is no need for the opening question to be directed at teabh~ 1 ing the student about the read~ ing, and so the tutor asks a question whose father is the reading, and whose mother is his own mind. ::The question might be very general• "Does the truth of tonight's reading imply anything?" It might be specific• "What does the truth of tonight's reading imply?" In eithar .case, it is not an attempt to point out anything about the reading itself--any fallacies, truths, ironies, poetry are all known to he students already. They unerstand the reading. Again, the opening question is concerned with the implications of the reading, as seen by the tutor. The question might have a mother other than the mind of the tutor (the students, we know, have minds• that they have understaod the reading demonstrates this). Is there then a need for tutors at this college? Absolutely, precisely because the class depends upon the tutor's mind being better able to suggest implications than the student's. Whether he has read this particular reading before or not, the tutor --- --· - -- - --- - -- 9 �10 November 18, 1974 simply knows more than the student, but not about this reading, only about the rest of the world, and what this reading might have to do with it. The other species of discussion is concerned with teaching the students about the reading. This occurs among students who have read but not understood the reading. They look to the seminar, and the tutor, to help them achieve a complete understanding of the reading (I do not know in what college this kind of discussion takes place}. The aim of the opening question then is to teach. How can a question teach? It is more direct, if the students are not aware of a fallacy or a truth in the reading, for the tutor to simply state all those he knows of. The seminar could then truly succeed in its goal of teaching the student, and could either be ended, or continued much in the manner of seminars at that other college. One unhappy situation at this "teaching• college is that, by my account, the existence of the students's minds ie not demonstrated --they do not come to seainaa in a state of understanding. This is nothing but a deception, however. The students do in fact have minds, and the tutor can reassure himself of this in the following way. Let us assume a minimal degree of comprehension on the part of the student--that he does understand some, but not ~11, of what he has read. (~ell .t hen, you might say, he already �l I ' The St. John's Review 11 must have a mind to do even that. True, but wait a bit.) If the opening question is such that it both directs the answer to the more difficult part of the reading, yet indicates that the part of the reading already comprehended will yield the answer, then the student has a task that can only be thoughtful. A good discussion in pne of this college's seminars, · then, is one which brings about the student's ~ oom­ prehension of the assigned re•ding, by treating the more difficult part of each reading as an implication of the understood part. A good opening question in a seminar of this type can again, as in the first college, be asked only by someone who knows more than the students, albeit this time about the reading itself. Since at Real College the degree to which students und•ratand a reading is something lese than -fixed, eo must the type of !opening question be- variable, ·as ~he reading is more or less accessible, by the tutor's estimate. A good discussion willlbe concerned with both the reading 'i tself and its implications, ita 'relationship to the rest of the world. A good opening queetio~ will seek to exaaine the coneiet~ ency of thought presented by ~h• . reading--both as a system itself! and · as ~· -part - of' ·aU · nu" thought. I Gene Kellez1 �November 18, 1974 12 The Potential of Man: Aristotle in De Anim ,a BEST SOPHOMORE ESSAY, 1974 '!be tiM I han apent atuciy1._ Ariatotle la precioua, becauae 1 t •Aft UM a pent v1 th a aan oonvinced ~ 1 ~n~~;"!l ·''d~ waa acoeaa1 ble to l'\1a aDd ~"' ;k : 1. !ill .~'. ~.tMpt "ul · ..., t) .-. · :; "·-~"' ,, ~ i. .. .!!. An1aa, he aakea a von4e to Jal1 t the wdYerae te +.h,tt •C'ul of au baa there .. bet·ol..a:a (if potenc1 1a he~ l.o),. The bl1 tUD« ot t.be aoul to U. \!n.i ntrM ~-·~ d•ona tn.te hotr UD Jdlowa 1111 'P l. t~;.ole tuk that for CfllpleUoh - -~1! De '!; 0'-"11 the prea1M of knowl·,· ' · ,~ ' .:u " t ~~~ I' .tr.<> li lr"e~/"! edge. a.r~ Aria tot~ luoYable Jlonr_ aatter, attrtbutee, all the catesor1••,. in cmler to build a d.etlni tiob ln tact, et a eoul tbat 1a able io . . . . aDd kftOtf t.be.. thiap, h aoul 1a treated u a au-ba taaoe tAa t apprebenda all aat.taa~ la a 41t.1Mt1oal iftqulr, - the ..a•pt1- an b t the aoul la tbt Mu.e et Ute, the att.rililut.a f4 lit.. Ud tbe faftl UN of ao.-.at · aa4 ~ Mat, 17 tint pal in thia N8&7 baa OOIUI• ot ;J - . . t. d.laoua ArlatoU. • • aoooute ..rt&la faG\ll.U.• et tM aeul, a-ts.. to aa ..tera••Miac et wt-.t •• te ·~ the - • • of tl.Mb. ~ 1Jlvolwea an ~ntaD41nc of~ (U. ..u.) t . . MMat.iOil. \llbt. The '.-1 1• aa att.pt to \lllden tud Ari.atotla '• n.. .t hoW UM ..w appre~llllla u. .u..ue, J&l'Ucularb ~· ~Lt the . .u~ alai · II!' (~ ~ '-" :et Ill, ) · la. ..aau.. i. ftnt, ~ ..1 t·JIIo...r, ,aa4 ••••• ,,_ ... 1• 110Uoa, ArletoU. Mill tM'\ -.uor ..... tP be aore o~ to 11a1... --~, a.r.J! c111• He* �- The St. John's Review tbe aoul apeD8 aore U.. 1a 1\.• 11» ea4entan4 tbe nature and oau.e of eiTQlr l• in a larp part to UDiaft t..u4 tHt proceaa of thinldns, a1... 8ftOa' fal]Ja betw..n tM ' " errorl- •~• dt the direct percepu. . ot a pnper ••_. object bJ ita ..... b'pll ud. tba funq. Uon of tbe act1 ve aiM, th1nk1ft1 a lao~ an und1 Yic!ed •••noe -- a Mta*-1 axioa, 'ftw actiY1 u.. of tn. ai.. wh1 are casable ot error depelad Oft the ebaaki.. 1 t la,.rt&*t rorl..• tacul u .. , to decide how error is 11d..4 Pf88l~ Look1n« at what Ariatotle aa,ya &bout e%1J"Or, both percept! ve and 1ntellectua]4, lacee the blaae for error on the j~ rl« faculty or the aoul. How••er, 1h order to undera tand error or judplae~ ~\llne u \IDUntaDdiAC ~ vbat ~ iato~ aeana by the proceae of an aotualisat1on of a potential 1n aenaat1on and 1n thoU«ht. faulty judgeMent aay be a reeult of a potential not being correctly aet\1aliHd. 'nle faculty ot a aenae organ to be co• the rona or a eenee object doee not irtvol ve the aaae kind of potential to aatual rel&tionahip that Arietotle uaea Ul deecribins the aoul u the &ctu&l1satiell of a body. Conceming tn. latter he ...,_ "'Ill• soul 1a a kind or actu&li t7 OlE' notion ot that which bu the capacity cf having a •oul" ( 414&26), ,~ which ia ttui different froa the deacr1pt1oa of aena1t1ve and cosn1tint racult1... " ••na1t1Ye and oognit1¥e tacult1.. of •oul are potent1all.t thea• objeota, rls , the aenalble and the lmowable. •(4)tb2.5 tn the cue of the aoul &DCl 'bod7, actualisa tion ia tb&t of a tom t.o 1•terial, 1 ta aaterial be1ft«&n neent1tJ. part of u;e-roraulat.lon. The 1fa7 In which tn. aena1 t1 •• &nd cop! U" taoult1e~ are &etu&l1Hd 1a t.hnush tbe11' ~- r 13 ---.... �14 1 '- u V G Ul U e I' l 0, .1 d I "'i ception of a fora, and they are alwayJ ln a state either of potentiality or ac• tuality (whereas, aan ia always actual). the actuality of the sense organa cou~ atitutes what Aristotle calls aecona •ctuality, exeaplified by the aan wno poaaeaaes and is exercising knowledge. More specifically, that these faculties aay be spoken of aa becoaing is reaaon enough to aay that their potential! ty is different froa that of the body, sinctt the body is not body or potential w1 thout the soul, whereas the faculties are faculties and potential without the presence of the actuali~ing agent, "One need no aore ask whether body and soul are one than whether the wax and the iJipresaion 1 t rece1 ves are one, or in general whether the aatter of each thing is the saae u that of whicb it is the aattera for adaitting that the teras unity and being are used in many senses, the paraaount sense is that of actuality." (412bS) But in the cue o.f the aensi tive and cognitive faculties it is aost 1aportant to a&intain the distinction between the fora, supplied by the actualizing and actual exterior objects, and the matter., the faculties, The fora of the sense object properly belongs to the sense ob,jecta aatter and the matter of the faculties is properly 'formed' by their es~ •ence, which is their ability to receiv~ fhe whole which is a cognition or a pe~ ception is not the aaae aa a whole which ls a functioning body or an eye which can see, (Nevertheless, other parts or ~ Aniaa aeea to indicate that for Aria .. totle knowledge depends on the potentia~ to actual relationship being the same in both cues. Thia will be cliscuase(l later, At any rate, the above stataaenie "'!:'. �The St. John's Review are true and to regard the potential 1o •ctual relat1oDah1p u the aaae • ._. io require a different penpect1Ye.) Since both the copiUYe u4 ,.roe tlve tacult1• are undentood in te of aoaethins potential 'beoolliftC actua , it 1a pod to exaaine tba relaUOM d1at1nct1ona between the two. SO.e d1 .rerencea aay neoeaa1 tate or oauae judg1ft8 faculti" of each to be ditte ent, u a1a1l&r1 ties aay 1apl.y analoci or 1dent1t1ea 1n j~nt. 'ftle a1Dd. doe• not haft a part of Ute body to which 1 t corm ponda. Hence, i ~ actualit7 ia deacribed u that which ce think bJ that which 1• thiDitable. "Both Jmowled«e aDd aenaatioaa are 41 Yided to co:rrea pond to t.M1r o bjecta, the potential to the potential, and the actual to the actual. '!be aenai t1" and cogai Uv. taoultiH of the aoul an potent1all7 tbeae objeota, rt11., the Hnaible and the knowable." ( 4 )1 b24) That which 1a thinkable &N tbe ....n of thinp - 1 t 1a appropziate that wbleb hu not utter, the aind, rela to Haeaoea that qua ... . - a . . · llil e bo aa tter. 'lbere doea not .... to be •fticient cauae tor the oocurence t thoucbt, u in the cue of the aena1 U faoul ty the aenae o bjecte are the efie tift c•u•ea of aenaation. S.nae objeo t.re that whi oh aakea ••ne• organa lii• theuelYH, which 1 t can do a1 tbe7 &l"a capable of be1n, all th1 ••na1 ble. But u for tJw etnc1ent oa w•- ~t tho\lcht, Ariatotle hotl7 rehtea sta~ta ot h1a predeceaaon, wtlb 1cl that tboll&ht wu equatabl.e vi percept1oa. leM*Wa., tt ta ,...1 ~~met to np:rcl .,_ ao~ye a1a4 the efficient eoa- of th1Dk1ac. •~ kl~w'U• ..,., actift a18d 1a .._.• .., olaftct 15 �16 November 18, 1974 thing else which is their cause or agen~ 1n that it aakes thea all" (111,5). Sb even though the aind properly does not have a part of the body to which it co~ responds, it still has an efficient cause, whose aatter is in the passive aind. Sense objects and active •ind a~ analagous in being efficient causes for sensat ion and thought, and since sen~ objects are actual and always thus, so is the active aind. This provides an explan£ ·. ~ o n of what Aristotle says about it -- "When isolated it is its true self an~ ~o th ing more, and this alone is i•ao:t .a.1 s.. ~J everl uting and w1 thout this nothing thinks" (I1I,5). Since active a1nd ia pure actuality, it cannot have · ·::··, "'':.'l ri al , in the sense of matter. • .. ... .Jea, though, have uterial by holding t ~'l.a f ora o f thought in 1 t. The d.iB f.i nct i on between thinking aqd sensing which holds because the one ~ aoaething bodily and the other doesn ~ t is irrelevant• since their potential! tiels becoae actualities through the s ..e process, the only difference correapon41ng to the difference in their objec~, aens1 bles and thinka bles. It should ~ reaeabered that 1 t is only when a thiqg aay only be called actual that 1 t 1a ~- ­ ways true. W th this 1 n a1 nd, and the 1 d1st1nct1ona between sensation and thought, what Aristotle saya conoeriling the judging facul tiea of the soul &lld the erring oapaci ty begins to aake un1 ted sense. "But, since we also distinguish whl t. and sweet and coapare all o bjeota perceived with each other, . by what sense do we perceive that they differ? It auat evidently be by aoae aenae that we peroe1 ve the differenoe a for tbeJ are objeota ot aenae • • • nor 1a 1 t acain poe- .i �'fhe St. John)s H.e·view 17 s 1 ble to judg~> tha t s Heet and white are differ~nt by separate senses, but both mu.'5 t oo i tleat)..y presented to a. 81 ncle st::rnse ••• That which asse rts the difference must be one J for S\oT'3et differs from white. It. is t he sr.wne faculty then, that assert.a th!.BJ hence as it asserts, so i t thinks and perceives.h (426b1 2-2J) , Thla.t is speaking of the judging faowlty in perception and thts o f the Judging faculty in thought. and t he relation i ! t has to the judging facul t~; i n porcept1oo. "Now it is by '.h•:; CE':'· i~i-d. v e faculty that we ju.-.,:)·o r;.;. t and cold, pn>b'..tt 1 t t ~;:l&iii' ~ ei tblr nl .:.n tea to 1 t in tbe au• 'i-4.1.~,, ~ 1.~ b'\!i:ot 11M to i taelf' whltn. pt:. 1.1.s:~,;~ ~~.~-~.;. e?. :\.ra!&ht, that WG judp ~~}~ ~ .,:, i$~J:'h,.4} Of fl..a Again, aac; ~ ztb~ ; .ra,~,·~ ttbjecta, 'atbight 40 ~- ~ ~.:'~..i~ ,,~ ' <!·h .l b.,.noMd, ~ tor 1 t 1a ~lw~ "..c:~ 1.t:n0d w1 t..~ oxtenaion, but J.. - . (;llt~sc:noe, it u '•trai«ht ~ &nd •,,t:a:'.ghtz..•tt• r~ are not the aue, is ~~•'ti'!i..a« dltt'orontt lot ua 0&11 i ~ ~~;;.~ll ty. '!'hentore, we j'l.ld~; :i. t by &c~o t.her tae• ul ty, or by ti1e &.J.tr,•3 ff~ <H.tl t7 1D a d1 ftenn t r>!i lati ou l~10. e peakiq and Clll <' i :r:··fl!~ ~.\10 q t;.al i t) e ;'j portion cona t;;.;:., tt: ·vt~ ia by a dl!'fo£!N1.: 1 t qui ill die ti nct, ~r f}~!~ ;;, i $ genera.ll,y 11 u fl'Oil " uJ- •~tii u "' •~pa.rabLt a~" ~e. are t.be their aa t w r correaponding faa~l~\~~ aind. • (429b1.5-22) !he laat reference •11'\e aoul l.a to li ~-!.~ ot the j~~unt. a~.. t~ 1•• la d1at1Jl81liabt•d . tJ:r -·~t,a!c the judging catacl ty ia a function of the iu·u)·1J. ~~tJt u4 ot aeneat1on coabinod ,. .. e . . (4')2.&15-17) '1be 1a pl1 e& t1 an, c·-r t.iH! Uui t tMo t~U. �-·" 18 1~uvernoer ltl, J~/':i juqiq ta.cul tJ ooaoemed ta.oup~ aq be tbe .... ... tbl la tM.t tbe fr1 tb Judci.. faoul ~7 oonceme4 w1 ~ penepU.oa - "we j\ldp 1 t. • • by the .... faatal ~1 ( aa tbe aeaa1 tiw facul t7) 1n a dit.terent relation" or "41ffenntl.7 di_.. poaed". Aa perception 1• prior ' . . tbov.pt, pnauaab]J" the act of peroepti" judpaent 1a prior~ oopitive ~ MDt. Tbia aakea our ald.l1tr to Juqe 1atelleotu&l.l7 depeD4ent upon our ald.l-o l t7 to aate diatiaoUona bet..en objeo. of aeaae not ooacemed vi tb tM • • aeue orpn, aucb u aveet aDd bot. Tb11 tepeDd.eoe 1a &D&lopua ~ the depeDcl~ •aoe that the tb1ak1q pari of tn. aoul baa oa 1Jaacea pz"Ovid.ed by the aena1 ti part - which 1a tbe a&Diler 1a wlllch peroepUon 1a prior. Tbe inte~leotu+ ~DC facult7 (tbe aena1tive racul.tJ in a different relation•) 1• ooajJnbeJ». aible, therefore, in te~a of the aenai~ U•e facnaltr, beiq the .... thlq, bu~ ooaoemect vi tb 41f:terent u peota of ~ Ill Uon, ODe vi th aeui blea and on. vi tb WllkalU.... 'lbat wbich uaert. tbe di:t... terence between 41f:terent object. ot tboqht 1a oae :t&CN1t7, thn, aDd taW aaae 1n all _or · tb1a_ l'hla 1a vba t • judpa the •••aoe ot n...h". HoveYer, a aat1afac~17 41aouaa1oa of exactlr wbat that aeaaa entaila a 41a~1on of S••pnation ud error. Ariatotle •&18 of error la perceptiot~ Y• c-•• -•rU-.. that "'!be peroepUoa o:t proper o bjecta ia true, or 1a oal7 oapa'ble of erzor to the leut poaaible d.esree. hxt ooa.. peroeptioa that the7 an attn butea, aa4 here a poaai• bll1 t7 of orzor at once arlaeaa for peroepUoa doea not err 1a pezoe1rtnc tbat u objec~ 1a vh1 te but ODl7 u to vbetber the wb1 te objeot 1a ne tblnc or another - ---- ---- - -- - , ' �(e.g. th• sou of Cl~~~)~ ThirdlJ coaee parc•Ji th~n of tb~ OOIUIOD a ttri butea wtU c.h &!U:o.apany the ooncoa1 tan t. to ~hi.,h'- t iW.tl JQ:OpQ' aenalblos ~lon~ {I ~*an , • ~ g., aotion and u.gn:~tud~ )~ i t 1s about. theae t.h& t error ios zt· ~ t likely to occur.• (428b18 ) and, of error 111 thinking ~ •1ba thinking c f indi ~1 s1bl., (liD• d1 Yided) ob,} eeta •t thought oceun aaonc thl~~p oon~n.inc which there can be no f&U.Mhl.>o4a wben truth and fra.:t.ealvo~od ~<.n poaa1ble there ie 1npl1ed ·'- ooJepoundlq of thought 1.nto a. t'r..tash un1 ty 9 • • • tor falsehood aJ.Wi ..;n& JJ.fhJ i n 'tbs proo• eaa of ooab1nA.tlon 9 !o1• if a calla whl t • !!!c t-l'rbi ~~. be hu coabined the ·1c ttol~ n:,·~ t: ...,~:.(.:\1 t." • In the CUfJ of ~rr.on of pereapU~ the blue 1• aidd to H.9 1411 th Judci ·, since aak1ng the s tate.•nt 1n one•a tbat a wM te thin« 1a a oertaiD • • thins 1e a jud(iaeet~ It 1a aot, ~ ner, the percepti•• ~"Dt J.rlatotle apeata of • which 1ft ~ d.i E~ ~Uea. Tbia judpaent, at tri bu·'tMl of q.U u-. 1a akin to 1U€l.nation. •xt iaag1nat1on (.,p .rt t r . &117 aetaphortca.l aena4i O th~ wod.) 1a ·f t.be proceail b7 wbJ oh we 88¥ tbat &D i.aa«e 1a J'l1:'eNDt.d '4c .... , 1 t 18 one of th.oaft ta.cul.Ue• oa- atatee ot ai!Kl by which n jvd~ &DCl an e1 tber right or ~•« . Ap1 D all Mna&Uon. an t..%·u•, but aoa t ia- .. qiaaUooe are f &l• •· • After U.O•tn.UDC t hat t.uciu.U• (4/CII'VI'~w) 1a Mi't.Mr , pinOD or .....,.. i.loa, or &n7 ~e1lll• . .~u- ct •pillion ua4 Mau.tioa, .&.rlatoU. • • • 11bat 1a 1aaginat.ic.m ~ •x..paaUoa 1a w 'bl.nd of tbl ·· �= -- - - = - " - - - =- --=-· --- - .__ 20 November 18, 1974 peneption ef wb1 te vi th the opin1• that it ia whit.e ••• to 1aac1ne, thea, 1a to tom aa op11lioa exaot- 17 oonuponding to a direct peroept1on.• Aristotle ie using opinion -It' I....., ttquiTOe&lly. At any rate, that eeeaa to be the case, since aaediately after denying that 1aag1nat1on is opinion alone, or opinion in conjunction with anytbing else, he sa.ye that bagination ia to f'onr. an opinion. The explanation of the ~ouivocation lies in exaain1ng what 1a aflq,nt by opinion in the first sense. •:sut oplmon a plies belief (tor one eannot hold opiulone in which one doea not believe) J and no animal hu belief, 'bl t aany haTe iaagination. Again, en ~ ~p t r· !. · rs ~ -~ ~.ce:- "",'ipan1ed by tlellef, bellef by cr· :w1 ,. ,t.i .o:n • ~:. nd conviction byrationa.l discourse. • 'Ibis .t:kia inTolYed with the aind, a fo:na of thought. It is the aesertion that a tbought one baa 1s true, correaponda to real1 ty. The J'o~ ~ tbat 1a illagiaaUon 1• an uaert1on of a aiailar nature, but 1nTolTed vi th perception and not thinking. It 1a uaert1on of the exia tenee of vhat 1a percei Ted. '!be equi Yo cal usage of tbe word. is another inatance of the anal.oQ between perception and thought, one uae applJiag to aenai blea, the other to tbizatabl... Tbe aaaertion of ena-.oe 1• tbe a.aon gnuad. Therefore, imagination is the judgeaent that something exists, on the sensory level. Imagina t1on is particularly aeaningful and particularly prone to error when 1 t opines that a perceived attribute belongs to soaething. Iaag1n&t1on, the faculty of attribution, 1s the agent of error in perception. It is possible that one of the --.etaphorical senaea ot t.q. . �\. The St. johns Keview 21 ~~~· 1a idewolYed w1 tb thinking. Dlacr1a1n&t1Ye jud.geasnt, aa HqUoned earlier, diffen t"'''Ol aa.. judgeaent. To reach the end ot ·_..~ • tanding what 1 t aeana to "juq. tM .... aence of neah" requires a coaaexiOD tween the two. rua will be towwt 1• ~ :ogni tive analop of d1acr1Jliaat1on &Qd uaertion, eaained w1 th reprd to e:n:o~. Jforct" 1• the aenae in which rU. '* In the cue ot intellectual enor, • opposed to percept! ve, error ia pc.aible prior to the judpaenta aade. "Iaacination alwa;ya 1apl1es perception, aDd S.. lteelf iaplied b,y judgeaent." (427bt6) Since iaagination ic capable ot el'TQ~, judgeaent (Jne).~l''!), bued on 111q1Jiat1on, ia &lao ca.pablca of ernr. Dlescriainative judpaent (~e,rv•) and any ot the Jud.6-enta deptlnding on ueerUon (.)ne~'Y•-" are int1aatel.Y connect.d in thoupt. Incidentally, error ia poaai})l:o 1n the aind not only becauae ~qt 1apl1ea 1aaginat1on butalao becau.e opinion iaplpnc Judgn.•nt 11 there &rid capable of error. D1acr1ainat1ve j~nt, Kf'i la'u, ia ;a single, undivided facul t1 with the ,Pdaary reaponaibill t1 of d1fferent1at1-'« between the objecta of different Hnaea and the different objects of tboupt. The type of judpaent, .;~Col'l'f'r• ~ which error ia . d1rectl7 aacrl bed ia tije proceae in which exiatenoe, in the ca.. ot peroeptlbl.-. Mill. u.th 1a the ..,.. of thinkable• ia aaeerted. tor exaap~, that whi t.ia, that vhi te which I perce1w is John •a ahirt, or a aquare bu to; ·· equal a idee. 'lbeae an aaaertiou abo t th1fl88 be1ond their aiapl"t aeaaild.ll which doea not require conTictioa ot e~ iatenee and beyond (or below) contaplation of the •••nee of a thin&, u 1ded thought which 4oea not 1nYolw tru'\h or falsi t1. I UD41v- �November 22 18l 1974 n. relatitUl of t.De .tuJsr ent.a ln t.bp .,_plUw taftlt¥ 1a exlatantial aDfl a,..s..p rr. .pu.. "'*1Z' .n.euou in tiM ,. fa-.lt.,. ~ ...u.. *ob la oapable •f en"Or •1aoe, witbo de~Dda on &1ftenat.lat1nc ~t. «tttennt1at1nc t.twea 41tterent ..... .• ejecta an4 •1 tbeut 'beinc able to cSo •1aul taa•o•l7 • t.b1nk1DS about the • nnce •t a thiDtt or ho141nc tM tom or • thine 1n tna a1Dd woul4 be virtuallJ lapoulble. Thiakiac ot a th1ft8 DeOea11 tatea tbe ooanetion that 1 t exiata1 t-oldiq 1 t, tbat 1 t . 18 true. Thinkiq lepelllla on the pnaence of an iaap 01' "uaUoa aDd DO aeu1ble object exiet, J-rlnc only one aenalble. In ad41 tion• WD1t1n,c about the essence of a thine bol41n« 1 t u r. aepara te fora 1e la~ 11ble unleaa it is d1ffero11t1ated ~ ,J.l other exiat.nta in reall t;y. In .P aak1nc that differentiation--and the I oosnitive d1ecr1a1nat1on depends upon tbt percept1 ve-1nforaatlon ie gathered d8tem1n1ng tri'!t things • eaaence. B:rror 1• aanif•et when th• •nencee of two •»1a·tente rt.re coab1ned. To be more specitn.c, 1 t ia not poee1ble (as ArietotlJ. •&7•) to have error about a staple oor»cept, but d1fferen·t1ation a.utomatica.l.l¥ 1aplS..e a ooaparieon between the eaaenoe pr the aenaa t1on ot one thing with U. Naence or attri butea of another, aDd 1a '* :r- therefore ~pax. Neverthelese, when • concept ia reco8111Md and held in the pua1Ye aind, 1 t ia then poats1ble for the active aind ·to think of 1 t e1aply. '!be judctnc tacul t14a ot uaertion and .Ufferent1at1on do not involve the actual!1u.Uon o1' & potential in the aaae eenae aa th&t of ••nea tlon and thought, where • •en•1 bl.e or i.binka.ble a.etua.l1see the aen•1 U ve or cognt ·ti Ye faeul ty. 'l'be7 are actualiaed 1o. act1cn u a soul actuall&ea ·----- --- ·- - - - �The St. John's Review 23 Judging ia ina t1ga t.d. by tile aan. Judgeaent uaea, however, the ei:ro~ less in:foraation gathered b7 two errorlee aoti vi tiea--ktlowing and 411'eot non-at.trt.buted perception. Error ia aade when t11e soul aaaerta attributes and differentiates, and this ia why 1 t ia in error II08't of the tiae. It would be a H&niqleeli, if errorless, existence for the soul to only recognize sweet, hot, white, b1 tter, and veta it would be iapoeaible for~ soul to be in the very aeani11«ful errorleas state of knowing without ucewUnc throll6h the errl.ng faculties of aenaaUoa, iaagination, opinion, and tho-.h't:. Aristotle says that error aDd:~ ledge are the aue vi th regard to op~ 1 tea. Knowledge ia o bt&ined the . . . way that error is, and the "jl.ldp the • • aence of neah" is to hold an idea ot ~ eaaence which aa1 be right or W1'0JII bit ia held in the aaae way, and iD tbe ~ ai ve aind, To draw art anal.OQ bet."' thia and aenae perception, ao aa to \111deratand the role of aou.Y. aind 1a -~. la ••M. "lor do . . aq 'I 1•-cl¥ that 1 t 1a a aan' vben our aenae 1• fuaeft1on1ng accuratel.y w1 tb regard to 1 ta o.. ject, but only wben " do not peroei• dis Unctly." ( 428&1.5). Sinoe uU~ aind 1a the apnt ot kDowleqe ud . _ only be right and wbea tunctioatac ~ 1dent1e&l. w1 th 1 ta object, hol.d1DC ~a thinkable through ita apnc:r 1e 111te our aenae ia tlmct.t.onizac aooun.telJ w1 the body. l regard to 1 ta object. • Iaaci•U•la quote 1a oppoeecl to the aoouate :twlotiOD, aDdu opiaiea 1a t.be ..-.~~ t1on ot the tbo\llbt taeul t7, w _ , • poee op1D1oa to tba '· hllotloa •t t111e t1.- a1D4. Tbua, aoU.,. aiM 1a ne a1ble tor tbe oearteUoa that '\bfi. ._._ .OlM tboupt 1a . tna &Dtl tam., ...14. ~ · U.iaa111 1 t.- .. • -r at•••. ~·-a-ettlllll U.. .......... �... N =talrt !liit!~;i~t:lllli~ 1 ;;i,Ji:!liTf!lfJ'l 1 r· flf!· r(:~rr!ll~l 1 • f • 111~~14' i !iS '~~~~~~ t a!-1 ~~~i ·,~,1. 1•1 ~~~::, ~~~~i 1~~~,I fa .I~a• :: ... :a ~ •f ! f f -l ~! f! ~ .. a· • f r .. f • f r.! . . :J ::; t ... - ~ .... ._.. ~ ...,:,ar i w~ •• ~- • 1- - ·~~·~ ~... • ~[~ ~r i~i f ~~ a . . ...~ ·t ~cl;' r;~ ... • i~ ~ .· . -" ~ ~~~-Mc~~f~ll~~~:~ .. ~~~!~ ~-~~~~ ~~~~~~~! ~)r~ -- . ..... . •. f;ia,,~ ~I e:!i~~~~ at.. f!. I i .. a~~ ~- ... ·• •am·g ··- • I f' • . ... • c. ~ .... ~ • .il&lit-r-~~~li'i f~ fl~~c ... .. .. ~ tlli-i-i-f.-ww-r~ -- · �tor MUoa, u w .... 1a 1a,.,..., aa u- Unt, ot till 11M ... UYl\71atM a-.laWIPP.. tMt 1a uUY1\7 et ~ la tittenat.• ('31&11). n. aot1o11 in aenaat1on 1• of peZ'feoted objecta, or an object and a facnal.t7. It 1a th1a that.. Ariatotle choollea aa the d4tacr1pt1on of how the soul CUl pther e:rI'Orleu 1nfo:raatio.n. '!be .....- facult7 nMda, for knowledp, to not be altez-.d in any wa7 bJ the p~eeaaea of aenaat1on, and 1 ta aore or leaa pure potenUall t7 ~· the bu1 c condition neeeaa&rJ tor lmo"led.ge, or tor the aenaatioa neceaa&rJ tor knowledge. 'I'M aubat.ance that ia a aoul apprehends the aubatancea and all other oai• e«oriee ot tbe un1 yerae by ini t1all7 -.. coaing identical with their ae.nee to~ i t they haft o.ne, and then ~ th tbe~r eaeence. The proceaa of thousbt baa ai~ been· cleacrtbed. However, t.be ta4ulty vhich enablea tboucht, U. aotlw aind, 1a a till Yei'J UDolea.r. To dete~ aiDe vhat it ie 1a tae111tate4 ._ •1. . oae of Ariatotle'a ·~•ted ..-tbeda ctt 1nqu1r.y, to exu1.ne the object that oo~ napoDda to the part ot tM aoul. Acu. . aind ia like tba nx-t Mo••:; rela tine to tt. nat of the 'boc11 aa the Firat JloTer rel&tee to univeree. It aaba all the in tt. aoul, &ad ' the nrat IoYer 1• cauae of all aubetance and aotio.n, tbo it of courae 1a unao•ed. •But if tben 1a Q7thin& vhicb hu no contrar1, 1 t 1c nlt-oocntaant, actual and aep&ratelJ exiatant. • (an &l temate tnnal&UoW ,_.,..tM, ••111 tboupta: •:aut if then 1a &DTtbi.D« HIM oae of tbe cauaea, which hu ao OPJIIN• 1 te, then thla v1lllmow 1 taelf _ . 1a acUYitJ aD4 dlaUnot.~)OU') �November 18, 1974 ,. 26 Becauae the Plnt Mover baa no contrary, l ta correapoDdiq facul t7 &lao hu no contrary. Thia aeana that active aind trill not err. Yet, deapi te the aiail.ar1 tiea, 1 t 18 ditficul t to iaacine in what la&llller act1Ye aind. rel.&tea to the nnt MoYer. I think that the anaver 11ea 1n nprcUnc active a1nd aa the ftret Mo..r of tbe aoul. It will thua be that which cauaea aot1on. 'nll• preaeDta ob¥1oua di1-u, u Aria totle aaJII that te ia the cauae of aotion. la olear, then, that aoftuat la cauae4 bJ auch a faoul tJ of the aoul u we have deacr1 becl, Yis., that which 1a called appetite.• But appetl w needa, or 1apl1ea, 1aag1oat1on and here ia the aolutloll of the pzoblAa. To the extent that knowledp la the final eDd of all the proceaaea Orr the aoul, 1 t la the final cauae ot 1aag1nat1on. C&uainc laacin&t1on, 1 t wil,l. alao be the oauM ot appet1 te. which 1ft t\lftl la the cauae ot aoUon. It act1Ye a1Dd 1• the ao-calle4 n.rat tlowr of the aoul, to 1 t a&J be 1aputed all the quall Uea of the n.nt MoYer but wl th rep.rd to the parta of the aoul rather than the parte of the un1Yera•· Vbat doea 1 t . .an to aa1 that a au ta •uall'l' h1a actlft latelleot? In tex* ot neulta, lt aay M&D that he 1• doinc anyWnc at all alnoe the acti .a alnd 1a n.,oaa1 ble for everyth1 ng done by U. aoul. Howeftr, 1a another aenae, a aan a&1 be ulnc or havln« actl.,. aind whe he la th1Dkiq &D4 thlntinc tnth1Ul1. He approachaa active aind aa tba a tam approach the nrat Mover. IDowleqe 1a 1deaUcal with lta object u the ••MDOH of thine- are ln a aeue 14eat1• oal with the ftnt MoYer, 'but tblnki~ ud •'boclle4 eaHnoea &lw~ 1aplJ .q.. tlOD. Aou. . a1D4 la &lao the aouroe dt ,.,,.u "'t �T'he St. John's Review 27 aetaJ)h1111oal &XiOM wblcb aan to tb1nll - lqio. x.,to 1a tbl oM ln tbo\llht aDd apriap tna &OU" a1 u order 1a tM •1YeW. oJ"1ciaa-. tbe rlnt llo'Yel". Thill 1a hew. the MU a1n4 I'Miciea 1a II&D. SuppcNied.lr, np.Z'd.iac actlft a1D4 • u. nnt lloYel" of tbe Hu ... to 1n 41aoerrdna the aaDMr 1a tlblob ..u• a1ftd relatN to the nnt lloftl'. ~ apin, a ntun to the exteul'" ,...~­ lel1• betwen HDM &ad thoup\, u4 -•nee, 1• DeOMMZ'J. tt.t. what Aristotle ..,. ooaoen1.. the laUon ot aenae objeota to tDI taoultr aho\lld. baw a be&ri.ac ea the r+lat1on ot acUYe alDd to tM rlnt. . .._. ,s.... tbl puallel1•. • •• ,taw act1nt.r ot tbe MM1ble ucl 01 tbe . . .1UY«~ la tM - · tboush their ....... 1• 41ttenat.. HMrill« 1D the UUYe - ceu• or OODUa• alaalt.DM•ll vl th tbe aoa4. aa4 ao 111tb ft&yev .aad..tMta: .. . . ,._~, ,but W.. cloea DOt. aptl,f te tblir ,._ t.be ••P •'* 1•• r+- ••+ -t, tent.1&11 u... ,_ euller •taal pblloeopben wen at. tult 1a tiWI, tllat. wid. ... ~·­ . . . ao exlata• w1 ta.Mt. ..Ul•• au tlaw.v witbftt tute. Ia .... tM7 ._. ~ t.t la uotber wruce fol" tM tema ••,..1.. •••a- a...tllle "lat _ . u U.. - • • • • tla&t . i.e ,.tleU•)lJ &D4 a.o-.llJ, t.Mlr dM8 t ?tl appl.J to tM l&t* el••• '-" ..t Uoa &IIIII - tM , ...... , ....1~,0). lo, . ., •lb't -ltalet .. _ , . wlthMt • • •u.. !Mt - u ~ lJI . . . . . -1• ·... . .···tw. lea't. _,,.. _ * - • w .. lt. ... al~ llltllnt-at.a.-. U. • ---• .. •t. ean tlltt ., . . - .._.. ,.teaual~. _ �28 November 18, 1974 It ..ullalea ud. tbe aeuitiw fa~ t7 doD 1 t exiat w1tho•t eaoh other, clio ut.i'N a1D4 aDCl tba ftnt Mover? Ill tbe - • aeue, no. 'lbe eaiaeat17 Jmowab.JA. rlnt llo"r la bowD oel.7 in eo tar • HMW.nc exlata to bow it. Tb&t ia •tv aotiw a1Dd 1a etenal. At &D7 rate, tbl poaal 'blll t7 of tM DOa. .xla tenoe of •lt.ber oae 1a lapoea1ble tor MD a1noe tM act of oonoeptien require• tba t wbleh aoYM 1 t, U.. uti w Iliad. Thla • tlie taterd.epen4nee et the two, la actually DOt 4ependent on tM pan.ll•ll• betw-.a tM prooe•••• of aeuatlOD aDd thoucbt tor u4entabd.lzac. , Ill4M4, it 1e DOt pnper to clraw the ~017• aince t.be actlw a1n4 ucl the n.rat Mover an, tor tbe ~·· of II&D &D4 the un1Yerae, oa•"• Leslie Graves . �29 Because of lovea aad trensied tiaea sone 1:cr, I ai t all cloiatend, cold, u 1D a cella I a1 t and watch, & a tam aedieftl lie, Denpng eipa of wara that breatbe u4 ••ll. Soon lite, created llte a aoft conch tleah, Presents itaelft & abell ao blnt and t\tll ot d1 thyraa bic twi tob and Baochio tbreeh, That et&ra are aown, besot of aoon-ticle'a pull. A tonsured aont not I, not nov vt.n all I aee ia green aDd tull of double grace1 Conetellar tacea shine &Del apart to aaall Way far in night to break tbe bleak of apace. So aov to act, do which I know aoae-wiae Will open doon, ay eyea, to Para41ae. �UNE PETITE CHANSON by Gerry Ekman very slowly i\ tv4- - - - ~ --- - - - - - ,I / / r... l ~~ ; [7 i "~ - --- PP - .p. _j . . / ' M'T ~ -, ~ I . ,} L " T I I / I/ .M-....,.- / ,,. ......, - I I , I T f7 f/ 1i I ~- v T ,H , ,..I I I / r l.j ,J I .l ,. / • 7 .M" I • ..,.. J I"J• I 4 ,/ I 7 I/ ,..., I I '* ·" I ~ ~ I rL' / 7 '-'1 . r ,- off" I - .. 1/ l J, ---. J lfl' (/ I) I .i I 3 •I -- --- -- - - --- 1- T. v I - - - ·- - .;_ - - .A , v I -- - - I ~ / 1~ /J I " .I r I I v 1.4- I l .! ·v b -· v .I LY T I l I I / ... �The St. John's Review 31 pour MONSIEUR CHARLIE _ _ _ _ _ _ _ e.tc . -· - -- .- - -- - ~1- ~-- ~-~-=~=-=-~ r- - - -- - - - - - - - - r - - - - - ---- ~ I ) t___ ,__ ~ - --- ~ ---· - ~----~-- ~= ~----==-======= -- - - -_etc wP . ~;,;J~~~t_:-_=::- -·~ ,; : . _ ------ - --- _/2· ,.........._ -. - - __,_ ,( I I I .. ~ 1--- - ~ . ~L .. , "1 I I • ....I-....... , . I I • .. ~ l I '" _, b I I •"' I " I ,... • I ~ I I I' f) &J. I l". ~T /I I ~ _. I ·· I . I I _.I -"'· I , , I ,; ·- / I ~ I .. I' (/ ~- .. I I ./. I , .. 1~ "". , I l . �November 18, 1974 - [) / f 1~. _....., I ++ , 17 I I I ~· 1..._____, I .. I I /"""& .. . ,...~ • I I I \ r rit. -----1 gv4 ...,. 1 J - 0 , L l J II ~ / ""'\ \--....._ / v l , ~ 1'\. I , ., ~ , I ... ..... I \ , I . ~ , I \ ,.. , ~· --.,. ~ -., ' I I I r I I I , / ..v l .,... / l - , I , r / ,--.._ /' ~· . ..,. .. I , .......... - I I ~ I , I -~ l 71 I ... v I ...J I/ I I • I ff__ ~ l . AJ " ., I I I ~ II I / r-... ....... .... 1 I v .. , ,.. I/ , . .... I ,.. -f' I -f I I "" r 'I f ,..... /I I j/ ,;- ' - l f I ...,. .... I .... -.I II n I ..\ .. • ofT ,, , .. I .. l I I 1 ~ ·~ .. -· I . J . I ; ... A I •- .-..... J I·' I I r ~· r , ~ t' I I 1/ I, ~ I I "' ' .....l .. �The St. John's Review tr)d . ---, ~"" l ,., , _l , I 1"'- ,_ I ~-· ] I I , r I ,I • I ........ i , r I _. I ~ - , I ··-·· 1/ J/ I, I .. , /I _. , , 1 ., . ...... I t .,........-, .J_ _,__ I ,_..]_ r , I ../7 1 I I I I l_L I _l I, I, ,I , 1.... .. I 2 I I ~· .. I ........ ......... J , I A _I ,J f'- /' , ........ I , ~· _l_ , L ., ~ ~ I I I n f II ! I I I I/ I ' / J _.,...; ~ • [_' l_ , ~· .. I ~ ·- I ..,. _.}_ ' I J .. I I,.- 1 r , I I 11 ·" I I_ I l/ ., A I_ I -R_ I 1 L ~· I 6 ..,__l I '" """' J ~ __ ..f- , '" • I _.I I • I .. -· , I ... P , 33 I ~ ~~ �November 18, 1974 34 u _: : :t- ~g __ : ~-~-+-------'---~--t_( ~- --- - ~-~: ·:~~-~---= ~--+--~-+---+--t--+-_E:~:a· ~--~t -+-- - - - -·· ___, --- · ·--· ·- -_ _ _ _,________ ~:q_--~-J--::___ ~ \) - I It .... ,J ~ / I~ ' , I ,I ,J " \_.. -n . I 7 "\} ~ ""' , I " r7 \ J 1"'-J \., ,... 7 .. ~ .. -:I '~ " ,I II I 1 , ' .t ,. I ~' • �«lv~---------- de I "" fu + 1 _l ,.. _l ' - ,I t otMd (r _{_......... ~J _l 1 I ~ L1 , r J , ., , rit. !v~---------- ct~ ...t 'to ,, ~ I _L , I/ I ..1 _j I ~ l ' / I n v , I .......... I ' I , .. .., ·" I 11 I' II j_ I I ~ r-: - , .L _, 1 .I ~ ·~ _t• l ~. 1 ..--, I I .. ..._ ., I '- I r ,.... ' I ., / , II j_ .. II __! f ., ""' r I 1 .., ... - .L_ ~ .. ,. l l I l I ' 1L l I ·I .I J I , r ~· r.# ,.. ' .I l ,...._ I ~ ./ ~ I 'I .I I .. l ,. \.. .... -:.. �r'J / V' // L I M- I ./ __, ( r ........ ~ . ., ..: ~ I I I ~ , ~ ,I '«' 1111 J ' ' ~ 1-=f= , T I - l J I -+-.L-/-4,.......--.,_~___ /-" L ....... + .. -- - ·-·----- -------1----f- ---- - .. -1----- ---- --- - -·--- - · ---------- ---- I~ ~~--------~------.~--~~---------------~ -~ ~ 6..,. .;.~- ---~ ------E 4--,~--;----------,------ -----,j~,__-+----- ------ ----- ---1 . .H , ·~ ---~ +•-:--J~L·-~-(~---t-lf"----.!__r_r~l--: ~-- -~-£=--=~-~----:---~ __-:· _ -----__ ~----·--- - -- --- - ----- --- -- - -- --- - - · -4---,~---r-----t----- -----f --~--l _-=-=----~-r~-~=-=t~- , 'l -,-:.--- - ---F-rit I I I _j _ _ ___ �The St. John's Review 37 .fl_-J--1--r--t-----'-r-t----~-.J..- -- --- -=--------11~~~~-----...l---~ . ·- ---·····-- ------+----------~ " r=:=-- - ~- =.--- IJ !: t · -·----··--- ·t.t·--·-·~-------- ----ft .. -, l -··· · - - - - ...... .--J--~--~~~-~~=-----1,-~ ~L- --1'- ---:?-__ --------~ - . - .., . - . ---r. . . .. L r;t f ---~-~----· -~~-~--~_e-_____ - _· --~z±------------ ···~·~·-~- -·· -~ --- ........ 2 ... ------r.-----4;.._~ t-r 1/ -- · ··~·· -,L ---1'r--·- , - - - i r - - - - - - - - - - --L=t-..~ I ---------- r ----- - - - - - - ' - - - - - - - - - - .. -=t ~ ~-~ . --- ~ ·-3C I J I 6 I I > , I > f-- I 1 T r I • I -r I ,' l({t/. --- ·----,---r I I " I _L 1 ' I I I I I , �November 18, 1974 38 t --·- T 7 ··- - - -- - ···- ~ · -t:-: ,, - - 1\ - 1- ·-- - - I - - -·-- - l/-·-__!!_~L- --- . /. "7 -- -+ ---.,- =r . :. ~ . ·v'):. If ...... - 7 rd: ,I ~ I ..:J ·-· l - I ( , -------- __ _ ·--- - ·- ··-- . .. .. ( - - -- ..:. . - . - -· -__ -·. _ ,_ ___ _____ --- --.,- ~ ----~--- = ..:...=~ ..:... ~ . -~~~~--~- ... . . . ~ - - - - ··· ~-··· I FP -~=~-::-~~: ~--:r---+-----'-~-r-+~=J) .M I -+--/-74:,..., _-tt '----....,_ _~--'- __ I I _ -- ~~l!.___ _ _.. ·- -+-_;,,.. : ~ .. ~__ //V , ...._ -· ·-- · . . .....,., --- - -, - --- --~--~-~ ·: = = ~ "r" ,.. .. ~ ... , ~ ,/ r-~ ~ • '1 fr II .. "' , II_ I"" I I J v , ( I ,, .. 1-: .. ,.. j ( �The St. John's Review - - - - l - - ----- 39 I , .==-. ·_ _I -- . .,~-- -- --. -- ---+-. --~---~---~- _::-c -·-z. ., . .. ·--· ·r ---J .,, -------=------· I, -- - -. ---- -- ----· ··-- - · - - - - ···-·- ·- -·- -··- - --- - - ~ I . ·t.·-.~: ·--__.------__ --·__:;-_ . ~ . ------=c;;;;;;; . - - - -- - ~ �_____ _____ T - -· �·· - - The St. John's Review -- 41 Lecture Review "Grace and Redeaptlon lh Michaelangelo's Last Judgment" -Prof. Philipp Fehl, Professor ~ ~he History of Art, University of Illinois at Urbana. Lecture and Question Period, October 25, 1974, In his lecture and queat!on period, Pro!. Fehl provided ua with some good inaighte into "Tha Last Judgment• and into the fuftc~ tion of art and the relation o, art and religion. However, muc~ of what he said did not have it• full impact, since those slidel of "The Last Judgment• t~at wer: · shown were shown too late in th course of the lecture and conveyed very little of the detai~ and power of the painting. ~ brief explanation of "The Last Judgment• as a whole and in it• several parts would have vaatlJ aided the appreciation of those peoile who were not especially fam liar with it. Also, some of 'the lecture was inaudible, even to people in the front rows. · ~fter many introductory ·re• aarks about St. John's, past an~ preeent aeabere of the college t:oJDuni ty, and the nar11s ot tourists that now infest the Sia• tine Chapel, Prof. Pehl diao ..aeO several works of •ichaelan«el• other than "The Last Jud«aent.r "• then exa•ine4 early crltiel•• of the paintinc. the nudity i i i U l tlow the nat~t+.,. viol•-t•A ..._,.toui" • �November 18, 1974 42 artistic conventions of the time, and the themes of mercy and vengeance in·. the painting. The discussion in the questi on period centered around the resemblance~ the Christ in •The Last Judgment~ to Apollo, the maesive figures~ a nd t a l im! ts of art, particularl y religious art. Among the many topic s discussed \ n t is ecture and question per~o , a ast three call for fur'ther consideration• ( 1 ) nudity, · &n stylet (2 ) adher. • u traui ion and conventioft ln arta and (J) the resemblance of Ghri st in the painting - to p 1 • (1 E n among tre atments of the e oj eet, Michaelangelo's •Last Jud~ent• ia an engrossing. nd pec uliar work. It is a great,: swirling sea of human figures, a : aaea et writhing, heroic bodies. · fhe naked figures , their heroic pr•portiona, a nd the "operatic~ atyle ef the painting are all co. .oa targets ot criticism, but, in the end, the painting triumphs. fo u e naked figures as Michaelangelo doea is appropriate since the Last Jud~ent follows the R••urrectien of the Dead. Show~ ng jaan •• he was before the Fall s a ~ood •&7 of hinting at the 11o~iou• nature of the bediea oi the resurrected dead, waich ae ret 1 reaaiu largely unknown t~ ••• · As St. Paul aays, the dea ~ill ~ rai•e4 aa4 oha~ed 1 ~tb411 twiftkliag of an eye • and will -, .... s• glorified bodies, lik• _bat et 't~e reaurreeted Chrie:~ , ot whioll ov ""•• MW are OJU7.. t �. The.St. John's Review 43 ~ern-1•.1 To ••• baa•. .•• 1 -io~aelangelo'• · ~·•-'•~1•• 1 te M bliu to hli ftall iate!R lt is alaon to tile Chria ftian tnth tllat , bnat•• ••BT •1•• 1" 1 the 1tod7 ie goed 'by Ge4 1 !he proport1e.. et the tigwre• ~·· of cour••• inoreti'bq Jleroio• B.t thia 1• appare t whea~ figure is oouiderecl .ltf 1t••lt l 1 without regard tor the paiatins' · It is neoes•ar.r to r••• ber that men are beiftl J 4 aaf !tllat aankind ie 'bel.. wt«H+ Each figure oontri~ute• to th• OYerwhelaing power of tile pr•.••n+ tation. 'l'he figure • are· none to• ~~a!Ye for a s cene re,reeeatini •• awes. .• a reality. •uch thf same re ply can be aade to eritl• cieas of the paintin«' • "operatic• s tyle. Such a ,.tyle aay, perhapa • be ~onsldered abaurd w n ed 1 ~•picting mundane Y t . T 1 another· q•estion. B t the power:t'ul and vi Yid • •ana ar to depict eschatological eYen Scripture usea euoh aeana a particular, the 'boo • D and ReYelatlon are full ~1~ 1 ey. lfa••• •~.~ as theatrics oaly when we ar bli ~o their role as indieati ve of r e• alitiea that deny co pl te representation. {2) '"!'he Last Jud«ment" Yiolat•• •••t th•••· a number of' Christian iconographic conventions t hat were pr ainea' ' during the time e:t' MichaelaDCel•• How one regard• Christian leone•. graphic eon~ntiona depeftde illle • s a ttl tude toward Christiud ~ If one denie s Christianity, ~ ~hus _denies the roots it~~ i ~ •* �44 November 18, 1974 · ~ertain- cosmic realities, such ae •in and redeapt!on, and in related ·h !atorioal eTenta, such as the IncarJtati•n, Crucifixion, and Resurrection, then nothing but innate hua&n conserTatisa keeps one froa ueing Chri•tian •yabols rathe~ freely and drawing from them ideae that are notably different troa, and perhaps at variance with, cer. tain Christian ideas. If one accepts Christian! ty, and thus the roots it has in cosmic realiti•• and historical eTents, then the very nature of Christianity ali a histerieal religion imposes boundaries on 1ts artistic expression. Such boundaries are, however, broad and allow a considerable degree of artistic freedom. It something admits of variable representation in Christian art, it should be beeause that thing is a matter of indifference or because variability in its representation allows us to see some truth that lies beyond the representation. Similarly, if something admits or invariable representation in Christian art, it should be because invariability in its representation allows us to see some truth that lies beyond the repreJ eentatien. Aa Pro!. Fehl pointed out, we should not expect too much trom artJ art is not the real thing, but leads us to the real thing. 'rhia is especially true ot Christian art. I think_that a careful study of the ieonographie tradition of Eastern Orthodox ¢hristianity could shed much iight on thi• aatter or Christian _ ieono~~.Phic co~vention~. t } t �The St. John's Review 45 ( J) The po rtra i t o f Ch rist in "Th e Las t J udgment" i s startl ing . Here He does not a ppear as the humb le Man o f Sor rows f ore s had owe d in the Servant S ongs in I sa i ah, nor as t he serene A ll - Ru ~ ler depi cted i n By zant ine mosa ic s , nor e v en as t he sug ary p seudo - Chri st f ound in much American church schoo l a rt of a c oupl e of d ecades a g o. He r esembles Apol ~ l o, the a veng ing god of l i g h t. Thi s r es embla nce i s n ot original with Michaelang elo . Christian art b e fore Cons t antine often a ~ dapted paga n sub j ec ts to C hris~ tian us e s . Thus Chris t is s ome~ time s repre sented a s r e s emb l ing Apollo . It is qui t e n atural that early Chris t ians did s uch t hing s since, being surrounded by _ cl as ~ sical art, they had no o ther artistic trad i t i on . Michae l a nge l O'$ use of an Apollo-like Chr ist i~ somewhat similar since h i s cu l ~ ture had be en s trongly influenced by classical c ulture, bu t . i t is not as easy t o defen d as the sim~ ilar early Chris tian use, s ine~ Michaelang elo was heir t o a long Chri s tian iconog raphic tradi tion ~ In using Apol l o as he d oes, ~e is borrowi n g a s u bje ct from hot only p agan a rt , but als o from ~agan religion . This use c a n b e ~een as exemp l ifying a truth of ~hich Mic haelange l o was probably unaware' tha t . Chris t ianity ·..: i ' hot only the f u l fi llment o:f J"Ju +tlaism, · but of al l reli gions ~ ~ince . Judaism is the divinely 'tevealed reli gion of t he Old Cov~ ~nant, it has a unique plact ~he economy of s a l vati on . ~~ in �November 18, 1974 ever, Christianity also fulfills all the God-dire cted yearni~gs which are 1n pagan relirions mingled with much that is false and obscurant. Thus in imag 1n 1ng the mythical Apollo, the av eng ing god of li g ht, the par:ans were actually anticipating the S on of God, who is li ~ ht, and who at the end will judge th e world.2 The resemblance betwe en the Christ of "The Last JudE:ment" and Apol : o i s evid e nt, but the diffc· ,' ' .. :cv : Le t wecn the two are much more ev ide nt. Apollo is a god who resembles a man; Chri s t is Go d. incarn ate. Apo llo i s a mythical p od; Chris t is God who has ente r 8d hi st ory for the salvation of man. Apollo does not love selflessly or show humility; Chri st does. In "The Last Judgement," hosts of angels bear the cross, the column on which Christ was scrourged, and other instruments of His passion. The wounds on His hand s and fee t and sides are s mall but c l e arly vi sible. Christ is the God who became man for the salvation of the world and who, as both God and man, is the only ri g htful judg e of mankind. In the course of his lecture, Prof. Fehl referred to the Dies !rae and Dante's Divine Comedy. These works, one a hymn, the other an epic, are, like "The Last Judgment," superb expressions or eschatological themes. Hymn 468 in The Hymnal or the Protestant Episcopal Church in the United States or America, 1940 is an English translation or the Dies !rae. �'l'he St. johns Kev1ew Charles Hoffacker wanted: typists, assistants, contributors meeting-- friday at 7 :30 mcdowell2l or contact us by mail 47 �November 18, 1974 48 A ~o the Letter e~itor of the ST. J0HN'S REVIEWs that your theme tor the first i8sue iR, "learnin~, ~nnversation an~ rhetoric." It I un~er~tand - . would be strange if one of us did not have something to say on such an-inviting group of topicso What I have on my m.i nd particularly is, I think, a rhetorical issue, occasjoned by my Greek classo For the first time in nearly a decade I again have the great pleaRure of tPaching a freshman language tutor1al. I am myself no believer in the "spirit" of a tutorial, because I am convinced that wha t happens in class for ~All or ill is nothing beyond the accumulAted effect of the p:oodness or deficiency of each person in the roomo And yet I cannot escape a feP-ling that a happy genius is presiding over this class, and this glow has inspired me with an j mrnense ambition c I want to cause my students to say what they think, in writineo That they think is already very clear from the papers I ha ve so far received. It is cJe a r even if I discount my natur a l interest in expressions that I have elicited from people for whose ·learnins I am, in part, reapon•ible. In almeat all the pa-pera questions are .initiated, for~-illations are attempted • solutions at·e thrust forward which I know wil J be echoed in th e books of the next four years. And yet there is �The St. John's Review a difficulty with these so ineipiflntly interestin~ papers--an altnost universal difficulty. Almost all of them show the ef;fects of stage fright, The neces~ sity of writing down thou@ht has petrified sn~ ~iminished it. In eonference, when confronted with a stilted, drainfl<' sentence · out of their papers, students will gladly supply what they really meant but discardedo Why? Because it wae too lively, too immediate. Somewhere someone has persuaded m1 freshxran that a proper intellectual. product, signed, sealed and certified, ought to be formulaic and that one should be a little beside oneself with nervous apprehension in order to write acceptably. Unfortunately our present lan~ guage, as it is spoken by mildly clever people abounds with terma (I cannot bring myself to call them words) which assist this stat~ of affairs. They are safely cur• rent, and their function is, I ~ convinced, not to raise thought but to lay it neatly t• reat• They can be used to produce 'moon-scape of the mind where one may hover an4 glide over enormou~ fixed shapea•trewn randomly a boat a art reality symbol creative concept values general abstract culture verbal communication motivation meaningful Western Civili1ati8n !he Greeks individual gut-level = intuitive world-view 49 �November 18, 1974 so This is an honest li at, well and trul7 collected froa real tu~ torial life, or it would con~iD aany additional ter.s. I know t do not have to uk the forgi venesal of their ori«i. .l apona~s. who, I have discovered to ~ co•fort~ are quite willin« to give t hea u' tor exposure There is a ho•ri ble activity c 1 1 d cons eioueneas raising~ iQ 8 1 these days. Much as I d~a· 1 t as a ••thod, I kave an un~ ·f ling that I am ~t~ •ething slightly elmTo beg th• c o~unlty, y not to proscri be these , but to think of them aa 11 k rat tlesnakes wbo can kill ., . a a !lick of tong\le • Po yeara seem t o •• jus' the right tim to srow ·~· to 41ecever what these terms w~r• meut to aean, who used t hem first, who pic keel th.. up, who ie now pro.,. ~gatil'lC th. . alld with what purpoa• in • tnd. And, of course, t he an+ ••~ ~o to Cheee qu.•tiona i a lar~elt . ~ found in the seminar book•~ Eva Brann I looking for eo•e ex~ 1tplaril.y terri\le pasaagee of jarlOft pro•• to analyse in _, tu• ter ial and wo•ld a uch appreciate an, such saall n~:!J ot tools~ «old ~one aight ... J» .S. �1 ne ~l. JUIHl ~ f\.t::!VleW 51 THE REVIEW: An Apology THE ST. JOHN'S REVIEW seeks to provide a forum for r@flection on the College an~ its concerns which is appropriate to the written mode, of establishe~ perio~i­ cal issuance, publicly reco~­ nized, and a topical stimulant to further discussion. We suppose that this venture will be a failure i.f it does not provoke discussion--both the lively ar~uments of incidental time and place, and notes anc essays respon~in~ ! tQ previous numbers of the magazine. By "discussion," we commonly un~erstand something oral--living argument. At St. John's we have heard that this notion may not be without critical foundation, tha~ truly to ar~ue something one must demonstrate understan~in~ by response to a living objector, clarifying the subject for a person who does not see. Put most ra~lcally, we sometimes say, "Speech is better than writing." Only analogically, then, will we be entitled to speak of the "rliscussions" in a magazine. We may not be satisfied with this equi• ocation, however, an<1, led by the hope o f discoverin~ more nearly what discussion is, we may look a ~it closer at the content and mode of ~iscussion -what is discussed and the nature of discussion itself. Concerning the latter, we observe part of discussion's "nature" manifest in the activity of �November 18, 1974 52 'waitins for the end of seminar/ ~ab/tutorial.• At times a dis~uaaion here can aeem painfully ;ndlesa. But the same of atal• ••rtly reaolvins to outlive a diacuaaion becauae of ita sheer unpleaaantneaa--a game that asaumes an offensive character if the wish to insure one's poasibilitie• ot winning takes shape ln the positive action of killin@ the discussion personally --this ~ame ariaes from frustration, and ls a sign that one is not en~ag~ in the discussion. Any protestations about lif·e bein~ too short and precious to speculate away in laboratory sprin~ from a merely ea~ernal observa ·~ion which lacks • • the essential sympathy required by knowled~eable criticism. ~ore .intimately, the character of c1iscuasion I'm considerintt appears ln long talks which run late at bight. Here clocks are for~ot­ ten, the niceties of "public per~ tormance" are ignore~. and the participants strain after the bein~s of thou~t embodied in their speech, carefully siftin~ each other's worrls for signifieance. Such a discussion is limited only by exhaustion--of the speaker's not of the subject, for lgain it becomes evident that discussion is endless, capable ot indefinite extension were some ~od to stay the course of ni~ht. The "weakne~~ of the flesh" inevitably prevails1 stifled yawns call a halt to ~urther talk, and an end must be made, as artificial 6.1 any three hour limit, it lees desired. How can this be ·- �The St. John's Review It lies, of course, under the directive province of prudence, which discerns with wisdom t:he proper disposition of circumstances surroundin@ in<!ividuals. r have had discussions in which the other person ended with a ~summary of the points we had ~de, collecting the argument luxuriantly sprawled over the course of several hours into a chain of chaste propositions. It is a great satisfaction to formulate what one has learned if the course of inquiry must be aban.:. doned. The whole which is shaped from the characteriatically end~ leas argument serves as an aid te the memory, a sprin~board for th• continuation of the ar~ument if we should meet again, refreshed by sleep. Now we must consider what :gives rise to such discussions. If it is true that men are moved to action by desire, and deair• is always desire of something, our discussions must always be brought forth by attempts to apeak about some thing, i.e.~ something which appears as • Whole. How does such a discus• •ion begin? We can ta~ a cl~ from the end of the "satiefyin~• discussion above. The whole which was constructed in aumma• tion waa attractive partly be• cau.e it prcmiaed to give riae to further diseuaaions. But do no~ ~11 discuaaiona begin in thia war with the propoaition of • ;.ttolef To apprellend a thin! r~­ buirea a preliainary approach, an lnltial •tandpoint1 I auppos• ~one? 53 �54 November 18, 1974 that a discussion will flow more easily if aided by a seminar text we have in common or initiated by a (mentally composed) speech given by one of the participants. Now we can say that the analogical character of the discussion in a written article stems from its being a ••composition," a selection from the realm of possible speech, and its disposition in the fo~ of a whole. Just as writing is an equivocal discussion which mu ? .. e~rer be re- immersed in the living speech which gave birth to it, so living dieeu•sions seem naturally to arise from and return to composition. (At least this is the case with human discussions, for I suppose we have no empirical evidence of the dialectic of the angels.) Havin8 uncovered a difference between speaking and writing, between essentially endless discu•• •ion and the composition of Wholes, and notin~ the mutuai ,dependence of discussion and composition, we can say that though it may be second-best, writinp need not be despised. We must remember, however; that the •satisfying• wholes , we ~ke are precisely made and · nGe to be confu•ed with The Whole, ilhieh 1• not made, by any of our flCcount•. To think.. othert;se vould be to risk •uceumbin~ to the •tultifyin8 eon•equences of illusion. As David aan~. •The ldola of the heathen are silve~ lnd ~o lti ,the work of men' • hands • t:he7 have moutha, but they speak �The St. John's Review not1 eyes have they, but they sea 'not 1 they have ears, but they hear not1 neither is there any breath in their mouth•. 'ntey that make them are like unto thema so is every one Chat trusteth in them.• There is a familiar caae which we can examine. Most students come to St. John's worshipping a ready-made image of the school, their idea of St. John's College, but living here awhile gives .t hem the uncomfortable suspicion that the image and the thing do not fit. They have been en~aged in idolatry. There are several waya from here. The idol may be smashed. That is certainly spectacular, even a fitting sub~ect for a large-screen movie, bbt not nearly as effective in th's case as Moses• way with his brother's calf. Idols of the mind are more subtle and consequently more per-. nicious than any golden calf or miraculous Madonna, for mental acta are indistinguishable on their own grounds, and, aince a confusion of ideas initially led one int~ idolatry, it is unlikely that it will even yet be a simple thing to distin_ uish the good g from the bad. The act of the iconoclast results in flight-• •ither corporal or, for these who remain, the mental act of placini one's self in resentment. Fear of pollution, too hasty separation, causes one unwittingly to carry the pollution with him, a• does the Levite who refused to touch the wounded man for fear of contracting r _ tual i impurity. 55 �56 "~uvemoer 1o, lt~/4 Wbolea which harden into idola tequlre the outlaw assistance of .amarltan dlacuaalon, an lnfualon pf the boundleaa--"whataoever thou apendeat •ore. • • I will repay thee"--that health may oome asaln to a aubject. In the ca•e we have been conalderlng, it is appropriate that assistance come froa the community. It is the queation, and it provides fellowqueationers to help us aee what we are about. It is possible to diacoW.r ourselves, for there are others who will help. The joys and strengths of learning in community should make ua jealous to guard against ita hazar••· The betrayal of the common sood ia effected by sa~• misaion to cynicism, mediocrity, and hyperbolical skepticism, manifeated in an attitude devoted to nothing, willin! tollet all simply pasa. The College never ceaaes in ita prescribed course of study, to show that our world ia a world that supports learnin! and love (variously interpreted), at least for a time. In auch a ~orld our act~ona render us wor~ thy of praise or blame, contribute to nobility of soul or strip us to basen@es. The student who has come to St. John's--he cannot know whether providentially or accidentally--learns that to stop the course of inquiry, for almost anp convenient cause that presents itself, is to succumb to fJnal darkness. Our attempts a~ _ }lestions and the answers these_ q ~ply lead along new ann perhaps rrightening ways. We wish to �The St. John's Review speak to others besi~e us, to request gui~ance or point to beauty, or in perplexity, the dialogue of self with self, curiously hlended of understanding, ~alculation, an~ will, to eeek support of another's encouragement. Strength, the mastery of the arts of freedom, exhibits its self in action in conformity with man's nature--only thus not overwhPlMe~ by passions, the often violent movements from wiehout, ri~htly calle~ irrational, whose ~arkness per~its no li~ht to pierce or shape it. The common questions, articulatef ir. rational speech, then, rightly ~eserve our consideration. As a forum of St. John's College, THE ST. JOHN'S REVIEW inten~s to foster our public learning. New members of the community, still unsure of what the College expects, will enjoy the fruits of the finest accomplishments of the students and !..~~;.f_'rs. The printing of prize essays whi~h are now shrouded in semi-private obscurity, alumni work in areas of interest to the communitya reviews of lectures, translations, books, and art exhibits; as well as in~ependent pa~rs and analysis of events touehing our life as a community~ will sp~ing from and contribute to the vitality of our eommon enterprise. Just as discussions are more likely when something ie provided to ~isc~s, so people will be more likely to write with che establishment of a regular periodical which is • ~oal and an 57 �sa November 18, 1974 ~ssured place foi finisherl work, as well as a proponent of models for the undertakin~ of such work. THE ST. JOHN'S REVIEW is fnr asking and answering questions and exhibiting pro~ucts crafte~ in speech. It is not a seminar in which anything may be said in view of the opportunity for swift disagreement, the immediate call for necessary clarification, the possibility for silencing those ~o would damage themselves, lactfully practised not only by ~nna Scherer. If the composition of wholes allows them to be stored in the memory for th@ contemplation of understanding, written composition--crystallized speech--needs such a repository as well. Our hope is that from ~his necessarily selective publi~ation outlaw discussions may grow. When one has read Mr. Kelley's article, he may deny that learning is musicala he may say the analogy is ill-considered and unhelpful, but then it is incumbent upon him to ground that denial in reason. One may say that this article is the product of a blind man, but then it will be necessary to make the proper distinctions and sharpen what 1 have blurred. One may even deny the claims of reason itself, but thia must be done in articulate speech to constitute an< adequate ' denial. Each issue of THE ST. JOHN'S REVIEW, insofar as it is possible, will center around a topic of concern, exhibiting a variety �in approach and opinions. As Miss Brann's letter indicates, the theme of the present issue is "Discussion, Learnin~. and Rhetoric." It is somethin~ we have all tried to touch--Miss Brann, by citing a practical rhetorical difficulty encountered in her Greek tutorial, the solution of which requires and justifies the entire course set for our learn'ingJ the editorials, by setting forth the role of THE ST. JOHN'S REVIEW in the community, indicat.ing the stake we must all have in such a magazine as this, despite our conflicting opinionsJ Mr. Heller, by reflection on the rhetorical instrument of classroom learnin~s Mr. Hovin~ and Miss Rogers, by indicating in different ways a common consirleration which sometimes impedes discussions--our humanityr Miss Graves, whose prize-winnin~ essay eluci~ates Aristotle's thou~hts on our essentially psycholn~ical theme of learnin~. The editorial staff sees its responsibility as encoura~ing writin~ from all sides of the community and selectin~ and arrangin~ appropriately this work for the community's best consideration. None of these editors will expound week upon week, all will solicit your effort. ' I Derek Cross �November 18, 1974 60 Meditation before a New Publication There is no reason why students at St. John's cannot discuss the problems of the school as a community, generally (we must eat and we must sleep) and specifically (we wish to grow in the arts of thinking and speaking well), in a way that is not inconsistent with the aims of the Coilege. fhe demands of the College on a student are great, but it is not reasonable to say that they prohibit good talk. Indeed, it ls to learn th e arts of thinking and speaking well that students come to the College; and anyone's presence at the College is at le a st in pa rt a tacit acceptance of thi~ aim. Now anyone wh o would acquire the arts of thinking a nd sneaking well must for a time undergo some confusion, which is nois y, bu t also periods o f silence an d re flection. To be silent in a nroductlve way does n o t me a n to forego spee ch and to p lu g up one's ears. Rather, inte rnal silence depends u pon care ful Rnd thoughtful consideration o~ wh8 t is lieard · - .na a caut-iOuff ~-··· proceede ing in speaking--speaking in a way that what is said by the speaker is h ea rd by him, understood by him, a nd accounted fo r by him. Learning see ms to be combined of the noise of c ~ nfu~ slon and the silence of delibera ti on; learning is a dialogue in �rfhe St. John's Review j o in toge ther in a Th i s union seems musica l be c a us e music is made o f certain s o unds limited by sil e nc e . ~ his dial ogue, whether the internal wo rk o f one pers on ~or the conversation - or··rna.· y ~-- 1 tk'~ n mu.s r-c-· ... s"eems -co -be-.... e8'8e·n-t 1a ll y a , " mo ti o n, but in such a way that it reflects on all it· has accomplished, a nd al so i n a way that the end o f each motion is limited by the preceding motion. Now it is not sound to argue that good reflection on the workings of the College and its program must be perfect. For we ~ant to approach perfection, and if we so argue, we will not be able to think of a way to go, because no one will maintain that his ideas are perfect. But this is not to say that bad talk should ever be tolerated, for this impedes us and even causes a degeneration in the quality of both our regular, daily work and weakens the force of our commitments. That is why .we must proceed slowly in our endeavor to speak or to think about ourselves, so that we may account for both the strengths and the weaknesses of what we say and what we believe. THE ST. JOHN's REVIEW seeks td publish material showing careful consideration of issues, and certainly of the books and ideas studied here, and is devoted to presenting any well-articulated argument fairly. We can as a community think of ourselves in a public way. But wr1' ch th e tw o m Jsl c ~l ~~y . 61 �November 18, 1974 62 not if we place no limits upon ourselves. For then our talk exceeds our thoughts, which are limited of necessity, it becomes loud, and it tears down what we have attempted to build up. Bill Kelley An Editor's Plea As ed i t or f or th P. " f ormal. " as pect of . the ny-o a-r a m, l ':IC~ uld !. i k f~ to t a l k a lit tle a b oqt th e p a~ e r a s a f orum f 0 r c r i t i c i s m 0 f t h f : pron-ram. I ho De tc nl i ci t thou ~ h t s on s om o f t h t-) q u ~-' ~ t i or s e that we s hare a f' m ~', .:.,.. ·' , n r:: o f t Lis learnin ~ commun i t y , hut s e l rlom discuss · · public 1:/ or f'P nu i ne l v . We talk as often a r<1 onp- ou rse lves about what is "wronfY" with our classes, the pro ~r a~ , an0 the Colle ge a s we sha re t he ex cite ment of common lear n inf . It would make sens e to dis~ ov er th e roots of our fru s t r a t i on s as we ll as out j oys . W mi ght di scover e their r oots in ourselv e s a s the program s tre tches us t o our l i mits, or in the progr a m it s elf as it orde rs our lives and our learning . As a commun i ty we ne ed to talk openly and l e arn t o talk well about how the progr a m ~ o­ verns our lives. I suspect that this opening of conversation may sometimes be led by wrong s tarts, and lead to strong disagreements. Bu~ discovering T.he orig in of these wrong starts and seeking �The St. John's Review resolution, or at least under- 63 standing, of the disagreements are necessary to the strength and growth of the college. Please send submissions to the general editors who will forward them to me. Joan Silver Future REVIEWS The next issue of the St. John's Review will expose to public scrutiny, for the first time, some of the books which are not assigned reading, yet are read by the community at large. The content and merit of these non-program books will be brought to light. Contributions from readers who have some experien c e w; th this kind of writing will b e gratefully accepted, in the form of review, criticism, or sheer revelling , Publication will J e in three weeks. The next few issues followi ng will be concerned with both program and non-program matters. There will be an issue devoted to the lab program, with both com~ mentary on some of the current lab readings, and criticism of the program, together with suggestions for improvement. Another of the issues now being planned centers on politics, and as of this writing will contain an article questioning the relationship between the state and �64 November 18, 1974 the arts, together with one about the desirability of "gentle politics." Also "in the works~ is an issue about revolution--a student's guide to Descartes. We would truly welcome writing --"Articles"? "Essays"? "Compositions"?--about any of these topics. Writing about other things is equally welcome--the abovementioned themes are only those for which some, and by no means all, material has been received. �The St. John's Review AN TO THE APPEAL COMMUNITY The staff of the newspa.p er had a long and somewhat harried discussion about how to raise money for production. We have estimated costs at about $100 for each issue if it is to be distributed to all members of the community. Aside from searching out benefactors, our only alternative seemed to be to ask for subscriptions, and send the paper only to those who would subscribe. We did not like this alternative; we want the paper to be a community newspaper, not the interest of a few. In light of this we are asking for contributions. Clip out this coupon and mail it to the ST. JOHN'S REVIEWa ----.6 -----•-- . . . RESPONSE BOX I I I I wish to continue THE REVIEW . 0 c=J Please do not send me anymore. to ' receive1 I I THE REVIEW I 1 I am enclosing _______to help keepl THE REVIEW alive. I • L__ ~ ___ . _. _s_i!!_l~ t u:: • _______ ~ _ 1. ' � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The St. John's Review</em> Description An account of the resource <em>The St. John's Review</em><span> is published by the Office of the Dean, St. John's College.  All manuscripts are subject to blind review. Address correspondence to </span><em>The St. John's Review</em><span>, St. John's College, 60 College Avenue, Annapolis, MD 21401 or via e-mail at </span><a class="obfuscated_link" href="mailto:review@sjc.edu"><span class="obfuscated_link_text">review@sjc.edu</span></a><span>.</span><br /><br /><em>The St. John's Review</em> exemplifies, encourages, and enhances the disciplined reflection that is nurtured by the St. John's Program. 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Title A name given to the resource The St. John's Review, November 1974 Description An account of the resource Volume I, Number 1 of The St. John's Review. Published November 18, 1974. 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 1974-11-18 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Contributor An entity responsible for making contributions to the resource Cross, Derek Kelley, Bill Rogers, Mary Hoving, Chris Heller, Gene Graves, Leslie Davenport, Richard Ekman, Gerry Hoffacker, Charles Brann, Eva T. H. Silver, Joan Language A language of the resource English Identifier An unambiguous reference to the resource within a given context sjc_review_vol1_no1_19741 St. John's Review https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/1d011f2aa4288ac0298d4c1991672b35.pdf a5cddc71337d91ae4799dd03b10a6937 PDF Text Text ~----. Vol. I No.2 March 1975 The St. John's Review CONTENTS Interview with Robert Goldwin by Chris Hoving •••••••••••••••••••.••••.•••• 1 Play Review--The Alchemist by John Rees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 The Head and Heart of Science Fiction by Robert L. Spaeth •••••••••...•.•.•••••••• 16 Still Life by Dennis Johnson •.•••••••••••••••.• _. •••••• 26 "The Appealing of the Passion is Tenderer in Prayer Apart" by Richard Davenport ••••.•••.•••••.••.••••• 27 Price of Liberation--a review of The Vagabond by Elizabeth Gold ••••••••••• •••••••••• ••••• 41 Orpheus by Arlene Roemer ••••••••••••••••••••••••••• 45 Simplicia's Triumph by Edward Sparrow •••••••••••••••••••••••••• 46 Annapolis Md. �Production Staff• Helen Aikman, Derek Cross, · Sue Ferron, Gene Heller, Chris Hoving, Sheri Osborne, Mary Rogers, Stephanie Slowinski, Susie Tischler Joan Silver--Managing Editor Special Thanks to Rob Godfrey and Cathy Craig �(· ~ --- ~ INTERVIEW The St. John's Review interviewed Dr. Robert A. Goldwin at the White House in December 1974. Dr. Goldwin is a graduate of St. John's and was dean of the Annapolis campus from 1969 to 1973. The author of a book on John Locke, he once directed pub lic affairs conferences for the University of Chicago. In 1973 he left St. John's to serve as an aid to Donal.i Rumsfeld, then ambassador to NATO 1 and when Rumsfeld became White House chief of staff, he periuaded Goldwin to join him. Dr. Goldwin's job as special . assistant to the President is similar to the one he did at Chicago in that he arrang es meetings between members of the academic and political communities. On his office wall Dr. Goldwin had photographs of those seminars at the University, and he commented that the idea had been to invite future leaders. In a 1961 meeting a few of the partici_ .pants shown were a Charles Percy, Edmund Muskie, ThurgOod Marshall, and, Gerald Ford. "I think we did rather well," Goldwin said. Dr. Goldwin plans to return to Annapolis some day to give a lecture. At present, he has only a title, which isa "Report from the Cave." --Chris Hoving �SJR: As someone who's been in the a- adec mic and is now in the political world, covld you compare the Melian dialogue to the Watergate ~orality? Goldwin: (Laughter) That's reallv reaching. As well as I remember the Melian dialogue, so-called, there is 5ome discussion at the beginning about whether things of importance between state~ can be discussed publicly. The tendency to secretiveness is a very difficult political and diplomatic consideration. There definitely are some things that can be conducted ~or the national good, the public good, only if matters are kept quiet and are not debated publicly while they're being considered. That has always been true, and is a special difficulty for democratic societies. It is one of the things Alexis deToqueville, for instance, commented on when he spoke of the coming difficulties in the conduct of foreign policy for a democracy. In the Watergate matter, of course, the problem was that things were kept secret not for the public good, obviously, but to protect the ca~ers and reputations of individuals. There's always that temptation as long as there is the general unspecified, not a preference, but a kind of justification in general for keeping things secret in the conduct of foreign affairs. But the possibility of abuse is severe. SJR: Fine. It is true that what brought about Nixon's downfall was the existence of tapes, because all that they wished to keep secret became public; but that avoids the question of morality. The Melian dialogue says that justice and ~orality �r f are simply irrelevant. Is it correct then that the only problem is keeping the truth secret? Perhaps your experiences with NATO would he helpful here. It may be that the answers seem to be simpler to those in the academic world because we do not have the experience. Goldwin: The justification for some element of secrecy in diplomatic and political matters is justice; that is, in order to bring about J cia iJ l a1 j& z ti a 9 a ·' 5 desirable objectives by just means sometimes requires secrecy. Secrecy and injustice often go together but the justification for secrecy, from time to time, not as a constant practice, is a just means to a just objective. For instance, when you're told so•ethin~ in confidence, hy someone who's life might be at stake-someone on the other side--told somethin~ in confidence which holds out some promise of reachin~ a just compromise, it's very important to adhere to the pledge of confidence. Revealing it is a betrayal and may give one some immediate temporary advantage, but what's wrong with it is the injustice of it. I have never seen that there was a conflict between being practical and hein~ moral. It seemed to me that morality and practicality are two things that go together. When people sometimes tell you, "Well sure that's the right thing to do but we have to be practical," I conclude not only is that an immoral man, but that he's an impracti c a l man. Now that doesn't mean that doing the ri~ht thin g is always easy, but doing the practical thin~ isn't easy either, most of the time, and the biggest c o nflict comes in short-term advantage and in so l id 3 �4: achievement. And very many people show their impracticality by reaching for a temporary, short-term advantage and sacrificing long-term accomplishment. SJR: Would that long-term accomplishment come about through a trust between people? Or to put it another way, if it was pos-. sible to always keep the immorality hidden, would there be a problem then? Goldwin: We're mixing up a lot of things and I suppose that's unavoidable. For instance, there's a hig difference in international dealin~s and in domestic politics and perhaps the flaw in the original question is comparin~ the negotiations of two sovereign entities of verv unequal power, too easilv to a domestic political situation like Watergate. But there is something in common and that is the importance of trust. Short-term advantages are very often sought by a betrayal of trust, when you say you'll do one thing and you do another. Now for the long-term, that's the most damaging thing a man can do, because the people he has to continue dealing with will not trust him thereafter, and once you're not trusted, vou're at a very ?reat disadvantage in political activity in trying to accomplish things. In international relations sometimes you get away with it because there is that element of force. But not being trusted is a very severe disadvantage in all important human enterprises. SJR: The second question is also somewhat academic-- �5 Goldwin: We ought to start some ~ind of campaign to avoid using the word "academic" to mean "having nothing to do with important matters." When people say, "It's just an academic question," that means it's just something insignificant. SJR: Yes, or it means, "moot." However, we did not mean anything disparagin~, but were using it as Newsweek does in their article on you. They say you cancelled your plans to return to "academe" in order to take your present position. Goldwin: What they knew was that I had resigned from NATO and that I had accepted an appointment at the University of Pennsylvania which was to start sometime late in October. The pre~ident of the University of Pennsylvania very ~raciously released me from that committment so that I could accept this appointment when it was offered. But you were going to ask something else. SJR: If John Locke were sitting in that chair, what would he say about today's government? Specifically, the rise of executive power about which we hear so much today. �6 Goldwin: First of all, the great power of the executive would be of no surprise to John Locke. If you read very carefully what he says about the executive &r~~gative, it's almost unlimited. The only limit on it, as I understand Locke, would be the countervailing forces of majority resistance to what the executive might try to do, and that will happen only when the majority are convinced that what the executive is doing is dangerous to their liberties and their lives. If it's manifest that what he's doing is for the public good, even if it's contrary to the law, according to Locke it will be accepted. Sometimes, he argues, such actions are _ the duty of the executive. So although he speaks of the legislative power as the supreme power, Locke wculct not he surprised at the growth of ~xecutive power in this country. There might be other things he would be concerned about. For instance, the great effort at re~ulation of enterprise in this country would surprise him in one respect and not in another. Surprise isn't the right word, he might not be surprised at any of these develop~ments, once he saw the train of them. But he would be critical of some of the regulation of ent~rprise. Now it wouldn't be on the grounds that property is sacred, as conservatives argue. Locke would never say anything like that. The purpose of government, he says very clearly, is the regulation of property. What he would be critical of would not be the fact of regulation but some of the practices and some of the thinking behind it. Locke's fundamental a.rgument I think, is this: the inclination of some men to in- �7 crease; for instance, increase the yield on the same number of acres, is a great force that has to be liberated and encouraged. We would now call it productivity. He would argue that everybody is better off when productivity is encouraged and the regulation of property should be for that goal. The way to do it is to encourage the acquisitiveness and inclination to productivity of certain people who have that inclination very strongly within them. We use regulation largely to curb the acquisitiveness of certain overly acquisitive persons and groups. And that is what Locke would be critical of. His argument would be:everyone is better off when the society as a whole is most productive, and therefore the regulation of property should have as its goal the encouragement of productivity. Now of course there are all sorts of new elements in people's thinking having to do with the danger of productivity using up our resources. I wonder whether those views will survive the new economic conditions that are peginning to be apparent not only for this country but througho;Jt the world. SJR: Newsweek reports that your next meeting* will be on the economy. Is this correct? Goldwin: No, SJR: that is not quite correct. What will your next meeting he on? Goldwin: You mean meeting with the !resident and some outside invited guests? Well~ let me explain a few things: anytime �8 the fresident meets with people, it's his decision, at his choice of subject and the location and time that he chooses. Some of these reports in magazines and newspapers make it seem that I make those decisions and choose subjects and, in effect, set up a schedule of topics and times for the ~resident and that's inaccurate. What I do make is recommendations in response to questions put to me, and my recommendations are based on some grasp of what the !resident's schedule is, what topics will be uppermost in his mind, what tasks have to be performed, what deadlines he faces, and I try to make suggestions for meetings that will fit in most helDfully with what the Eresident is doing. Now the next meeting•\-Jill not be a dinner, but will be lunch on a Saturday. The topic is still not firm, but it will b~ directed toward the project uppermost in the !resident's mind at the ti~e. As everyone knows. the President will neliver a State of the Union message late in January to the new Congress, so that will be very much in his mind and I would guess--although it's not definite at the moment--that he will want to have a general discussion of the state of things in the nation; that is, a good analysis of what the situation is politically, economically, socially, and some talk ahout what our best directions would be. It probably would be helpful if I explained what I aim for in making my suggestions to the ~resident regarding the kinds of people who are invited. I *This meeting was held in January. Ed. �9 have two main thoughts in mind, and this goes to show how academic people might he useful to people who have heavy public responsibilities and also a judgement ahout the ways in which they are not often useful. First, the government is filled with people who are extremely knowledgeable and, in my opinion, really expert in the things they are asked to study and do. MY collea~ues at the US mission to NATO, for instance, compared very favorably to any faculty I have ever served with. They were reaLly well-educated, thoughtful, hard-working people. Because they must be really expert in the things they're asked to work on and advise on, they become specialists and it's very ~ard for them to see--in fact it's wrong to ask them many times--to see the connections of the things they are working on with other things of great importance that other people are special~s in. Hence, there is an opportunity, in fact a need, for people who see the connections and make the links. They have to understand what specialists and experts tell them about one part of our policy and another part of our policy, but they also have to have some distance from that specialized expert understanding So that they can see the connections and see policy itself overall. At the US mission to NATO my responsibility was to try to advise the am~assador by looking at problems from the viewpoint of the ambassador; that is, overall policy. Here in the White House what's needed is people who can help the !resident view proble~s from the presidential viewpoin~. Naw most of the peoEle who have to study problems for t~e Eresident �10 and be really expert in them cannot be expected to view the problems in that overall presidential perspective. So that's one of the things we look for. The second main point is this: Academic people generally aren't the best ones to present some eight-point cr ten-paint or fift~en point program for dealing with a problem. That requires not only a knowledge, but an experience with the workings of the government in all its perplexity, not only within the executive branch, but in the relatinns of the executive branch to the legislative and also the relations of the federal government to state and local governments. There are some academic people who work out the details of things, but the ones who have that overall presidenti.al view are not the best ones to aak for a detailed program, say for urban renewal or improving transportations systems. What they are good at is giving an analysis of the problem. The best moments are when they say, "What• s wrong is; we aren't putting the question the best way. As I see it, this," and then they give an analysis, "is what our problem is. And this is the question we should be asking." Now once t:hat' s done, if it's persusive, if it seems really to have hit the mark. then the government has lots of excellent people who begin to pursue that question and build a legislative program . that is a reponse to that question. You may have seen reports that one of the people in the last dinner seminar with the ~resident was Prof~ James Q. Wilson of Harvard Who has just completed a boo~, not yet in print, on crime. There's been a lot of attention paid to ~s analy- �,, sis and it's being looked into very carefully. He has taken up the analyses of other people and has shown that there ·: really isn't sufficient support in studies and in data for some of the analyses and formulations of others which have been the basis · of major effor-ts to control crime; for example, i t was thought for some time that heroin addiction and street crime had a direct correlation. So that if you can reduce heroin addiction you would reduce street crime. In recent years 1 ~ere reduction was measurable and heroin had been hi~h, when the reduction was accomplished, street crime either stayed the same or went up. What Wilson has done is show that the analyses of many other people have not been borne out by the facts. He then proposes that we look seriously at one severe weakness in law e~forcement: that a very small proportion·- of convicted felons actually are sent to prison. New he's not talking about some crackdown on the streets where you have to incr ease the number of arres~ He's not talk ing about any change in police practice. He ~ ~ not urging, as part of this argumen t , tha t there be more prosecutions or that jud ge s and juries be more severe and convic t a higher proportion of people. All o f t h a t he puts aside. There may be argume nt~ f. or more or less, but he's not talking a b o u t that. He picks up with the law enf orce ment procedure just at the point wher e there has been a conviction, the jury ha s convicted, and now the judge has go t t o ~entence; and s4...t<l·S'!·ic• .r'M~It t.Ae.l.o11ow1JJ..!!: for example, in New YorY Cit y , vt.ry ~ of all those convicted of robbery a re sent to prison, • ~mttttJt"tJ•t '1ltL»t-bet do., 't "$e.t:ve a dey a £t-Ie~· l,e l711" �12 . CCJ11_-•t•.J, If you put 100% of the convicted robbers in prison, not for very long sentences, two years--within two years you would cut the rate OT robberies in New York City~~y. He doesn't fi&ure the deterrent effect on other people w"u'c.h would result from swift and sure punishment, puni•hment being simply deprivation of liberty for two years. He's rtot figuring that in, he's figuring in only the fact that the people who would otherwise be eommitting the crime are in jail. Now that's a persuasive argument and I've over-simplified it. There's a lot of argument and information in his book which is coming out, but my main point is thiss His argument really works like the search in a St. John's seminar for the best question. Why are so few convicted criminals sent to prison after conviction in this country? By the way, New York City is not some freak--it's a common thing throughcut the qountry. In California; there are. areas where the rate "'iMta y_ • •· -~, lawtat. Why are so few convicted criminals sent to _prison? T*'e answR Maj k1 there is a notion in this country that prisons exiit for the sake of rehabilitation of criminals, but prisons do a very -bad job of it. We don't know how to rehabilitate criminals. Correctional institutions don't correct. They've a very poor record for it. Therefore, judges and others are reluctant to send the prisoners to these institutions that don't work well. But, ·f at -qc asJc1 , "Is that really the fundamental, the primary purpose of a prison?" and•e raise the question, in effect, what is a prison for? One plausible, common sense answer tnat most ordinary citi- �zens would give is: "The purpose of the prison is to keep the criminals in some safe place so that they don't rob my home or threaten my person with violence." Now if you once raise the question what is a prison for and begin to entertain the answer; "A prison is for the purpose of separating the criminals from the rest of society," then you can say, prisons can do that very well. And therefore, this man who has been convicted should be sent to prison. SJR: You emphasized that the President makes the decisions on subject matter, place, time, etc.; but do you select the participants and, if so, how? Goldwin: No, I don't select them. I make recommendations. The !resident selects them. What goes to him is a description of the proposed gathering, a description of the proposed topic, a list of people from outside the government who might be invited, a list of people from vi thin the government who might be invited, and then two more lists of alternates. After the !resident has seen the proposal and has discussed it with others, it comes back greatly changed and r•m told what the !resident ~ould like. One thing I would like to emphasize, and it h&s not come out clearly in any of the other interviews I've had--I don't think of myself as the one who maintains liason with the academic community, because, first of all, the ~es­ ident has lots of contact with people in the academic community, a vast number of economists in and out of the ~overnmertt speak to him and work with him all ~he time--for one example. But my main 13 �14 objection to this notion of the academic community is that people in academic life don't really form a community, except in certain uninteresting ways. When all the faculty ·of some university speak as one, it's on some subject like working conditions or salary levels. In other words, not much different from trade unions, from professional societies of every sort, and that's not what I have to look out for. If I am supposed to help in same sort of liason, it's with individuals from the academit community, not with the community as a whole. All I've been charged to d0 is look out for interesting people who are knowledgeable, who have spent a lot of time studying and analyzing and Who ~ight have some constructive things to say to the people in the White House, to me, to others, and perhaps even to the President. And that's what I do. The Alchemist by Ben Jonson review by John Rees One by one they came a nd they paid. A nobleman, a holy man, a mercha nt, a clerk ••• all seeking the same universal good, Unfortunately, they alJ sought to spe 11 •• good'' with an ''1 '" (as gold) and they all "got took! " "As good as any drawn from a mine! " says Subtle to Pastor Wholesome (Tribulation Wholesome, that is, whose 'holy mission' has led him to accept the profane, namely Subtle, in order to strengthen the church). And �we don't begrudge the alchemist these subtle claims, for even if the good doctpr cannot strictly turn base metals into gold, he at least seems capable of turning all kinds of men into fools, and a fool'b gold is as good as anybody's Ben Jonson's play is full of twists and turns, as serious conniving winds its way through intricate complications. The action hardly stops for a minute, and the actors themselves reveal tremendous diversity of role and of a ttitude. But when attempting to look at the play as a whole, it is hard to look at it as more than the sum of a ll these mischievous machinations. Its "me~ningu do e s not seem to rear up large r than the simple experience of witnessing a performance. If there is a me a ning to the play, it is that "you can't get some thing for nothing," but Jonson seems to treat this notion more as a unifying theme than as a "meaning •; more a s a backdrop against which he projects hi s scurrilous she nanigans than as the main product of hi s art. For Jonson, a play should s e r ve a s light entertainment; something to distract one from the cares of day to day living . A value judgeme nt at this point would be meaningless, but if this reviewer i s right, and Jonson's overall purpos e wa s •• light entertainme nt,'' he might not have needed to have written such a long play ; a shorter one would not only ha ve s uffi ce d, it might have been more effective. As far as our particul a r production is concerned, it is praise enough to say continued page 58 - - - -- -- - -- - - --··----- - - -- 15 �16 The Head ard ~rt of Science Fiction by Robert L. Spaeth Science fiction is an authentic, prosperous, ever-growing, alwaysfascinating twentieth-century literary cult. It is international, ·but as American as jazz music; repellant to most readers, but as absorbing as a good dirty book to its fans. It is pop culture, instant Camp, far out--and it was all these things before the terms were invented. To its devotees, it isn't science fiction at all• it is "s.f." Science fiction is a vast and rapidly axpanding collection of novels, novellas, novelettes, short stories, magazines, antholog ies, histories, and criticism-all preoccupied with the imag i native use of modern science in fiction, including the past, present, and mainly the future of modern science and technology. Almost all of the titles in the collection were written within the past thirt y yeattB; a few classics dot the years more than a century into the past. Science fiction is not the literature of the fantastic, and it has almost no connection with utopian writing . Tolkien's Lord of the Rings is not s.f.; neither is Hilton's Shangri-La. S.f. is sui generis, and what a genus! If science fiction were not a c ult, with leaders and followers, teachers and learners, fans and fanatics, Ursula K. LeGuin could not have beg un her prizewinning novel, The Left Hand of Darkness, with these wordsa �17 From the Archives of Hain. Transcript of Ansible Document 0101101-934-2-Gethen• To the Stabile on Ollulz Report from Genly Ai, First Mobile on Gethen/ Winter, Hainish Cycle 93, Ekumenical Year 1490-97. Nor could Arthur C. Clarke have begun his novel, 2001: A Space Odyssey, with this sentence• "The drought had lasted now for ten million years, and the reign of the terrible lizards had long since ended." Yet these are not hack writers or kook novels, but the work of two of the best and best-known of contemporary science fiction writers. Mrs. LeGuin, the daughter of the well-known anthropologist A.L. Kroeber, is often concerned with the sociil psychology of imaginary societiest the hermaphrodites who, in Left Hand of Dark~· populate Gethen, the 84th planet known to be inhabited, are indicative of her concerns. Clarke's 2001 is unusual in that it is based on a film of the same title, produced by Clarke himself and Stanley Kubrick. Films have not been the mainstay of science fiction by a long shot, but the fact that Clarke himself ~s half responsible for 11 2001 11 was a boost for both the movies and s.f. Clarte has an edge on most s.f. writers since he writes what the fans call "science fact" as well as science fiction. 2001 has all the conventional trappingsa a shuttle service to the moon in twenty-five hours, a man-like computer named HAL (fiDr Heuristically programmed ALgorithmic computer), deep- �18 space astronauts in hibernation, a f ully mysterious "ebon slab," hyperspace, transdimensional ducts. Clarke is g ood enough to combine such paraphernalia into a novel with a theme as vast as human evolution and the existence of intelli• gence in the universe. 2001 reads smoothly and quickly, keeps the reader in mild suspense, plunges him i nto unfathomable mystery. One doesn't long remember Mission Commander David Bowman or Astronaut Frank Poole; the real protagonists of s.f. are theories, possibilities, impossibilities, and the sense of wonder. The popular success of 2001 has been shared by few other science fiction books. In 1969, The Andromeda Strain, by science fiction standards a medlocre and predictable novel by Michael Crichton, enjoyed immense popularity. Crichton tried again in 1972 with an improved effort, The Terminal Man. Fifteen years ago Walter Miller's A Canticle for Leibowitz was widely read and widely acclaimed and deserved both. But these novels are not hard-core s.f. Closer to the vital center and also popular, largely with highschool idealists, for similar reasons as those behind the popularity of The Fountainhead, is Stranger in 4 Strange Land, by one of the most prolific scribblers in the field, Robert A. Heinlein. Thirteen years after publication this impressive novel continues to sell and to fascinate. Best-selling science fiction is but a tiny tip of a huge iceberg. Below the surface, out of sight of the New York �19 Times Book Review and the best seller lists, are found the •fforts of the luminaries of recent American s.f., authors such as Asimov, Bradbury, Clarke, de Camp, Farmer, Heinlein, Kornbluth, Pohl, Stapledon, Silverberg, Van Vogt, and others. Even deeper below the surface are the great classics such as "The Facts in the Case of M. Valdemar," by Edgar Allen Poe (c. 1844) J From the Earth to the Moon (1865), by Jules Verne; "The T1.me Machine" (1895), by H.G. Wells. And also an endless supply of junk. (But then, as someone once said, ninety per cent of any form of literature is junk.) Poe, Verne, Wells, Aldous Huxley in Brave New World (1932), and George Orwell in 1~84 (1949·) give badly-needed respectab1.lity to science fiction. But with the possible exception of Wells, on• suspects that the real s.f. essence isn't .there. They are too concerned with society or politics or horror, and perhaps they are just too good. For t he genuine article, the world had to wait until about 1940. As C.S. Lewis, himself a fringe science fiction writer, said in his 1966 essay, "On Science Fiction" a I had read fantastic fiction of all sorts ever since I could read, including, of course, the particular kind which Wells practiced in his Time Machine •••• Then, some fifteen or twenty years ago, I became aware of a bulge in the production of such stories •••• perhaps five or six years ago, the bulge (wasJ still continuing and even increasing ..•• �20 In one short generation, admittedly the most explosive generation ever, a literary form and a literary cult became defined-defined by thousands of new books and · stories. By 1959, it was becoming intellectualized, and one could hear Heinlein lecturing on the subject at the University of Chicago, giving a deadly serious definition of the genre he helped to create a .•• that sort (of fiction] in which the author shows awareness of the nature and importance of the human activity known as the scientific method, shows equal awareness .: of the great body of human knowledge already collected through that activity, and takes into account in his stories the effects and possible future effects on human beings of scientific method and fact. In 1966, c.s. Lewis, in the essay quoted above, went so far in this direction as to divide science fiction into five "subspecies," one called "eschatological." If there is a trend here, it might parallel that unfortunate decline in the appreciation of jazz music, now as much stu~ied as enjoyed. The scienc~ fiction fan would probably deny the e x istence of such a downward trend, and he ought t c know. But who is the archtype of the science fiction fan? This may be the best question to investigate. This writer, aware Of the dangers of generalization, sees him as follows: He is a bright and lonely high-school senior in a small isolated town in the �American mi~west, a reader since he was taught how, having passed quickly through fairy t a les and sports stories, havir g I i~gered a I ittle too long on comic books then abruptly giving them up at age thirteen. It is he who gives science fiction its large audience and its g reat spirit, he who pays tre r o ya It i es of the I a borers. in the vineyard, re who makes a· mockery of theories and de f initions of science fiction. Does th i ~ ycur~g man care whether We I I' s "The Lard Ironclo.ds• (1903) predicted armored warfare? whether Verne's T~enty Thous~r~ Leagues Under the Sea ( 1869 ) anticipat e d submari n es? whether Hugo Gerrosback c o ir.ed the wor·d "television" (and made an awful r::ur) in Ralph 124C41+ ( 1911 )? w~: ether .,slow g lass 11 or "psi power .. wi II beco r~1 e rea I it i es or rerna i r· fantasies? He do es not. He reads books t h a t h e c a r' n o t p u t oo wn , t h a t r e a c h h i s fear of tte stran g e and unknown, that stimulate his growing i~agination, take him far away from Iowa, into space, into the f~ture, int o exotic worlds that are alI Eomehow present to his own mind. This omni~ c rous reader has studied science in high school, knows that the sun is a tre~endous hydrogen bomb, knows that Einstein sho~ed that time can slow down, knows wl'"lat computers can do, knows that I i f e is being created in test tubes. He has heard of lasers, DNA, fly-bys, mesons, gravitons. For him, science fiction turns all o! ' this · into ' adventure, mak@s it more human, more interesting, makes it his. The publishing industry goes one better, and rr.a k e s i t a I I a v a i I a b I e. Oh, yes, it is available. The young man need only walk tc the drug store. There he will find magazines--Analog, Galaxy, �22 . Stories, Fantasy and Science Fiction, If, Fantastic Stories--all published mont h ly-or bimonthlv. alI costinq sixty or seventy-five cents, alI measuring about five by seven inches. In those magazines, and in other I ess we I I known 11 fanz i nes• (fan magazines) which he must get in the mai I, he f i nds the latest stories, book revi ews , irate lett e rs, "science faci:.," edit orials, and now a day s even a I ittle sex-is i n his dog-eared copy of an old Galax~-118 e e i r1 her a c ros s the room, an g I e d away g from him, her smooth back bare, the I ittle g lobe of on e brea st visible ••• •--happening · in th e 23 rd ce ntury. There he also finds numer ous paperbacks, seventy-five cents, ninety- f iv e ce nts, one-twenty-five, ~ossibly a Hu go or Nebul a ~ward winner, some of the greats repri n t~d, many written just last year. (The H~ g o awards are named after Hugo Gernsback and g iven by the yearly World Science Fiction Confer~nce, the Nebula awards by the Science Fiction Writers of Ameri ca .) Dow n tr e s treet in the pLtbl ic I ibrary he finds the f i c tion shelves heavy with hi s favo rite s : t he o ldies (W e l•s, Verne) th a t h e hasn't g ot a round to, tr.e great anthol cg ie s ( ed itor s : Groff Conklin, J u d i t h M r r i I I , Damon ~ i g h t , Ben Bova) e that he knows so wei I, the curiosities (Science Fiction for Peo le . Who Hate Sc1ence Fiction , and hundreds of just plain goo th1ngs. At the I ibrary he recognizes some familiar faces--fan s of detective stories (nuns and older people), of gothic r om a n c e s ( I a d i e .s ) • I n I a t e r y e a r s h e w i I I fee I simi I a-r I y simpatico with movie buffs, even with addicts of ••porn," but he wi II be, while at Harvard or in the u.s. Army, ~mazin~ �I i , .. confused and disgusted by the incessant readers of the comics he dropped at thirteen. The film, "2001 ,"finally came to this young man's town a few years ago. He saw it but felt uneasy: his imagination was not used to having ready-made pictures presented to it, despite the corny iII ustrations in the s.f. magazines. He recently saw ~Fahrenheit 451" on TV, but he is too young to remember the other s.f. movies such as "The 21st Century" in tl:e thirties, and •• Des t i nat i on M c n '' and "The I n vas i on o of t h e Bo d y S n a t c h e r s '' i n t h e f i f t i e s • But he won't give up and is waiting for the film version of "The Terninal Man," not knowinq of the bad revfews. Sometimes he feels I ike talking with others I ike hirrself, since he wi II not get to the national s.f. convention (Discon II, Washington D.C., August 29-September 2, 1974), much less to· the World Science Fiction Convention. He has to be satisfied now with a membership in the Science Fiction Book Club, Garden City, New York. Next year ·in coli ege he wi II find kindr e d s p i r i t s ; b.Y t h e n h e wi I I d eve I op a sl ightlyembarrassed feeling. Then he wi II learn how different science and s.f. re a lly are, he wi I I discover to his horror that much of the politics in s.f. is much too right-wing for his taste, he wi I I learn to abhor scientology and wish it had no conne c tion with s.f., he wi II grow ashamed of himrself for the thousands of hours he has spen t on · what he now wi II ~a II "esc.ape I i ter-ature,.-hours spent escaping from Iowa, to which he never intends to returr. He learns now that there are high standards in I iterature, that most of what he has enjoyed doesn't measure up. How could he have enjoyed sentences �1 such as ~Three humans came back to earth from the fungoid world of Nacre, bringing with them eight mantas--eight intelligent alien beings" or got excited by such sentences as, "She was silvery metal, thixotropic, anistropic, tamed by the science of her people to flow and move I ike flesh"? So adolescent; so long ago. This young man growing older rapidly now restricts his reading of s.f. to periods of depressfon, periods when his need to escape is clear and distinct. In order to defEl.nd himself, he reads Huxley, then Poe, even Wei Is and Verne, He learns to be slightly discriminating in his taste, even within science fiction. AI I tris he keeps rather quiet, being used to I one I i ness anyway. He f inds at one point that he no longer gets the o I d fee I i ng from what he is reading, that he is not escaping at alI, not even enjoying. He concludes, reluct2ntly, that what he I i ked a I I a I ong was the junk-the andrei ds, the fungoi ds, the naol i, the orgs, videophones, galactic wars, earthshire, the colonization of the planet Arcor. So he becomes a card-carrying member cf t~e club, aware of the world above but fascinated by the world of s. f ., renewing his subscription to Analog but scoffing at its editorials, an s .f. expert at co II ege parties, countering Humphrey Bogart with · J .G. Ba I I ard, often sneaking off for TV reruns of "Star Trek,'' but occasionally being alone in his room devouring two, three new s~f. novels in one lon g nigh t . Much later he wi I I discover other electrical engineers with much the ' same adolescence--and feel much ~ore secure about himself. �25 given birth to better examples of cults, but among I iterary cui ts of the breadth and sha II owness of science fictior, there can be few other contenders for the top prize. Moreover, current facts indicate t~at there may be building a new wave comparable to that of the l~te f ifties. Hardly anyone predicts a demise for s.f., for unlike detective stor ' es, gothic romances, and westerns, s.f. is open-ended, as openended as science and the human imagin a tion themselves. -St. C loud, Mi0nc 00 t a June, 1974 Americ~ '. 1 I l. '' ' j. ) ' ~ ay hEV€ ·-·--- - - �StilJ L:i.fe 26 My temper won the first round, And I'd be angry yet If hating you could make a difference; But I've grown too old to hate you, And I 'w. too young to forget How wrong I was when I call P.d you a "-'Ot:Jar1. A stone gets trampled under foot And never needs to cry, And no one in his right mir.d ever loves one. If I'd known you were a st at ue I'd have look ed and walked on by, Or maybe praised the artist who hac made you. You cannot take the credit, N0 r need you take the blame, For being such a life-like imitatjon. It does not serve my purpose To try to mak e you cry from shame; Be si des, t he blue steeJ. of your eyPs might tarnish. If jt were in my power I would m elt your ice shelJ And warm the deathly coldness of your heart. Then surel y those who follo,ved Wouldn't fall the wa y I fell Into the trap of loving d ead perfection. There's nothing left for me to do, And I won't begin to try To do again what's bound to destroy me. I've won my right to live now, And I'm not afr aid to die Knowing that I never will possess you. by Dennis Johnson �.. ·r l ) j li 27 l ' ':The Appealing of the Passian. _ Tenderer in Prayer Apart ' ' is 1 Stanza 27, line 6, The Wreck of the Deutschland--Gerard Manley Hopkins I ! 1 I ! They that go down to the se.a in ships, that do business in great waters; These see the works of the LORD, and hi s wonders in the deep. For he commandeth, and raiseth the stormy wind, which l1fte ~ h up the v1aves thereof. They mount up to the hea ven, they go dmvr. agai n to the d epths: thej r so11l is mel t ed because of troub lE. They reel to and fro, and sta gge r like a drur.ken man, a nd are at their wit's end. Tt·.en thE~Y cry unto the LORD in their troubJ.t! , and he bringeth th em out of their distr esses He maket h the storm a calm, so that the waves thereof a re still. Tten are the y glad because the y be quiet; so he hringeth them unto the ir d es ired have n Psalm 107: 23-30~ King James' Bible. The Chr iEt ian lo ok s at God' s creation and believes it to be sup ported by Goc' s Word.; thE found at; ion of d i v:i .r~ e re a son up holds the world of things and events. Tte poet is chee red by the beauty and wonder he sees shining forth from God's cre a tion, but he is soon confronted by the hard hor. ror of tb E-: VTorld, God's stern majest y . He must look faithfully for the divine r e ason which sup norts all of the works of each of God 1 s days. For Gera rd M anley �28 Hopkins, a Christian poet, the horrible waste of a shipwreck, the wintr y demise of the Deutschland, is transformed into an event charged with divine significance. The stormy airs are born ar,ain into the air which harb ored Eas ter, the balmy air of Spring. To begic here is to begin at the core of "The Wreck of the De-c.tschland •11 To be gin he r e i s to listen to the poet's inquisition of h:i.s heart, the mott.er of his b ej~g . It is to list en ve ~y caref1~ly in ord e r to underst ~n d how thA poet is able to accept and be cheered by the terror of one of God's shipwrHcks. In the mid s t of h i s p o e try , i n thE~ m:i.c st. of hi s maki ng, thE-; poGi. st.op;:. · i r·. wonch~:r· and perhaps in cha gr tn . He h;=t ~; b e en describing a most horri. ble scenP: .q sh~ p carrying two hundrE-· d pt~oplE-! r 11n s.ground on a s a ndb a r and wrec ked o~ a frightfulJy da rk a nd cold mid.-wiL tE-!r' ~ ~ i E; h t. Thc-;re is litt le hop e for r e scue . TtA pnPt ca~ . only begjn to describ F"~ th ~~ h e~ Jr.J.F~ ssn P ss in panic which ens~ ea there on th e sh i p. His react icn i s emc.i_; ional. AJ.J . t h~ s b-!rror has brought him to t t-: nr~; ; b=:·trs wh~ ch · a r e inappr upr:i c: te. 18 Ah, tou.ch0d in . o1..:r bovrE-:::· nf bo ne Y Are ymJ 1 turn f~d for .qr. f'-XC: lJ . ~;l t- E-' sma rt, you ! Ha VP. hPl'f:: m :~.l: r: vJord s b :-" E!A.h q_Ll al C.D8 f:r· c-r~ rrtP , Do you l--motrJH' of hr! i t:g jr · mP , h eetrt. 0 unteach a bly af1 e r e vil, but uttering tru th , Why t e ars! is it? t ea r~; such a melting, a mad riga l start! 1 1 j y I �revel .g nd ri.ver of N(; vr~J·- e l d (-"ring YCllth' Wta t car it be, - th i ~: glee? tlw go0d you havt-: the re of yol~r own? of the poe t to the gr jzzl y trappiLgs of t h e sh i rwr e ck a r H r emi.n isce nt of the important emotional e:A1Jeriences of the poet dGscrib ed in the first p a rt of the poem . Those first tcn stanza s comprj sP 8. s ize ~1b] f' chunk of th e p oem. Tte :/ cornrjr tE~ invocation, prs.ise, a nd exhortab on to p rod,_lce a n ac c oun t of the poet's conve r si.nn to th E~ Christi a n life and his und e r ~. tand:1 r.g of wha t it must grow to be. God i s d c~ scrjbed there as a hunter of sort s ; one who b ea ts duv.Jn ma n's h P.art into submi!:;ston and i n so drJ~.rg is then most m rciful • .,Though the hunt is horrible the e results of it a r e sweet. God finally e stab J.ishes his rightful place as ma ster in the hea rt: of man. Th i~ re ~c t i . cn 2 I did say yes 0 E.t lightening and lashed rod; Thou he a rd s t me. truer tha n tongue confe ss Thy t e rror, 0 Christ, 0 God; Thou knowest the walls, altar and hour and night: The swoon of a heart that the swe ep and the hurl of thee trod Hard down Wlth a horror of helght: And the midriff astrain with l eaning of, laced with fire of stress. · In stanza 18, the poet's recognition that- -his description of the shipwreck has taken a melting .start is a new "swoon of a , heart." Hopkins realizes that his he a rt has thwarted God from his rightful pl ace 29 �30 there. The poet 1 s her-n·t h:1~·: bt-~0.n to1;~hed and turned by the intense ernoti or; pr0ff!nt in his descrlption of thE-~ ~::hjf\1/I'C':ck: word:·; are made to break fror.· thE~ pont ,qnd hE~ must stop ir the middlP of h·i~ wrjting. The ·poet hn.s SlJCC1-iml:f'~d to the rP~i.ct·J c.n whieh any ff~8l:ing pr!r!:":on with ljm:t(~d faithless sight wc1•Jd haVF! conr• to; he crj~'~s tears of sorrov.r n.nd cesp~lir. His tE!~·.J.I·s ;:?.rn an improper react.j on to thP r:ru~h, thf'~ horror, which js impJicj.t ir the descrjrtion of the v.rreck. He must. r"prove r~irnseJf. Hi~~ reproval coMes to bE~ courled vT~th the re~l­ iza tton that God 1 s fin[Yer is pre sent fnr the poet; it has touched his heart. It is through God that the poet was given the grace to realize thj ~: error anc1 to go on and continue the poem. Il js ~lso throU[h God 1 s grace that the p CJ(~ t 1 s hc2, rt, though "unteachably after evil" i ~; abJ e to utteT' the truth of the sea-wreck. ThA i nc~ident de scri bE~d earlier ir. tbe pof~n' and the poet 1 s realization in stanza 18 are bott::. experiences of cor:.version j r: v.rhich thE~ ~or:t hns been awakE~ned. God plays an irr-portant, ~"' even inspirE_tjo.r...a1 part in eaeh' experience. The poet has been awakened to tte gap inherent between God and man. There is a significant connection for the poet between his experiences of God's mastery and the nun's concrete and emphatic final experience of God's mastery which he is describing. Part of those tears of the poet's, discovered in stanza 18, seem to be a response to the valorous faith and present-mi~dedness of the central figure of the shipwreck, the tall nun, as she is described in the last two li~es of the seventeenth stanza& Till a lionness arose breasting the babble, �31 A prophetess towered in the tumult, a virginal tongue told. 1 The 'tall nun rises as if part of a vision amidst the pandemonium and horror of the sea's storm. There is confusion all around. Some passerigers were forced to take refuge in the ship's shrouds and riggings. For many of these the wind took them and threw them on the ship's deck, crushing them. The others suffered a death by drowning after being made helpless by ·the cold wintry air. The loud winds combined with the undecipherable cries and shouts of the terrified crowd to produce an unholy roar. But the nun rises as a lioness would; she replaces the the roar of the night and tolls out commanding advice. In doing so she lessens the horror of confusion. The tall nun's insight there in the storm comes from her knowledge of God and from God himself. She, like the poet, is touched by God's finger and this inspired deed results. Her time at the wreck is a time of coming close to God; the gap between God and man lessened. Her breast is so sweetly infused with God's love that the difference between, the distance between, God and the tall . nun is greatly decreased. The nun's counsel in the midst of all this wailing nourishes the crowd. She is indeed breasting the babble there. While rising up to fend off this confusion, the nun is at the same time giving spiritual suck to the remaining passengers whose terror would otherwise have only increased. She breasts the babble and in so doing feeds them the milk of God's Word, which is full of grace and truth. The nun is present at the wreck and reminds the �32 - . . crowd by her command1ng prescence that God too is present even in the holocaust of the storm. Part of the poet's amazement in stanza 18 is that just as the tall nun provides spiritual nourishment by her action in the storm, so too does his heart utter truth, God's truth, in his account of .the nun's deed, irregardless of his tears. The poet realizes ·that there is a similarity between the inspiration he receives and the inspiration of the nun. While speaking the truth and nourishing the reader with his account of ~he nun's bravery, the sounds of the words suggest that the poet is receiving suck from his mother of being. From his heart which is touched by God's finger, the poet udders truth. In her brave act of rising up out of the storm, the inspired nun becomes a new sort of Tower of Babel. ~efore she appeared the language of the night was scattered and senseless. The shouts and screams were uncontrolled ~nd each went in its own direction. The confusion was complete. Her appearance dispelled part of the panic. She united the previously dispersed attention of the crowd and rivetted it on God by her one voice and . one-mindedness. Thos e pride ful men, described jn Genesis, said in their one voice that to make their tall tower with it~ top in the heavens would be t o "make a name for ourselves, lest we be scattered abroad upon the face of the whole earth." (Genesis lla 4). The tall tow e r of a nun is certainly conc e rne d with the fear of being s cattered abroad at this time, but her r ea s on for rising up is not to make a name for hers e lf, . but rather to proclaim, a s any bell in a tall church tower would, God's name and his pre scence �33 midst of the storm. The nun's bravery is a great cause of cheer for the poet. In addition to bringing the attention of the people on board the fated ship into focus, she also sets them thinking on their present relationship with God. The urgency of t'he shipwreck and the nun's fine example force those passengers of the Deutschland to consider important questions which are too easily put off. With the inspiration of the Holy Spirit, the nun, by her deeds, proclaimed the tenability of the Christian life for those on board. She was to help those dying by bringing Christ's name to ·their last breath, perhaps. Her actions · might change the lives of those passengers who would survive the wreck, bringing them to dedicate their spirits to the Christian life. The nun's inspiration is reminiscent of the inspiration given to Christ's disciples on the day of Pentecost. The Virgin Mary can easily be imagined during the descent of the Holy Spirit as we read of this tall nun. Considering the Pentecost as a part of the new creation which followed Christ's new birth at Easter, the descent of the Holy Spirit can be seen as undoing the damage done by those descendants of Noah, the builders of the tower of Babel. On the day of Pentecost the Holy Spirit filled the disciples of Christ and they "began to speak in other tongues as the spirit gave them utterance." (Acts 2a4) Then it is as if the descendants of those dispersed prideful tower builders are re.gathered, each to hear those blessed Galileans speaking in their respective languages, gifts of the Holy Spirit. Instead of restorin~ one common language to all, in~he ��of his poem. It is a comfort that the nun is blinded by the salt water. It shows the way in which the poet's inappropriate tears must flow in order to be fitting. The poet's tears are faithless emotional reaction to the wreck. As the ntin's eyes are blinded by the sea water, so must the poet's tears blind him to all views but one view. That one thing to be sought, to be seen, must be God's mercy present in the terror of the wreck. There seems to be no beauty or grace in the destruction of lives -- especi ally when death visits man in the dreadful waste of a shipwreck. Lives are wasted without reason, or so it would seem to a person without the grace of special sight. It is this special sight which the poet must learn to accept and develop. Hopkins comes to see the shipwreck charged with a great significance. The circumstances of the destruction come together and are soon realized as an extension or reworking of Christ's passion. The poet is better able to understand why these five Franciscan nuns, God-fearing, God-loving Christians, are drowned and destroyed. As the poem moves along, the apparition which the nuns become is made both clearer and more significant. The reason for the tall nun being described as the first of the five in the twentieth stanza becomes readily apparent in stanzas 22 and 23. The poet recognizes an important relationship between the reported image of the five nu..ns holding hands together in a circle and the five wo,..tnds of Christ crucified. Just as the five . wounds of Christ are his "sake and cipher," ~o do the five nuns gathered together calling for Christ to come quic k be·come a five lived and leaved f avour .:;:-, . 35 �....... 36 pride. They are graced to partake in the passion of Chrl•t. Together they become a signal, a si&.n• a "cinquefoil token," a memorial for Christ's suffering. The nuns are being martyred by the hunter-God who is addressed as a martyr-master in stanza 21. Th~ir new role as a "five-leaved favour'' sets them up to be a five petalled rose, the flower of martyrs. The·~s• togetherness as a rose seems suited to the new air which the poet creates for the wreck -- the new air of the poem. Out of the cold howling storm, Jesus, the martyr-master, is said to see sweet heaven astrew in showers of lilies, The transformation which Jesus sees in the storm is transmitted to the listener, and all of a sudden, there is an air of Spring in that mid-winter's night. This is. fully fitting. These five daughters of st. Francis of Assisi, each daughter of one of his five stigmata, hls gift :from Jesus, h.is gift to shate with Jesus, are seen as baptized in this storm. The winter air is warmed by the Holy Spirit and they Are sisterly sealed in wild waters, To bathe in his fall-gold mercies, to breathe in his all-fire g;:Lance s. The new air of Spring is present to witness the nuns' new birth at their death by drowning. The sacramentality of their death is discovered along with the Easter air and the poem is born over again, too. Th~ eye of man cannot see th~ special nature of.the nuns' death. He must take on the sight of the martyr-maeter who sees Spring and Easter in winter. The poet is learning to strengthen his newlyacquired sight; to be cheered by this �37 strange celebration in the death of the nuns. His descriptions bear witness to his new insight. This special sight even discovers a beauty in the de Gth of these nuns. The nature of the s a craments is seen to pervade the whole incident. The nun~• death described by the poet in stanza 28 is reminiscent of stanza 7 with its striking juxtaposition of Christ's birth a nd death: 7 It dates from day Of his going in Galilee; War~-laid grave of a womh-lif e grey; Manger, maiden' s knee; The dense and drive n Passion , and frightful sweat; Thence t he discharge of it , there its s wellin g to b e , Th ough f e l t before , th ough in high flood yet-What none would have known of it ••• Even Christ's pre-natal life is described as being destined to his horrible passion. Paradoxically, Christ's passion was called to a new birth three days after his death, on Easter. Christ's passion is described as the birth of a baby would be described and as the consummation of a marriage would be described. The poet asks what would anyone have known of this passion. The sounds of the words also ask what nun would have known of this suffering; what would a nun have known of the consummation of a marriage, and the throes of birth? After reading only the first part of the poem the answer to these questions must be that there is no one person, and especially no nun, who could participate in this suffering, Yet, we read on and �38 hear of the t a ll nun a nd her fo ur s isters as they are drowned. They do pa rticip8t e in Christ's suffering . Rap~i n a vi s 1on, the poet describe s their doom: 28 But h ow s ha l l I ••• rr.ake me rc•om ther e : Re a ch me a ••• F a n c y , COT"l€:~ f c-1 ste r-Strike you the s i gh t o f it? l ook ~t it loom t h e r e , Thi n g tha t s h E~ ••. t he r e the n ! the: Ma s t e r, I pse, t he only one , Christ , K~ nE , He nd : He was to c u r e t he ex tr emit y Wht~ r e h F• had c a s t he r; Do , de a l , 1 o r d i t w j _1. b J t v :i r g a nd dead ; Le t him ri de , h e r p rjd e , in hj s t r iumph , d e spa tch a nd ~ave d one wi th h i s do om trJ.e r e . The nun•s death is ~ ~ e consummation of her marriage to Chris t. She has come to share inGrist•s pas sion, a nd inde e d, she has come~o know the horror of it a s well as the r~lease of ~t . Sh e is g a the red into divine arms; brough·i to the rest of her reward. The poet, - ~ ~ ft behind, left alive, a nd not involved wi ·c, ~ ··. the phys ic a l a spects of the shipwreck, breathes out a nd exclaims a t the e nd of his gloom, "Ah, the re was a heart ri ght," There .is g re a t reli ef in these words; it is as ~ f part of the poet's heart pronounced "unte ~ch ably a ft e r e vil" in the eighteenth stanza .is cure d a nd reborn after witnessing the valorous death of the nun with the right heart. With .the first pa rt of the poem there is a great concern on behalf of the poet for his heart. The heart, that part of the body which governs the weather of the spirit, is hunted and followed by God, the "Orion of light." In stanza 3, the poet's �,. ,, trapped heart fled "dovewinged" and "carrier-witted" to the heart of the Host. The move was one of necessity. He was hemmed in by gaping hell behind him and Christ's frowning face before him. As told in stanzas 7 and 8, man's heart, first being "hard at bay" is finally all out with it. Hemmed in by God's truth, man's heart ie forced to flush out its evil regardless of any desire of the heart's wishing. The poet's concern at first in the poem is with his own heart. When he recognizes a love and beauty in another heart, that is, the•heart · righ~ of the tall nun, he is drawn to it. He is drawn to the heart of the nun which would prompt him to exclaim'' the breast of the Maiden could obe y so, be a be ll to, rjng of it, and Startle the poor sheep bact! is the shipwreck then a ha rve st, does tempest c a rr y the grain for thee? The heart of thA nun can be imag i ned as a beating bell in her bre a s t; b eati ng its right deeds and b ea ting its right spirit. A bell catching the at ten ti~Jn of those hunted souls, passengers of the Deutsch land, and profoundly changing their view of the reason behind the wreck. By her loud cri.es of "Chri st cor.1e qutckly," by gathering the cro s s to her b reast, the n1m stands sair.ted, blessed to b e much more than sinful flesh \vould u sually permj. t. It is as if sh e is beating he r b re as t; the peniten t sinner confessing her sins. But there i s no dwelli.ng on the sins wh:Lch a re brought to the t a ll nun's mind. She recognizes he r sins and nnashamedly asks Chr l. st to c ome and gathAr her up. sne rAco gnizes 1 39 �40 Christ 1 s· divinity and her own mortality and is not shaken by this recognition. Out of the stormy waters of the sea, instead of crying out in faithless fear "We are perishing," the tall nun calls for a quick and happy death. The poet goes on after Chrjst's coming for the nun and explains that she has been gathered up for the patience she demonstrated and for the pain she endured. He pleads that the · Heart, go blRed at a bitterer vein for the Comfortless unconfessed of them-Whose heart is asked to bleed? We are reminded of Christ's death on the cross as recorded in St. John 1 s gospel: "But one of tbe soldiers pierced his side with a spear, and at once there came out blood and water." (John 19: 34). Here then Jesus's heart comes to play with the heart of the nun ana the heart of the poet. Jesus is the light of man's heart. His heart, made of man's flesb tool is not unlike the nun's heart of the poet s heart. TherE-~ is a great sharing going on between tbe three. So, there is a rea son for the slJffering of the 'WI'eck of tbE::: Deutsc9l&nd. Fror:J a peculiar outpouring of Goa s grace, five Franciscan nuns were to ce gj ftPd "'rt tb the gift of part of Chr1st 1 s suffering. In taking on this gift and ir remajning faithful they were to startle thP survJvors or the wreck to see the Christian life in a new way and perhaps give those ~ho were drowned the gra~e of a Chrjstian death. There is another effect of the vrreck. The poet was able to ~ontinue the "''ork tbat, the tall nun started when she made the stormy seas seem calm. It is with a lightened heart, a: heart full of faith, that Gerard Manley Hopkins can dedicate his poem �To the hap py me mor y of five Fra ncisc an Nuns exil t-: s by the Falk Lai!JS d:rcn,vn f~d b E~ t vreer: miC.nieht and morrdng of Dec. 7th, 1875. by Richard Daven~ort PRICE OF LIBERATION The Vagabond by Colette trans. by Enid McLeod Noonday Paperback $2.95 "Yes, this is the dangerous, lucid ho;J.r, , , " The Vagabond is a courageous book. Colette took a plot teetering on melodrama, added her exquisite prose, her perception, honesty and humor, and made what could have been a very bad book a very good one. In a certain way, that mirrors the story of the heroineaRenee's heart and brain and eye interpret and ~indicate what many would say is mediocre material. Renee Nere is a JJ year old divorcee, earning her living by dancing on the stage. Her solitude, after her disastrous marriage with a high society philanderer, is a privilege, a pleasure, and a terror. It is disturbed by a wealthy bachelor, Maxime, who becomes her admirer, then her lover. But their affair is disrupted by her theatrical tour of the �42 province s , a nd it is the n tha t she chooses her work and h s r independ ~ nce over the comfort of his love. The woman who chooses the ple a sure s and terrors of work a nd soli tude ove!' love is no puritan. She uses a sf ~ nsual lang uag e, that lingers backstage, a t dogs, f a ces, landscapes, kisses, roses. Colette is able to make one see and touch with wonder what one has glanced at a tbous a. r~d times. S~e not only presents the sensual world, but presents its metaphors. Renee's senses are attached very strongly to her intelli g ence, and she and her author discover a n earthly grace in a bunch of snowdrops or the crevasses of a human fg_ce, or a frightening perception in the objects of a common household. It is Renee's dedication t o h e r intelligence and sensitivity that push her to ffiake that most difficult of d e cisions, that of choosing solitude for th e rest of her life. Yet she understands love so well: love and compa nionship and the pleasures of the flesh. Pmong all the thousands of kisses one finds in fiction, her description is among the few worth remembering: " ••• For the lips which kiss me are just the same as yesterday, gentle cool and impersonal, and their ineffectiveness irritates me. But all of a sudden they change, and now I no longer recognise the kiss, which quickens, insists, falters, then begins again with a rhythmical movement, and finally stops as if waiting for a response which does not come. - -···- ····--· · -- �43 I move my head imperceptibly, because of his moustache which brushes against my nostrils with a scent of vanilla and hon8yed tobacco. Oh! ••• suddenly my mouth, in spite of itself, lets itself be opened, opens of itself as irresistibly as a ripe plum splits in the sun. And once again there is born that exBcting pain that spreads from my lips, all down my flanks as far as my knees, that swelling as of a wound that wa nts to open once more and overflow--the voluptuous pleasure that I had forgotten." Maxime is kind, generous, and wants to marry her. Why does she refuse him? She gives one answer to him and in a certain way it is correct: .... ,You will understand that I must not belong to you or to a nyone, and that in spite of a first marriage a nd a second love, I have remained a kind of 6ld maid, like some among them who are so in love with Love that no love appears to them beautiful e nough, and so the y refuse themselves without condescending to expla in; who repel E~ very se11timental misalliance and return to sit for life before a window, bent over their needl e , in solita ry communion with their incomparable vision. Like them, I wanted everything; a lamentable mistake punished me ... But to herself sh8 gives truer answer: 11 Except for this sorrow, become again what I was, say free, horribly alone the h a rd~~~ have I not tha t is to and free? �44 The momentary grace which touched me · now withdraws .itself from me, since I refused to lose myself in it. Instead of saying to ita "Take me!" I ask ita "What are you giving me? Another myself? Ttere is no other myself. You're giving me a friend who is young, ardent, jealous, and sincerely in love? I knowa that is what is called a master, and I no longer want one ••• A look of his can rouse me and I cease to belong to myself if he puts his mouth on mine? In that case he is my enemy, he is the thief who steals me from myself." In her renunciation, Renee suffers, but as Colette reminds the reader, suffering is not so terrible--a woman can grow "supple" in the act of survival. "It is only in pain th8t a woman is capable of rising above mediocrity," Renee · says, a statement that pe rhaps characterizes ~er1, too, her painter friend Hamond, the publicly scorned artists of the music hall. "You wanted to brighten me with that commonplace dawn, for you pitied me in my obscurity," she thinks of Maxime. She accepts that obscurity, and the worries about the rent,· her age, her act; memories of her lover; extreme fatigue; and the sight of an unknown lovely village from a train window. To be a "vagabond" presents its own l:::ondage, and Renee shall never escape from the past. In her victory, and Renee truly considers it a victory, she gains nothing more nor less than Renee. --Elizabeth Gold �45 b y Arl Pne Roe me r ym.~ p1.!1y musj c for us tba t. we ome ym.n· A.UC j 8 nce, your r eeF..; } ver!::. It is whfHl b€~C It 1 ~ whP. n yot.J lo v ~.· E11rydice thn t you becomP thP qudi f n~P~ t b R r (-; C 8 i V E~ I' • Ycu le;:3ve us for h f~r . Eur,ydic E~ tP c cmc s ycmr hRro , but not ours. Yc,u sE~t as jd c~ your mu ~:ic, our mus ic, so that Y011 m:i rht h ~1V8 before you thE=~ b r!a1J t y, trw ve ~;sel into which to pour . We used t o be .r-onr ve ssfd s --you have .q b n nd r::r:.ed us . TbE~n srw lt.'R S tr.:.k r:~ n from you . Yc,11 A.b ;:.1 ndor·ed us in ord er to pur sue-~ her. Whf~ r , you doubt e d in ord e r to know, to be certain, to behcJld her in c e rt8.in ty, you lost her. Then, Orphe us, you did not come back to u s. You v.rent to sol i tud e --to death in life, and y ou san g ou t. You sang for yourself becausE: you wished not to die. You sang, because you w:i.shed not to dle, but you sang · of death. We never had you again-you neve r came back to u s. You reststed us, and brought us bitterness and despair in song. Your mustc--you sep a rated things. �46 Simplicia's Triumph Note on Junior laboratory, Examples and Problems& Problem 1, (a) The problem is to determine the maxi mum height attained by a ba ll thrown vert ically upwards int o the air from a height of 10 rreters above the ground with an initial velocity of 20 mRters per se cond. The most ge neral form of the " distance - t ime equaticn," s = s 0 + v 0 t + tgt2, is given , as we ll as a value for " g " i n m/sec2 : the mean ings of the words, " up ," and " down ," "ground" and "air," and "ball" are also g tven, but the volume, materia l, and welght of the ball are not . The problem can be solved , relatively mindl ess l y , by fol l owing the hint and solving the first derivative of the distance-time equation for "t" wh en "v" o, • ({ 0 = 20mps - t9. um sec 2 ,,v and then u 1 1.e., using that va l ue of "t" in the distancetime equation itself to determine " s ." But once we beg in to reflect seriously about this procedure, we are led tn making the following observations and approaches to a deeper understanding of it. Observation 1. The d i stance -time equation is g iven from the start. How i s it given to us? It is presented as the happy o ffs pring o f a chance but passionate romance, which. was the romance of the imagination with the possibility that the "acceleration;" that is, the second derivative of a ~ function s(t) on the s-t plane,qd2s/dt2: of a certain motion, is constant. The name of the constant is given as ·~g." = �47 The details of the bold courtship of *'d2s/ dt2 = g•by the imagination, following its successful flirtation with the more modest "d2s/dt2 = o,"' are given on pp. 1-3 of the text under discussion. In that place is also to be found an account of the birth and growth of the equation as the fruit of this union. Observation 2. The problem is given after the distance-time equation has been modified by the conditions of the problem and, as so modified, graphed. The modified equation which is graphed has this • formaqs = 10m+ 20 mt/sec + (-4.9mt2jsec9 and is explained as followsa "By using a negative sign for the •acceleration of gravity• we are simply stipulating that distance is to be measured upwards, that distances from the surface of the earth are to be taken as positive." Nothing in the setting out of the modified equation has been said about the meaning of the phrase "acceleration of gravity." Nothing has been said about ·h • up aM down, the air and the ground, and gravity, come to enter into relationship with the " + " and " - " signs of pure quantity-relationships. Observation J, The stipulation that the distance "upwards'' has to be reflected in the equation as "positive" and the "acceleration of gravity" prefixed with a " - " sign shows that the manual understands the motion of the ball to its maximum height to be essentially the relating of a difference of the quantity "t" to a difference of the quant1ty "s;" and so that motion can be essentially grasped through quantities defined along the co-ordinate �48 axes of time (t) and distance (s). Motion is understood as something that is essentially imaginable and intelligible and existent prior to and wholly apart from any of its determining conditions. The dis~ance-time equation exists, in itselfl quite independently of the heavens and the earth, the air and the ground, up and down, the weight, material, and size of the ball, and the change of its velocity in feet or meters per second ot minute with respect to time as it falls from a height to the sutface of the earth. In its purity it is splendidly indifferent to any of these thing s. Thus, for the manual, there is no difference at all between~y = ax2 + bx + c~and 6s = kt2 + vbt + so·"' It is true that the first lS on the x-y plane and the other on the s-t plane. But this makes no difference. For a function of two variables is a relation that one varying quantity always has to anothe r because of a rule, so that when one of them is given, the other is given also. And this is precisely what motion in the distance-time equation is presented as. It too turns out to b e a relation that one quantity, distance, has to another, time, such that when one is gi ven, the other is g iven also. Observation 4. There fo re motion dis~ appe ars in the equaticn. For just as it is i ffiposs i b le in a function to go from one point to the "next" point, b ecause there is no next point, and so the baroq ue definitior. of continuity in a function has to be constructed, used as a test on every point of the functicn, and sat isfied, b efore the function can be called continuous, $0, it is impos- �sible in the ir::at~ lna t:iou to distingu ish between a " moving " pc int and an infinite se ri e s cf different p o ints wh i ch det e rmine a n infinj t t?. s .:'. ries of distance-time relations accordir.g t (' some rul r~ and sati sfying at every p~ int the f orma ] def i n iti on of cont i nul t y . There i s n (1 way at alJ to d istingu ish between a pcint mov ing accord i ng to the d istan.-;e -tirr.e equation and a sc~t of or dered pairs of qua..nti t i es "s " and "t" or: the s -t plane. Bu t since ther e i s no difference d i s c e rni bl e be tween tht·m, th Pn tlu:;y are the same, a nd "mo ti on " can :r1ean no more than those or d "' r e c pa j r s c1 va 1 u e s • f But then ther f~ must be someth i ng wrong in the manua l' s analys i s of motjon . An unde rstanding of mot i on based on equations relating positions and times of i ndividua l motionless points and without, j_ n addi t i on , up and down , heavy and light , and the ground and the air, seems far removed i n d e e d fr o~ a genuine unders tanding of motiol! as that word is usually meant. Furthermore , "here " and "there~" which are presuppos~d l ri t!le notion of distance, and "nJw" and "th.en," which are presu.p posed in the notion of time, are in no way distint; uishat)le in our experience from "on" and "under," up and down, and "above" and "below." They come and go together. And so if the manual should insist on disting uishing the s-t plane from the x-y plane on the basis of the experience of distance and time, or on some other basis, we must also allow that that same experience, or other basis, gives us also up and down, on and under, and above and below as well as the ground and the air. And this means that volume and weight, and "effort" and "re- �50 sistance" are given also. These things, then, so far from being essentially foreign to the austere chastity of the distance-time equation, must be lurking in it as its silent and intrinsic co-determinal, ts frt)m the beginning. Obse rvation 5. The equation wor·ks. Whj? There is both a place and a ner-:d for a rr.ore direct :c·f·]z;tion being shown bPtween it and the fact that it doRs work. There is a J..'lace for an under::;tandinv ·if mntion that is not rooted esser1ti2illy in th·~ .irn<.:t.f~:inc-ition; that :Jhows that the: " + " and " - " signs of the rnotisnless ~·:ymbols do n;Jt becomE" related to experiet; tially mt=:afaJrt. ~d quanti ties after the heavens and the r-·arth, scrubbed clean, have b(c_, en introduced into the august pr,"sence of the symbols ~r the lordly equation, but that they have been so related all alongt that reveals, by showing what the symbols of the P-quation truly symbolize, what its true c>rigins are, what it is really saying, and why it is true. The P·qua tion must bf· shown to be suffusr-·d with becoming before we get it. Or, better, becoming must be shown to be suffused with the equation prior to our imaginatior.. We will now proceed ~o such an understanding. The first account of the birth of the distance-time equation, that it was sired by human Imagin~tion out of Possibility, the fruit of the youthful indiscretion of an over-spirited mind playfully revelling in its own beauty, we will dismiss as the work of modern mathematicophysical poets. No, we shall say, the equation has other and far deeper source~, and a much more noble, solid, and respectable set of parents. However, we will �not approach these ultimate parents directly. Rather, we will make several successive approaches to them, clarifyi~g our notions as we go along. 51 First Approach The first app1·oach is throggh the relatively mindless solution of the problem. Why does that solution work? It works because to the initial distance from the ground, "s 0 )' there is added another dis tance. Wha't is that other di s tance? It is the d istance it takes for the ball to go from 20mps to Omps. How is that dis tanc e determined? It i s determined by finding the time it takes to go from 20mps to Omps upwards and then, multiplying that time by the initial velocity, " v 0 " to get a distance "s "--and everybody knows that"s = v • t : be ca use "v = s/t" by df-:f initio.r~--adding that di.stanc e to an-other d ista.' 1ce. 'rhh-; otf1er distance is fou~~~d. by multirlyincr, t~1at sa:r,e time " t ," squared, by "g/2"::-ancl everybody kn ow~ that "s • ;:;/2 • t .: :. ," b•.:cause " g == s ,lt<- " by df!finjtion--and tn=n adding that 3Um to the ini tial ii3tance. On ly that sum sh ·J ;Jld really be a diffe r-ent;e becaus e the force of g ravity i.3 pu l ·l i ng d own and it is s':. ipi..llated that distance is to ':-Je m·2·:U3 ;1rr:d £'rom the gr:>und up. In othe r wor ds , the solut ion is to d e termine two d i stances , "so" and "(v 0 t - m4. <)t2/sec2)," and then add them to one another. So much for that! Next probl Pm! Ob ,j ec t ion to t.l'te First Appr oach FIRST SPEAKER: Eut wait! Tell me a gain �r 52 what the quantity ''(v 0 t - m4.9t2/sec2)" refers to. Did you say it was a distance arrived at by subtracting one distance from another? Or that it was a distance arrived at by subtracting two other things from one another which are proportional to that one distance? SECOND SPEAKERz I don't think I und erstand your second alternative. But then I don't ne ed to because both "v0 t" and "m4. 9 t 2/sec2 " individually yield distances, and so that whole quantity which is their d i ffe r ence must also be a d istance. lSTz Do you know why your formula works? ZNDz No. Some guy f i gured o ut the most general solution of the second order differential equation "d2s/dt2 = g ," but I haven't the faintest id ea what that has to do with the rise and fall of the bal l. I j~.tst plugged in the values f or "t" and solved the equation. 1STz Do you care why it works? 2ND: Of course I do, if your que st ion "Wh y? " rnean9 anything . But I d on't think i t does . It ' s all a mat t er of how you define things . 1ST: W ll, p e rhaps it i s and p e rhaps it P isn't. We 'll have to explore that . But y o u r~al l y do want to know why the equa t io n works , if therP is a why? ~HD: YPs . Abso l ut e l y yes . I never li ked ju s t p l w~g i ng tn valu es t o these equations I did n ' t unders tand. That ' s what s cares me off fr om physics . So go ahead , if you �kn'>W why . jSX; Well, it' s rea lly all quit e cle ar fro m Ga lil eo . What you are really tr y i ng t o f i nd out i s t he d is tanc e comp osed of three d istances: the i n itial d istance, t he d i s tance the ba ll would t ravel upw ards i n un i form mot ion if nothing hindered it, and the distance through which it fal1~ from the tim e it leaves the thr ow e r ' s hand until it r e aches it ~ maximum he i g h..~. 2ND: I have no id e a what you mean. How does the ball 11 fall 11 from the time it leaves the thrower's hand until it reaches its maximum hei g ht? It goes up, not down, that whole time! 1ST: W ll, it does and it doesn't. e It goes up, but always more slowly. That is because it bec omes su bj ect to the influenc e o f g ravity the minute it leaves the thrower's hand and so begins t o g o down. Look at it this waya if there we r e no g ravity at work, the ball would keep go ing up and up forever in uniform motion, for there would be nothing to stop it. And its distance would be proportional to its time of travel and its initial velocity. That is to say, its distance upwards would be expressed by "v 0 t, 11 where 11 V 11 is 2 Omps and "t" is wholly undetermined. But gravity is at work. As soon as it leaves the thrower's hand, the ball becomes subject to its action, i.e., the ball is in a condition of free fall. But in a condition of free fall, the velocity at any time is proportional to the time of travel. And therefore the ball, starting with no down- �54 wa c d ~3 v f- J o c: i t y , w i 11 g r ~1d u a ll y a c q u 1 r P sam ~ with the passagE of· tim~. And at s orne t i rn e , it rn us t have i.:t ~" rn u c h d u wnwa rds v ~ 1 o c i t y as i t ha ~; a l wa .v s had upwa.rds. At that tim~._, "t," thr:" ball vvill ha V!'' rPac h("d its maxim um h :• igh t. AftPr y o u find that t ir:It ', u~~·- -L t t') cornputf' the upward .3 cJj:.:;tarJCi' aTd th.-· rj,.;wnwar d :::; distance, ~~i .< rJtract tn· :)· \: ') t ;d f'r ,)m thP first, add t!tr.:. :1 L f'f• cr ._, nc' t< • the i fl i t i 3. ]_ d iS tan C f-> ' ::l Jl d ,'/ J '.< I \ ' '~ : ,. n t i. t_ • Do you see how I ha'/' :--;h )Wn _v-:-;L~ wh y ttv-' distance-time equati'H; 'N :J rl\.::>? Tl i'-' rr~aximlAifl distance, "s" will :·:-' '-qu::.Jl t :-; thee initial distance, "s0" and t ru' di f'z\"'r ~ r,c·· between two distance0, thF" u p·.var·:l~3 distance travelled durin;r tht-' tlmt=~ "t" at I ' •• \, l.~ "-~ ' t 20-ps r i • e • 1 "v 0 ....,. ( ., ..... " , n. [ .>~.IC' t:: "v" .1" ~ '? l_.t'• ·~ fi"ed as ••s/t,.) 1 and t. hP downwarc cl L·;L r">•.J tanee travelled during that saMe time "t;'' i.e., 11 4.9mt2/sec2 .. ( becauso;.~ "g" L; de fine.d as in tft/s ec2 anJ d i~:; tanc e in the free fail si tWltion is p1·r>I·ortional to the square of the time of f a J 1 . . • Objection to the Se~C'nd_.~J212Fc ;~C?!i 'l1 hot.';::'. a 2,~1Jd ;nc. You mu.st be kidding. Yo~ must really take 2NDI Ha ha hal Me for a foo1J 1ST: Why? 2ND: Why? Do you mean to -:ell me that in the same time, "t," th;:-, ba~J ~an go 'Joth upi'Vards a.Q9 dowm.,'ards a certain distance? What d~ you take me for? Maybe my first answer was mindless, and maybe I don't know why the equation works, bu.t yo~r solution is a thousand times worse than my ignorance. For you �55 pretend to tell me the truth, and you wind up telling a bigger lie than I ever dreamt of! Third Approach lSTr So that's it. Know, t hen, my philosophical physician, that you are quite rig ht in what you say. There is indeed only one time and so only one distance, an upwards distance. And so it is quite improper, or at least not wholly true, to say that Lhe distance from hand to max i mum can be arrivE-d at by subtracting one dista nce from another. Sin2 e you show y o urself worthy of thaJ2 things, you. will now knov~ t h e true reason for the distance-time eqt1ation. The fact is that the upwards motion of the ba ll is continually slowing do~n. And this is because the force of the e a rth 's g ravit y is produci~g continually incr e asing d.ownwards :i ist~1nces of the ball at alJ instants of its travel upwards. But it continually retains the instantaneous upwards distances which are produced by the force of the initial throw upwards, the force of inertia. And so -ch(;se ins ~antan eo us downwards dis tances are constantly and increasingly coming int o conflict with the upwards on~s, ca nce lling them, and so slowi ng th e ball down; i.e., diminishing in every instant the di sta nce the ball g o e s up in ~hat ins tant and so constant ly c h::tng ing thr~ rate at w:rtich a g iven distance i s covered in a g iven t i me . Now yo' 1 must know t : ta t to every l n stantaneous dista. 1ce "ds" traversed in : any ins tant " dt " tl!.ere corresponds by �56 definition an "instantaneou.s ·velocity," "v·," which is the "velocity" of the bal2. at that instant. If one instantaneous distance is greater than another, then t.he in~:; tet.r: tane o •1s velocity of the first is grea ~P.r than the instantaneotlS velocity o f t ~~ ~ s l l:: n <1 • Now i n t h ?7 r; a:~ e o : the ball, the total ~listan.-::e upwards will be the St1J'1 Jf all those differences be~ween f_sreater ir1stantanE:O'J.S distant:es upwards and ledsc:r _i_nstantaneous distances downwards, as they :>cc !Jr in alL the in-· stants "dt" of the time "t" of upv;ards travel. Each instanta.n80i.:IS uvNat... dS diste:.nce can be representt~d by "v • Jt," since they are all th~~ sa 11e with une anot.he c and, by definition, "v = ds/jt," so that "ds = v • dt," And each instantar1eous downwards distance can be represen-~ed by "gt·· dt," since they arB all different and the instantaneo~s distan::e "ds" covered in any instant "dt;" i.e., "ds/dt" is always increasing at th~_; constant rate "g" with the ps.ssase of time "t," becaw:H: of the force ·Jf gravity. And SJ at any iutant "dt" thA upwar·ds dist:t.ncE:~ "ds" will be the d ifferene: e b(::: tv;::; en th•:: u.p·,ards "ds" duf.~ tt) thA focce :::;f i.rv~rtia and the dowrwJar'ds "ds" d\J•.~ tu th~: force of grav~t:v; i . .::~., 1'ds = fJ.s ( i) - ~ds (g). r) 11 But 11 • 1 -tds ( l ) ' ==- vd i.. 11 And " ).J;d~~ (g) • "1'-d~-; -:: : 'v"d t - gi.d t" = gt · • t. " .i 'r tte r~ fo c _, at an ·/ in::~taLt "at..." Ii n w t h '2 wh ,.\ l f d is c;. :;_ n c e , " s , " up vV 2. ni s ·~. i. ~ J b ~ ;: he.: ~->.m ~Jf tht?S2 ir1star" L-:ln.:;c;u.:=; .J. l. .· t .t. n ,-:- t~ ~_:; '' d s " t r a v · l J e G d 1 12: · i r g a ll t h r: ' :r'n.n °l. ,.1n l. !' . '·', ·-Jr-t·c·.c~ "d· t-" ;) L~ ·tf'1,-· ti roo "t " f rJr s l.-~r: h a s urn i~_; • -.,_ /,. and it::; extremi~ i, ~; .J.r ~ ~~ i {- n t f!_ t:·d : l,y' f' :1 i, t j_ ng t r1 em d. uc v e ' an J l; (- 1 :wv t: lP 3 1 v r l L\ e t h L; : t ~' t ~I.=- 0 1. ) ... . -.."") • v . . .1 •.1... ·•' I .t 1 . - •""'f~. -- ._.. t.) ~; II �The refore we will say that it is the .. case that "s = t~ vdt - gtdt." I will solve th1~ for you exhibit be f ore your eyes once more the fair naked form of th e distance-t:i_me equation. Far 'it~ vd.t = vt." And ut~gtdt = ~gtG,II The ~·fore, my friend, sinceW"t~ vdt gtdt = t~ vdt - t~ gtdt," and "s = t~ vdt - gtdt," "s = vt- ~gt2," Now jJst add the initial distance, "s 0 ," and you g et the form for the maximum height of the ball: "s = s 0 + v 0 t + (-%gt2)," and Objection to the Third Approach 2ND: Now I know that you must not only take me for a fool b ut that you are one yourself. And a lying sophistic and credulous scoundrel to boo t! Sure, you derive the distance-time equation by integrating instantaneous distances over time inst~ad of spinning it out of y o ur imagination as the most general sulution of the second order differential equation ds/dt2 = g. And to that extent you have Gucceeded in making falling bodies, and ,m i_fnrmlv movin.!! ones, your starting point rather than your own fancy. But at what a price! You have summed up distances that are no distances traversed in times that are no times, and related them to "instantaneous velocities," "v," that are merely nominal definitions of written symbols! . You have subtracted one distance that is no distance from anothEr distance that is no distance and purported to arrive at yet a third distance that is no distance, and a perpetually changing one at that! You have argued that "t~ vdt = vt" and that "t"-0 gtdt = ~gt2" without -· .. - ·· -·- - - - - -- �the leas t justification. You have attributed all o f this to the "fo.cce of gravity" of the earth, which is "slowing down" the ball by somehow reaching up to grab it and p u ll it down. And you have attributed to th2 oall a "force of iner:tia" by which the grabbing of the eartl} to _pull the ball down is continually resisted and so is not effective until after the maximum height o f t :-1e balL is reached. No, my friP.nd, until ;you satisfy me on all thes e points, I'll stick to my simple-~inded substitutions. Your mixture of sophistry, sy~bolic rr1anipulation, and mystical "forces," is too m'tich for me to take. --Edward Sparrow continued from page 15-- that it allowed its audience to view Jonson's play pretty much as he intended it. The casting seemed extremely natur~l and the spirit of vaudevillian hanky/ panky very rarely broke, even for an . instant. Besides Bob 'l'zudiker and tl1e cast, special praise is due Lee Zlotoff and assistants for a highly professi o nal job of set d~sign and decoration. i'R:ttr·· ·n· � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource <em>The St. John's Review</em> Description An account of the resource <em>The St. John's Review</em><span> is published by the Office of the Dean, St. John's College.  All manuscripts are subject to blind review. 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Title A name given to the resource The St. John's Review, March 1975 Description An account of the resource Volume I, Number 2 of The St. John's Review. Published March 1975. 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 1975-03 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Contributor An entity responsible for making contributions to the resource Silver, Joan Hoving, Chris Rees, John Spaeth, Robert L. Johnson, Dennis Davenport, Richard Gold, Elizabeth Roemer, Arlene Sparrow, Edward G. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context sjc_review_vol1_no2_1975 St. John's Review https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/34e0330781f68213af5a573344a6058f.pdf e9d2ac771038830eb458306165d7f852 PDF Text Text SIJOHN'S College A N N A P O L I S • SANTA FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND SUNDAY, MAY ELEVENTH Two THOUSAND AND FOURTEEN �PROGRAM FOR THE Two HUNDRED TWENTY-SECOND COMMENCEMENT IN THE THREE HUNDRED EIGHTEENTH YEAR OF THE COLLEGE PRELUDE CARROLLTON BRASS QUINTET ACADEMIC PROCESSION THE NATIONAL ANTHEM CARROLLTON BRASS QUINTET FRANCIS SCOTT KEY, ALUMNUS, CLASS OF 1796 WELCOME CHRISTOPHER B. NELSON, SFyo PRESIDENT OF THE COLLEGE ANNOUNCEMENT OF PRIZES AND AWARDS PRESIDENT NELSON PAMELA KRAUS DEAN OF THE COLLEGE ADDRESS TO THE GRADUATING CLASS MR. 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Louis PARK, MINNESOTA S/he Had it Coming: A Murder but Not a Crime? Seeing Justice Done in Aeschylus's Oresteia GRAHAM PATRICK GALLAGHER ASHEVILLE, NORTH CAROLINA The Masses Rising: An Exploration of the Desire for Republican Government MADELINE ELIZABETH GARNER Singer of Stories and Teller of Songs EASTON, MARYLAND AMANDA CHARLOTTE GLASGO LOUDONVILLE, OHIO The Necessity and Use for Rights: The Universal Declaration of Human Rights as a Means to Promote Common Goals of Freedom, Security, Prosperity, Justice, and Peace ETHAN SCOTT GODDARD MOULTONBORO, NEW HAMPSHIRE Revenge and the Permanence of Tragedy in The Virgin Spring NATHANIEL LEONARD GOLDMAN The Poetics of Dwelling: Martin Heidegger's "The Origin of the Work of Art" and John Ashbery 's "The Skaters " FAIRWAY, KANSAS �JOHNATHAN WOODROW GoOCH WlMBERLEY, TEXAS The Social Swerve: On Morality in a Material World ANYI Guo On Greatness in Plutarch's Lives: Alexander the Great andPompey SHANGHAI, CHINA NICHOLAS LAKE HARNER A Model Error: A Scientific Problem Seen in Ptolemy's Almagest OAKWOOD, OHIO BRENNAN REED HARRIS DENVER, COLORADO Sleeping Disciples, Sleeping Sins, and the Final Rest in Death: A Textual and Musical Thread in Bach's St. Matthew Passion CHRISTOPHER EVAN HOBART SAN MATEO, CALIFORNIA The Story of Job: The Book of Job, Analyzed as a Human Tool MICHAEL JOSEPH KALKAVAGE Through the Looking Glass: Plutarch's Exploration of Alexander, the Man Behind the History ALEXANDER KIELMANSKI Love—A Hero and a Villain: An Exploration of Love in Shakespeare s Romeo and Juliet JESSICA MAJA KJELLBERG Love, Power, and Self-Knowledge: Edmund in King Lear ANNAPOLIS, MARYLAND PARLIN, NEW JERSEY NEW YORK, NEW YORK CHARLIE ANN KLINE MISSION HILLS, KANSAS Gee, I Wish I Were a Man - I'd Join the Angels: The Tragedy of Eve in Milton's Paradise Lost HALIL UGUR KUPELI Embodiment: Reconciliation of Artistic Drives Within Mystery and Searchfor Mother in Hermann Hesse's Narcissus and Goldmund TOVA RUTH LECUYER A Matter of Fiction: Judgment and Vilification in The Brothers Karamazov ISTANBUL, TURKEY SANTA FE, NEW MEXICO �LAWRENCE EDWARD LEIBOWITZ REISTERSTOWN, MARYLAND Why Does Ahab Perish Whilst Ishmael Survives? An Exploration of Ishmael and Ahab's Struggle with Chance, Free Will, and Necessity DAVID COLIN LEW COLUMBIA, MARYLAND The Political Advantages of Christianity in a Commonwealth CHANG Liu What is Nature? Examining Animal Life: The Process of Assimilation and the "Genus-Process " in Hegel's Philosophy of Nature GUANGDONG, CHINA MICAELA KAYE MACDOUGALL ABINGTON, PENNSYLVANIA "lam not madefor perilous quests ": What Makes a Lowly Hobbit Greater Than the King? NICOLETTE MAUDE MAIMONE So, Wives FAIRFAX, VIRGINIA SARAH JUDITH MARX CHEVY CHASE, MARYLAND The Gardener's Bible: Land Use, Moral Choice, and the Cultivation of a People MARGARET LOUISE MATTHEWS On Truth and the Whole in Hegel's Science of Logic MOORESTOWN, NEW JERSEY TIMOTHY SOLOMON MCCLENNEN Making Mythology from History: The Truths that Tacitus Can Only Convey by Lying MIAMI, FLORIDA CHRISTOPHER SCOTT MCPHERSON TOWSON, MARYLAND Is Revolution Justifiable? Abraham Lincoln and the Right to Revolution CHRISTOPHER KARL MELLON, JR. Intuition and Intellection: A Theory of Parallels CHEVY CHASE, MARYLAND BENJAMIN A. MISHKIN OLYMPIA, WASHINGTON For I Am Become Death, Destroyer of Worlds: In Search of an Ethics Commensurate with Our Power �CATHERINE MARY MOON WOLCOTT, CONNECTICUT Finally a Drop to Drink: How Jesus 9s Blood Fulfills the Law and Frees Man from Sin KEVIN WILLIAM MORRIS CROFTON, MARYLAND Can Purity of Heart Be Taught? Kierkegaard's View ofMeno's Old Question DANIELLE PAIGE NELSON STAFFORD, VIRGINIA "A kingdom for a stage, princes to act, and monarchs to behold the swelling scene! " The Many Roles of Prince Hal and His Journey to the Throne in Henry IV Part One WOLFE CASSEL NELSON Homeric Happiness: Four Portraits ofAchilleus, Three Views of the Iliad SANTA CRUZ, CALIFORNIA MAXWELL DUNNING NORTH SARASOTA, FLORIDA The Friction Between Two Worlds: A Look at the Conflict Between the Mind and the Spirit in The Brothers Karamazov SOREN ABRAHAM OLEGNOWICZ CHARLOTTESVILLE, VIRGINIA The Moments of Man: A Brief Psychology of Nietzsche's On the Advantage and Disadvantage of History for Life EVGENIA ARKADYEVNA OLIMPIEVA We Are What We Make AIMEE MIGNON PAPPAS By Force or by Freedom: Ivan's Transformation in The Brothers Karamazov ST. PETERSBURG, RUSSIA SEATTLE, WASHINGTON FRANK JEANPAUL PECORARO ELLICOTT CITY, MARYLAND No More Than a Dream: The Relationship of Art and Death CAMERON PELTZ MALVERN, PENNSYLVANIA Mixed Feelings: What the Enjoyment of Farce and Laughter at Suffering Say About Ethical Judgment �HAYDEN EUGENE PENDERGRASS Jesus and Jurisprudence: Love as the Fulfillment of the Law of Moses EL PASO, TEXAS ELIZABETH MARY PETERSON WEST HARTFORD, CONNECTICUT The War of Every Man Against Himself: On the Nature and Character ofKleinias in Book One of the Laws CASSIE ELEANOR PETTIT CHATTANOOGA, TENNESSEE The Center Cannot Hold: An Exploration on the Disharmony Within Us CYNTHIA MICHELE PIERCE To Be God to You and Your Offspring After You FORT WALTON BEACH, FLORIDA ALEXANDRIA MICHELLE PLUNKETT Harmonizing Souls: An Examination of The Souls of Black Folk HOUSTON, TEXAS MICHELLE NICOLE PORCELLI On the Motions of the Soul in Plato 9s Phaedo CHICAGO, ILLINOIS JOANNA JANE PURPICH Ivan 7s Torment: His Struggle for the Reconciliation of Suffering and Faith in The Brothers Karamazov HOUSTON, TEXAS ALEK PUSHKA SALISBURY, MARYLAND Living and Living Well in Nietzsche 9s On the Advantage and Disadvantage of History for Life CANEEL RADINSON-BLASUCCI Skin, Saints, Soldiers, Simpletons, and Second Wives: An Examination of Pierre's Journey to Happiness and Self-Knowledge in War and Peace CHADWICK ALLEN RAINES A Treatise on Rights and Constitutions WILMINGTON, DELAWARE DENVER, NORTH CAROLINA ALEXANDRA MAUDE RAUDONIS-BLICKER DERRY, NEW HAMPSHIRE Agape in the Form of Art: An Analysis of Andrei Tarkovsky 's Andrei Rublev �VINCENT LEANDRO REESE On the Lord and Bondsman in the Phenomenology of the Spirit COLUMBUS, OHIO JOHN HENRY FAHEY REILLY BALTIMORE, MARYLAND The Scientific World/view: The Epistemological Basis of the Scientific Method MARGARET ALAPHAIR REITZ "Grant me Lord to know and understand": An Exploration of Augustine's Confessions WOOSTER, OHIO REBECCA ALEXANDRA RIPPERTON CHAPEL HILL, NORTH CAROLINA A Place i' the Story: On the part ofEnobarbus in Shakespeare's Antony and Cleopatra SEAN CHRISTIAN SABELLA From Inquiry to Devotion PLYMOUTH, MASSACHUSETTS BAXTER STEPHEN SAPP Say I Play The Man I Am GREENSBORO, NORTH CAROLINA ANDREW MICHAEL SCHULMAN AVON, CONNECTICUT The Internal Act of Believing: Aquinas on Intellect and Witt GORDON EDWARD SELTZ Mankind's Labor: From Alienation to Species Being BALTIMORE, MARYLAND REBECCA MAE SEXTON WOODINVILLE, WASHINGTON Such as Occurs Only Between Women: An Exploration of the Relationship Between Natasha andMarya in War and Peace JOHN VALENTINE SITZMANN ZIONSVILLE, INDIANA Salvation in the New Testament and Innocence in the Garden of Eden JONATHAN TURNER SOSEBEE ANNAPOLIS, MARYLAND Analyzing Characters Through Examined Conversations �CAMERON LEIGH SPIRO The Universal Will: Suffering's Role in the Life of the Individual VIRGINIA BEACH, VIRGINIA JORDAN ZACHARY STEARNS The Clement Savage: Rousseau's Proof of Man's Natural Goodness ANNAPOLIS, MARYLAND CHARLOTTE EMILY STEINECKE One of the Dark Places of the Earth LAUREL, MARYLAND MORGAN LINDSEY STEPHENSON Taming the Typhon: An Inquiry into the Relation of "Self and "Other" in Hegel's Phenomenology and Sophocles s Antigone LINDSAY ANN SWIFT An Examination of Nietzsche's Views on Morality ANDREW JOHN TRISTER The Path of Faith AUSTIN, TEXAS ALAMOSA, COLORADO RIVERSIDE, CONNECTICUT IAN PATRICK TUTTLE The Burden of Reality: Redeeming Time in T.S. Eliot's Four Quartets OJIUGO UCHE Brooding Over an Inscrutable Intention: Natural Symbolism and Narrative in Joseph Conrad's Heart of Darkness SAN ANTONIO, TEXAS ABUJA, NIGERIA HANNAH ELIZABETH UPCHURCH ALEXANDRIA, VIRGINIA A Choice of Nightmares: Joseph Conrad's Heart of Darkness HUGH HANSARD VERRIER, JR. NEW YORK, NEW YORK Death Hath No More Dominion: Law and Body in Paul's "Letter to the Romans " MARGARET MACKENZIE WAGGAMAN MT. WASHINGTON, MASSACHUSETTS Re-Inventing Gulliver: The Struggle to Maintain Self-Identity �SAMUEL ROBERT WEINBERG Beyond Both the Old World and the New: A Look into Baconian Science ALEXANDRA RUBINOVA WELM It is Just a Matter of Casting I ( MANHASSET, NEW YORK PRINCETON, NEW JERSEY CASEY JAMES WHITNEY WARRICK, NEW YORK Falling Apart, Rising Together: Shame and Self-Sacrifice in Paradise Lost ELLIOT JONATHAN WOOTEN IRVINE, CALIFORNIA The Tyranny of Private Property: an Essay on the Relationship Between the Economic Principles of Adam Smith and Karl Marx ALI ClHANSIN YlLDIZ "I am legion, for we are many": On Ideological Possession and Idolatry in Dostoevsky's Demons *Upon completion of requirements ISTANBUL, TURKEY �MASTER OF ARTS IN LIBERAL ARTS DEGREE GRADUATE INSTITUTE IN LIBERAL EDUCATION MARGARET JOSEPHINE BAIR Bowie, Maryland MELISSA ANN BALCH Santa Fe, New Mexico JESSICA ALYSA BANGEL Citrus County, Florida CAMDEN CHASE BOWDREN Annapolis, Maryland ERIC ALLEN BROTHERTON Sweetwater, Tennessee RYAN ANDREW BURNETT Sacramento, California JEAN ELIZABETH CHASE Woodbine, Maryland Lois GARDINER CLARK Washington, DC RICHARD JAMES FINK * ESTER AN FREEMAN BRADY JOSEPH LEE DONALD ROBERT LEOPOLD Hollidaysburg, Pennsylvania Miami, Florida Baltimore, Maryland Concord, Massachusetts JUDITH FENN MCGEORGE Ellsworth, Maine JASON ALAN MENZIN Roslyn, New York MOLLY KATHARYN MEYER SARAH LACUGNA MILLER JOHN ROBERT NEYLAN MALLORY BROOKE PALMER AARON MICHAEL PELOT JODY GENE SHEETS GABRIELLE SIOBHAN STANTON JEREMIAH DAVID SWANSON THOMAS JONATHAN THIGPEN Davidsonville, Maryland Seattle, Washington Morgan Hill, California Orlando, Florida Dublin, Ohio Canyon, Texas Philadelphia, Pennsylvania Coshocton, Ohio Gainesville, Georgia BRIAN STEWART WILSON Rising Sun, Maryland ANNE ELIZABETH ZOLKOWER Annapolis, Maryland *Upon completion of requirements �PRIZES AND AWARDS COMMENCEMENT 2,014 To the member of the Senior Class who has written the best senior essay. Offered in memory of Susan Irene Roberts, of the Class of 1966 The Gardener's Bible: Land Use, Moral Choice, and the Cultivation of a People SARAH JUDITH MARX HONORABLE MENTION Both Whole and Distinct: an Inquiry with Plato 's Republic LAURA ALEXANDRA CLEVELAND To the member of the Junior Class who has written the best annual essay. Offered by Mrs. Leslie Clark Stevens in memory of her daughter-in-law, Kathryn Mylroie Stevens Givenness, Multiplicity, and the Authentic Unity of Objects RENWICK ELLIS HUDSON HONORABLE MENTION Seeing is Believing: A Leibnizian Interpretation Qiu LIN To the member of the Sophomore Class who has written the best annual essay. Offered under the will of the late Judge Walter I. Dawkins, of the Class of 1880 A Study in Optimism: On Suicide Finding the Deep, Secret Root ofPolydorus 's Murder and the Forest of Self-Violence MARINA AUD-JEAN WEBER �HONORABLE MENTION "This time does not require those sights ": Duty, Desire, and Images in Virgil's Aeneid EMILY FREDA GRAZIER To the member of the Freshman Class who has written the best annual essay. "You will know the sky and how necessity fettered it to hold the limits of the stars ": Plato 's Parmenides as Ineffable Microcosm ZACHARY WILLIAM GOLD HONORABLE MENTION The Lasting Value ofThucydides 's Peloponnesian War NATHAN MICHEL HUEY The Democracy in Speech: Is Philosophy Possible? SOPHY CORDELIA SCHULMAN To the Graduate Institute student who has written a distinguished preceptorial essay in the year 2013. Offered by the Alumni Association Coming Home CARLIN FELT and On Suffering and Death in The Odyssey JASON ALAN MENZIN �To a member of the Senior Glass, for excellence in speaking. Offered in memory of Senator Millard E. Tydings of Maryland BENJAMIN A. MISHKIN To the student who submits the best English version of a Greek text. Offered in memory of John S. Kieffer, President Emeritus MICAELA KAYE MACDOUGALL To the student who submits the best English version of a French poem. Offered by the Board of Visitors and Governors HAYDEN EUGENE PENDERGRASS To the student who submits a fine original English poem. Offered by Dr. George Austin in memory of his brother, Henry "Crepe-Myrtle (End of Summer Flowers) " SARAH MARX To the student who submits a fine original musical composition. Offered in memory of Mary Joy Belknap, President of the Caritas Society 1987-1991 "If it is Eternal " ERIK GUSTAF NEAVE �To the student who submits a fine essay on a piece of music. Offered in memory of Mary Joy Belknap, President of the Garitas Society 1987-1991 Finding Home: Man 's Journey in Beethoven 's Ninth Symphony PHILIP JOHN CALINDA To the student who submits the most elegant solution of a synthetic problem. Offered by the Class of 1986 in honor of Bryce Jacobsen, of the Glass of 1942, Tutor and Director of Athletics Emeritus Smut MA To the student who submits the most elegant solution of an analytical problem. Offered in memory of James R. McGlintock, of the Glass of 1965 NOT AWARDED To the student who carries out a fine laboratory project. Voltage, Current, and Resistance SlDHARTH SUBODH SHAH To the senior man and woman who, through participation, leadership, and sportsmanship, have contributed most to the SJC athletic program, a special blazer. HAYDEN EUGENE PENDERGRASS CHARLIE ANN KLINE �To the member of the Senior Class who has contributed outstanding service to the Greater Annapolis Community. Offered by the Caritas Society of St. John's College HUGH HANSARD VERRIER )K To the member of the Senior Class who has demonstrated the greatest care for and service to youth who reside in the City of Annapolis. Offered by the friends and family of Marvin B. Cooper, of the Class of 1969 CHARLIE ANN KLINE To the member of the Senior Class who submits the best work of visual art to the Community Art Exhibition, the Charles Vernon Moran Prize Caesar, digital painting ALEK PUSHKA To the Senior who has demonstrated excellence in the arts, literature, or sciences, the Walter S. Baird Prize. "Duet for Violin and Cello " PHILIP JOHN CALINDA �ENDOWED SCHOLARSHIPS St. John's College, Annapolis Leslie Milton Abrams, 1954 Richard F. Cleveland, H54 Harry Golding, Graduate Institute Dr. Granville Q. Adams, 1929 Bernard Clorety, 1950 George A. and Eveline T. Greenleaf Mildred Alexander Philip L. Alger, 1912 Alter Graduate Institute Scholarship Alumni Scholarship Annapolis Graduate Institute Aretei Fund Bradley G. Arms George M. Austin, 1908 Walter S. Baird, 1930 Betty Beck Bennett, 1960 Fred and Marian Billups Jeff Bishop Memorial FordK. Brown, H70 Dr. Charles C. Cook Marvin Brent Cooper, 1969 The Joseph and Robert Cornell Memorial Foundation Eugene N. (1929)and Robert G. (1963) Cozzolino Wiley and Helen Crawford Cpl. George E. Cunnifflll Helen Lee DeAloia Donna Marie Delattre Clarence L. Dickinson, 1911 Richard A. Duhan, 1963 Caritas Society of St. John's College Martin Dyer Book Fund Casasco Family Fund Ahmet Ertegun Education Fund Michael Chiantella Chicago Regional Faculty Scholarship Mrs. Clyde Alvin Clapp Ronald and Donna Fielding James T. Clark, 1928 James H. Frame, 1950 Class of 1897 Friends of St. John's Class of 1898 Nancy Gannon Gearing Edna G. and Roscoe E. Grove, 1910 John T. and Gertrude L. Harrison, 1907 John T. Harrison, Jr. Charles W. Hass, 1927 Henry B. Higman, A48 Richard H. Hodgson, 1906 The Hodson Trust Alfred and Ruth Houston, 1906 Houston Regional John Isaacs J. Seward Johnson, Jr. Jesse H. and Mary Gibbs Jones Col. Robert E. and Margaret Larsh Jones, 1909 Robert E. Kanode, 1939 Dr. Simon and Fanny Kaplan, H84 Francis A. Katz, 1929 William R. Kenan, Jr. Trust �John Sp angler Kieffer, H70, and Roxana White Kieffer, H84 Marie Klebe Memorial Jacob Klein, H76 Korshin Family Fund Tom and Cathryn Krause Arthur E. and Hilda Combs Landers, 1930 Joseph LaPides Michael Littleton John D. Mack Massachusetts Regional James Matthews, H99 Thomas A. and Julia McDonald Middendorf Foundation Martin Conrad Miller (1981) Book Fund Paul Miller Philip A. Myers II, 1938 NationsBank Foundation (Bank of America) Christopher B. Nelson Scholarship Endowment Rev. Theo O'Brien O'Grady Memorial Oklahoma Regional Norman G. Owens Jules O. Pagano Memorial Scholarship Fund Dr. Thomas Parran and Thomas Parran, Jr. Passin Family Fund J. Winfree Smith, H80 The Duane and Clementine Peterson Charitable Fund James S. Spirer, 1970 LD and Paula Pickens Pittsburgh Regional Reader's Digest Foundation J. Douglas Ramsey, 1937 C.V. Starr Foundation Harry S. and Vivian B. Spectre Book Fund Raymond and Richard Starke Jean Roberts Staylor Lenore B. Rinder Andrew and Lenore Steiner Book Fund Cleo Ritz Clarence W. Stryker Susan I. Roberts, 1966 Bert Thorns Clifton C.Roehle Karl and Evelyn Van Tassel Joan and Bela Ronay Murray Joel and Julius Rosenberg, 1938 G. D. Searle/John E. Rob son Rob son Family Rosse Family St. John's College Alumni Association J. J. Salovaara Lawrence Saporta, PhD Flora Duvall Sayles Scholarship Fund 2013 Hazel Norris and J. Graham Shannahan, 1908 Frederick J. Von Schwerdtner Mr. and Mrs. William J. Vanous Pattie Bourne Turner Walker, 1966 Irving and Loretta Wasserman Charles H. Watts Richard D. Weigle, H49 John L.Williams, 1950 Thomas J. and Marvil F. Williams Frank K. Wilson, 1935 Winiarski Endowment Fund Doug E. Sherr( 1972) Memorial Delores and Stephen Wolf Rudy Simeone Kathy and Jerry Wood .r oundation Thomas J.,H94, and Marion K. Slakey Andrew Smith Memorial �ANNUAL SCHOLARSHIPS St. John's College, Annapolis BB&T Charitable Foundation Davey Commercial Grounds Maryland Capital Management Decisive Data Systems McGladrey & Pullen Booz Allen Hamilton Ronald Fielding Christopher B. Nelson Baines & Group ICFM PhotoLab Services Bunting Family Foundation Invotex Group Estate of Vernon Smith Isadore and Bertha Gudelsky Family Foundation State Farm Insurance Companies Alba Audiovisual Caritas Society Morris & Gwendolyn Cafritz Foundation CareFirst BlueCross BlueShield Clark-Winchcole Fund Clifton Larson Allen Council of Independent Colleges Estate of Clifford Jackson Ensign C. Markland Kelley Jr. Memorial Foundation Kelly & Associates Kiplinger Foundation Estate of Gene Thornton UPS Peter Weiss Wells Fargo Winiarski Family Foundation Arthur E. and Hilda Combs Landers Trust Gifts received after April 15, 2014 are gratefully acknowledged and will be listed in the 2015 Commencement Program. �CONGRATULATIONS, ALUMNI. Stay in touch. Get involved. Give back. www. stj ohnscollege. edu/alumni 410-626-2531 � 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 Commencement Programs and Addresses 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 Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 22 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2014-05-11 Identifier An unambiguous reference to the resource within a given context CommencementExercises2014 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 Description An account of the resource Program for the two hundred twenty-second commencement in the three hundred eighteenth year of the college. Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Commencement Program, 2014 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ff8ea5a60a7bcd72ea1370f444d9148e.pdf 870a10d85ed940f93fe7f86200436307 PDF Text Text STJOHN'S College A N N A P O L I S • S A N T A FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND SUNDAY, MAY TWELFTH Two THOUSAND AND THIRTEEN �PROGRAM FOR THE Two HUNDRED TWENTY-FIRST COMMENCEMENT IN THE THREE HUNDRED SEVENTEENTH YEAR OF THE COLLEGE PRELUDE CARROLLTON BRASS QUINTET ACADEMIC PROCESSION THE NATIONAL ANTHEM CARROLLTON BRASS QUINTET FRANCIS SCOTT KEY, ALUMNUS, CLASS OF 1796 WELCOME CHRISTOPHER B. NELSON, SFyo PRESIDENT OF THE COLLEGE ANNOUNCEMENT OF PRIZES AND AWARDS PRESIDENT NELSON PAMELA KRAUS DEAN OF THE COLLEGE ADDRESS TO THE GRADUATING CLASS JAMES SCHAMUS CONFERRING OF UNDERGRADUATE DEGREES PRESIDENT NELSON DEAN KRAUS CONFERRING OF GRADUATE DEGREES PRESIDENT NELSON JEFF J.S. BLACK DIRECTOR OF THE GRADUATE INSTITUTE ACADEMIC RECESSION CARROLLTON BRASS QUINTET �BACHELOR OF ARTS DEGREE (with title of essay) MAGGY ROSE BARNES Centreville, Virginia The Abstinent Lover: The Artist 's Searchfor Knowledge, Unity, and Wholeness in Virginia Woolf's To The Lighthouse JONATHAN DAVID BARONS Waterbury, Vermont Going Against the Groan: The Stoic in Society REBEKAH LYNN BENTUM Seeing God Face to Face: An Inquiry into Jacob's Striving with God and Man in the Book of Genesis Caribou, Maine HEATHRYN ALETHIA BERRY Realism, Idealism, and Onions: Faith and Love in The Brothers Karamazov Reston, Virginia THOMAS ANTHONY BONN Wisdom in the Whirlwind LYDIA ELISE BOOZ Towson, Maryland Brooklyn, New York A Taciturn Historian: The Merit of Trivialities in the Annals CHARLES DAVID BRANAN Beauty, Necessity, and Shame: Choice in an Aristotelian Framework BONNIE JOY BRUMBAUGH Sandersville, Georgia Stevensville, Maryland Song of Myself: Whitman's Examination of Identity Through Poetry JASON MICHAEL CARRIER Weimar, California Self-Mastery and Man's Creative Power CRYSTAL CATHERINE CLAWSON Souffrance: Existence du Poete et le Pouvoir deUart Waialua, Hawaii ANTHONY ALAN COLE In Search of God: Philosophy's Role in Augustine's Confession Bowie, Maryland �WILLIAM GORBELL COTTEN-POTTER Newport News, Virginia Morality and Sacrifice: An Exploration of the Inside Narrative in Billy Budd HUNTER WlLLIAM Cox Freedom Through Obedience Hartland, Vermont RACHEL LOUISE Cox Spartansburg, Pennsylvania Knightley Must Marry Her: Discovering the Heart in Jane Austen's Emma DRESDEN DENEYS CRAIG Against Epistemology: On Plato's Theaetetus Greencastle, Pennsylvania AlsfNE THERESA CULPEPPER Sin and Evil in Baudelaire's Fleurs du mal Providence, Rhode Island JENNIFER HOPE DALTON Create in Me a Clean Heart: The Meaning of Prayer Through David's Psalms Holland, Michigan MARC O FRANK DAMIANO Make 'Em Laugh: As You Like It and the Value of Comedy Bronxville, New York LlLLIAN ELLEN DATCHEV Reawakening the Pendulum of History Annapolis, Maryland ClNAR DoRUK The Birth and Death of the Myth of Human Nature in a Prison of Word and Flesh Istanbul,Turkey BENJAMIN PERRY DOUTHWAITE Thinkingof Thought: Being, Nothing, and Becoming in Hegel's Logic Jessup, Maryland MATTHEW PETER DUDIK Vancouver, Washington Turning the World Inside-Out: Why the Newtonian Theory of Planetary Motion Supersedes the Ptolemaic �VIRGINIA CASTOR EARLY The Self-Focused Yet Free Citizen: A Searchfor Active Citizenship in Tocqueville's Democracy in America Bethel, Connecticut NlMA ESHRAGH Rogers, Arkansas Seeing Face to Face: An Exposition on Man's Need for Escape and its Resolution in an Ethical Relationship EMILY CARROLL EZELL Rationality for the Hopeless: The Federal Government's Attempt to Save Us from Ourselves JOHN MACE FABISZEWSKI Middletown, Virginia Virginia Beach, Virginia Beats, Rhymes, and Life: A Poet's Journey JOHN CHARLES FARRELL For All Time: The Negotiation Between Adaptation and Retention of Identity in Thucydides' History of the Peloponnesian Wars Hatfield, Pennsylvania MADELINE CATHERINE FERGUSON Annapolis, Maryland Overcoming in Nietzsche's Thus Spoke Zarathustra: A Story of Self-Destruction and Redemption MICHAEL WALTON FOGLEMAN Knowing Phaedrus, Remembering Ourselves LEONARD ISAAC FRANKS If You Have Good Will, You Shall Lack for Nothing: Can Christian Virtue Be Unrelated to Deeds? Hingham, Massachusetts Santa Fe, New Mexico DANIEL FELDMAN GILLES West Hartford, Connecticut The Dragons of Philosophy and the Rebirth of Metaphysics PETER HIGH GILLIES "About, My Brains!" Hamlet's Artistic Unconscious EMILY CATHERINE GORMAN The Role of Self-Knowledge in Shakespeare's King Lear Wilton, Connecticut Hudson, Ohio �GORDON BRUCE GREER, III Can Capitalism Survive? An Examination of Socialist and Capitalist Systems in Capitalism, Socialism and Democracy Chesterfield, Missouri RACHEL ELIZABETH HAHN The Journey to Moriah: Infinite Resignation in Abraham Sebewaing, Michigan BRITTANY ANN HANKINS The Cracked Seed: An Examination of Ivan Karamazov Wilmington, Delaware SARAH Coco HARTZELL "For the Poets are Dearest to the Muse Who Puts Upon Their Lips the Ways of Life ": Why the Man of Many Ways Must be His Own Poet ANDREW PETER HASTINGS War is Peace: or, The Death of the Republic in Machiavelli's Discourses on Livy SAMUEL LAURENCE HYMAN HEMMENWAY The Nature of Vision HAU HoANG Close Your Eyes and Learn Geometry: Embracing Radical Ideas in Lobachevskian Geometry Houston, Texas Columbia, Maryland Los Angeles, California Hai Phong, Vietnam JOHN TYLER WALSH HOGAN Buena Park, California A Nice Guy Having a Bad Day: Tragic Characters in Sophocles' Antigone CATHERINE MARIE HOISINGTON Society and Insanity in Dostoevsky's The Idiot Kenai, Alaska JOSEPH FRANCIS HORNER Dedalus Defined: The Song of the Father, and Woman '«$• Dance Grove City, Ohio RuOXUAN Hu What is the Ultimate End of Man? On Happiness, Morality and Freedom Shanghai, China �CHENGHAN JING There They Talked of Revolution., There They Lit the Flame: Marx's Quest for the Glory of Man CHRISTOPHER EARL JOHNS Deyang, China Sewickley, Pennsylvania The Paradox of Originality: A Study of Metaphysical Desire and Creative Maturation in Dostoyevsky's Notes from Underground MARY ELIZABETH JOHNSON Manhattan Beach, California "The Artist Arrives at the Gas Chamber": An Exploration of the Effects of Education Upon the Artist's Return Home CHRISTINA WERNETT KATAOKA Santa Fe, New Mexico Relating Space and Geometry: The Necessity of Spatial Experience in Association with Multiple Versions of Geometry DANIEL JACOB KRAFT God's Chosen People: A Whale of a Tale Owings Mills, Maryland BRIAN SANFORD LEE Colorado Springs, Colorado Kantian Self-Consciousness and Self-Knowledge ROBERT SAUL LEIKEN Washington, District of Columbia Denial and Deception in The Death of Ivan Ilyeh WILLIAM ALFRED LIPINSKI Vanity and Vexation of Spirit CHAZAQ LLINAS Stratford, New Jersey Berlin, Maryland Reflecting on the Generation of Knowledge DANIELA LOBO DlAS Berlin, Connecticut The Tension Between Reason and Desire: How Gulliver Unknowingly Teaches Us to Avoid the Extreme and Seek Moderation WILLIAM READ LODER Optima dies.. .primafugit: Memory, Time, and the Land in Willa Gather's My Antonia Milwaukee, Wisconsin �ADAM MATTHEW MARASCHKY Chaos and Quanta: Two New Hypotheses in Max Plank's Theory of Heat Radiation PILAR ISABEL FRANCISCA MARTINEZ-FRAGA The Significance of Human Existence and Freedom in Soren Kierkegaard's Philosophical Fragments Shaker Heights, Ohio Miami, Florida Jefferson, Massachusetts MAURA JOAN McCuiSKEY From Poetry to Philosophy and Back Again: Book X of Plato's Republic REECE JORDAN McDEvnr The Searchfor Virtue, Beauty, and Unity within the Self: An Exploration of Friendship in Aristotle's Nicomachean Ethics PALMER LEE McMATH We Speak and It Lives: Bridging the Gap Between an Individual and the Process of Language Change JENNIFER ANN McNuury Of Men, Whales, and Myths: An Exploration of the Creation of Narrative in Moby-Dick Evansville, Indiana Purcellville, Virginia Chicago, Illinois DREW DONNALLY MENZER On the Use and Abuse of Philosophy: An Inquiry into Truth and Morality in Beyond Good and Evil Granville, Ohio CHRISTOPHER HEZEL MOORE Romancing Excellence: The Art of Instruction in Rousseau's Emile Kearney, Missouri HENLEY ELIZABETH MOORE A New Kind of Noble: An Exploration of Antony in Shakespeare's Antony and Cleopatra Cambridge, Maryland ANDREW JAMES MORAN The Eye of the Storm: Origin, Narrative, and Law in The Adventures of Huckleberry Finn Norwalk, Connecticut �HAREL WARD NEWMAN The Picture of the Closet: Two Reading of The Picture of Dorian Gray Chicago, Illinois MARIA MACARENA PALLARES Between the Limits of the Two Abysses: Equality and Freedom in Tocqueville 's Democracy in America EMILIA MACKENZIE PICKARD Emilia or On My Education Wellington, Florida Fort Collins, Colorado Louis ALEXANDER PISHA The Final Antithesis: Experience and Knowing in Hegel's Phenomenology of Spirit Nanuet, New York DANIEL ALEXANDER POPOV Irvington, New York Through the Wind and the Rain: An Exploration of Comedy in Shakespeare's Twelfth Night DYLAN KNIGHT ROGERS The Apotheosis of the Dance: Nietzsche's Defense of the Senses in Twilight of the Idols Chicago, Illinois JOHN CHRISTOPHER ROPOULOS Fremont, California Experiencing the Dionysian Folk Artist in Nietzsche's The Birth of Tragedy and Robert Johnson's Gross Road Blues PHILIP JEFFREY SCHIFFRIN Wynnewood, Pennsylvania The Last Full Measure of Devotion: A Rhetorical Analysis of the Gettysburg Address TlMOTHY ROBERT SCHUM Waukesha, Wisconsin The Seeker and the Sought: An Exploration ofQur 'anic Guidance ESA GlANNA SCLAFANI Worcester, Vermont To Flee a Sinking Ship: Fear of Death in Epictetus' Discourses CAMERON DOUGLAS SHARP What is Beyond Good and Evil? Los Angeles, California �ERIC ANDREW SHLIFER How Our Conscience Brings Us Closer to God: A Look at Morality in The Brothers Karamazov SARAH LEONA STALTER Poulsbo, Washington Bethel Park, Pennsylvania A Life About Nothing: On "The Myth of Sisyphus "by Albert Camus ALICIA NlCOLE STANLEY Glarksville, Maryland Shakespeare the Artist: Corruption, Forgiveness, and the Theatrical Experience in The Winter's Tale JESSICA GENEVIEVE STEER Virginia Beach, Virginia All's Well That Weds Well: Love and Order in Shakespeare's As You Like It AMY BRENEMAN STEWART Lancaster, Pennsylvania Rafting with Huck Finn: Navigating Life's Rivers KURT THEODORE STROM Jefferson, Massachusetts Hony Soyt Qui Mai Pence: Sir Gawain in the Castle and the Forest MANUEL ANDRES LUCAS SY-QuiA Pasig City, Philippines Not for My Sake, but for My Servant's: The Faith of the Roman Centurion o/"Luke 7:1-10 MANISH JUNG THAPA Dadeldhura, Nepal The General Will, the Consensus Problem, and the Legislator in Rousseau 's Du Contrat Social CATHERINE ALEXANDRA TRORICH Charlotte, North Carolina Musical Theology: Bach's Interpretation of Human Sin and God's Mercy in the St. Matthew Passion GRACE ANN TYSON Pensacola, Florida Hurrah for Kolya! The Soul's Education in The Brothers Karamazov CARLIN MARIE VAN SCHAIK On Sin and Friendship Lubbock, Texas �DHIDHAT VANICHSTIAN A Man's World: But It Wouldn't Be Nothing, Nothing Without a Woman ELIZABETH GRACE VAUGHN Ordered and Perfected Love in Dante's Paradise Gaithersburg, Maryland BRIAN LEE WARCZINSKY Understanding the Understanding: An Inquiry into Hume's Account of Human Nature NICOLAS MARTIN FRANCOIS WEINSTEIN Peace is a Boot, War a Flame: Hobbes' Leviathan Midland, Michigan London, United Kingdom ZACHARY WRIGHT WELLS An Essay of the Value of Ideas TREVOR DAVID WORTHEY Fyodor Pavlovich Karamazov: The Fool's Role in the Theatre of the Self JlDAN Xu Bangkok, Thailand Saint Paul, Minnesota Corning, New York Shenzhen, China Imaginary Geometry and Our Understanding of Space YUAN XUE Encounter the Beautiful with Kant AUDRA LAUREN ZOOK Choosing Faith: An Examination of Augustine's Journey to Conversion JlNYAO ZOU Kant on Our Experience Chengdu, China Pahrump, Nevada Haikou, China �MASTER OF ARTS IN LIBERAL ARTS DEGREE GRADUATE INSTITUTE IN LIBERAL EDUCATION BENJAMIN AARON BELL GORBYN RICHARD BERRYMAN DIANA PAGE BROWN ABIGAIL RUTH GLEVENGER MATTHEW HOWELL COOK MARK JOSEPH DALY Rome, Georgia Fuller ton, California Palmer Lake, Colorado Fostoria, Ohio Beaumont, Texas Cordova, Maryland MARIANO JOSE DE DOMPABLO Madison, Wisconsin ERIN EVELINE DESMOND Garden Valley, Texas COLE DONOVAN Churchton, Maryland ALVARO ENRIQUE DURAN* Rockville, Maryland STEVEN MICHAEL ELLERD Georgetown, Texas JOHN RICHARD FARRIS Crofton, Maryland CARLIN FELT GRAHAM WILLIS GORDON TIANLU JIA MICHAEL THOMAS KAUDER SUSAN JANE LAROCCA GAITLIN MOLLY McGuiRE ENRICO NASSI DAVID MICHAEL OLDHAM Ogden, Utah Christiana, Tennessee Guangdong, China Greensboro, North Carolina Morrisville, Pennsylvania Davidsonville, Maryland Washington, District of Columbia Nashville, Tennessee OSCAR ORTIZ DUARTE Tegucigalpa, Honduras JASON MARK POARCH Lenoir, North Carolina JAMES PATRICK REDMON Knoxville, Tennessee EVERETT FRENCH REESE Annapolis, Maryland SHAUN PATRICK RIELEY Millsboro, Delaware MICHAEL EVAN STAHLY Germantown, Maryland *Upon completion of requirements �PRIZES AND AWARDS COMMENCEMENT 2013 To the member of the Senior Class who has written the best senior essay. Offered in memory of Susan Irene Roberts, of the Class of 1966 Kant on Our Experience JINYAO Zou To the member of the Junior Class who has written the best annual essay. Offered by Mrs. Leslie Clark Stevens in memory of her daughter-in-law, Kathryn Mylorie Stevens A Problematic Concept: On the Thing-In-Itself in Kant's Critique of Pure Reason NATHANIEL LEONARD GOLDMAN The Birth of Don Quixote: Madness, Poetry, and Transformation LAURA ALEXANDRA CLEVELAND To the member of the Sophomore Class who has written the best annual essay. Offered under the will of the late Judge Walter I. Dawkins, of the Class of 1880 Flesh SOPHIA JEANNETTE DILLARD HONORABLE MENTION Understanding the Reason Behind the Spheres in Dante 's Paradiso LESLIE MAE HOWARD �To the member of the Freshman Glass who has written the best annual essay. Offered in memory of Jacob Klein, Tutor Emeritus, and his wife, Else, by Dr. Stuart and Frances Walker Myth in the Mind of Man MATTHEW MARQUIS KATCHER HONORABLE MENTION Self-Division and Self -Covernance KELLI ANN ZINN The Whole Risk: Can the Myth of Er Save Us? ERIK GUSTAF NEAVE To the Graduate Institute student who has written a distinguished preceptorial essay in the year 2012. Offered by the Alumni Association One and Many: Political Order and Friendship in The Odyssey JAMES PATRICK REDMON To a member of the Senior Class, for excellence in speaking. Offered in memory of Senator Millard E. Tydings of Maryland CAMERON DOUGLAS SHARP To the student who submits the best English version of a Greek text. Offered in memory of John S. Kieffer, President Emeritus Cyropaideia, Xenophon MICAELA KAYE MACDOUGALL �To the student who submits the best English version of a French poem. Offered by the Board of Visitors and Governors Circonspection, Paul Verlaine HAYDEN EUGENE PENDERGRASS To the student who submits a fine original English poem. Offered by Dr. George Austin in memory of his brother, Henry Sonnet for Redemption DANIEL JACOB KRAFT The Muse JEZEBEL ST. JOHN To the student who submits a fine original musical composition. Offered in memory of Mary Joy Belknap, President of the Caritas Society 1987-1991 24 Preludes DYLAN KNIGHT ROGERS HONORABLE MENTION Finalefor String Quartet Louis ALEXANDER PISHA To the student who submits a fine essay on a piece of music. Offered in memory of Mary Joy Belknap, President of the Garitas Society 1987-1991 No AWARD �To the student who submits the most elegant solution of a geometrical problem. Offered by the Class of 1986 in honor of Bryce Jacobsen, of the Glass of 1942, Tutor and Director of Athletics Emeritus YITIAN GAI HONORABLE MENTION JlDAN Xu To the student who submits the most elegant solution of an analytical problem. Offered in memory of James R. McClintock, of the Class of 1965 HAU HOANG HONORABLE MENTION XIAOQIAN Hu )K To the student who carries out a fine laboratory project. Joseph Black 's Super Cooling Experiment SlDHARTH SUBODH SHAH To the senior man and woman who, through participation, leadership, and sportsmanship, have contributed most to the SJC athletic program, a special blazer. THOMAS ANTHONY BONN RACHEL ELIZABETH HAHN �To the member of the Senior Class who has contributed outstanding service to the Greater Annapolis Community. Offered by the Caritas Society of St. John's College No AWARD To the member of the Senior Class who has demonstrated the greatest care for and service to youth who reside in the City of Annapolis. Offered by the friends and family of Marvin B. Cooper, of the Class of 1969 REBEKAH LYNN BENTUM To the member of the Senior Class who submits the best work of visual art to the Community Art Exhibition, the Charles Vernon Moran Prize ADAM MATTHEW MARASCHKY )K To the Senior who has demonstrated excellence in the arts, literature, or sciences, the Walter S. Baird Prize. Finalefor String Quartet Louis ALEXANDER PISHA �ENDOWED SCHOLARSHIPS St. John's College, Annapolis Leslie Milton Abrams, 1954 Richard F. Cleveland, H54 Harry Golding, Graduate Institute Dr. Granville Q. Adams, 1929 Bernard Clorety, 1950 George A. and Eveline T. Greenleaf Mildred Alexander Philip L. Alger, 1912 Alter Graduate Institute Scholarship Alumni Scholarship Annapolis Graduate Institute Aretei Fund Bradley C. Arms George M. Austin, 1908 Walter S. Baird, 1930 Betty Beck Bennett, 1960 Fred and Marian Billups Jeff Bishop Memorial Ford K. Brown, H70 Dr. Charles C. Cook Marvin Brent Cooper, 1969 The Joseph and Robert Cornell Memorial Foundation Eugene N. (1929)and Robert G. (1963) Cozzolino Wiley and Helen Crawford Cpl. George E. Cunnifflll Helen Lee DeAloia Donna Marie Delattre Clarence L. Dickinson, 1911 Richard A. Duhan, 1963 Caritas Society of St. John's College Martin Dyer Book Fund Casasco Family Fund Ahmet Ertegun Education Fund Michael Ghiantella Chicago Regional Faculty Scholarship Mrs. Clyde Alvin Clapp Ronald and Donna Fielding James T. Clark, 1928 James H. Frame, 1950 Class of 1897 Friends of St. John's Class of 1898 Nancy Gannon Gearing Edna G. and Roscoe E. Grove, 1910 John T. and Gertrude L. Harrison, 1907 John T. Harrison, Jr. Charles W. Hass, 1927 Henry B. Higman, A48 Richard H. Hodgson, 1906 The Hodson Trust Alfred and Ruth Houston, 1906 Houston Regional John Isaacs J. Seward Johnson, Jr. Jesse H. and Mary Gibbs Jones Col. Robert E. and Margaret Larsh Jones, 1909 Robert E. Kanode, 1939 Dr. Simon and Fanny Kaplan, H84 Francis A. Katz, 1929 William R. Kenan, Jr. Trust �John Sp angler Kieffer, H70, and Roxana White Kieffer, H84 Marie Klebe Memorial Jacob Klein, H76 The Duane and Clementine Peterson Charitable Fund LD and Paula Pickens Pittsburgh Regional Korshin Family Fund Reader's Digest Foundation Tom and Gathryn Krause J. Douglas Ramsey, 1937 Arthur E. and Hilda Combs Landers, 1930 Lenore B. Rinder Joseph LaPides Michael Littleton John D. Mack Massachusetts Regional Harry S. and Vivian B. Spectre Book Fund Raymond and Richard Starke Jean Roberts Staylor Susan I. Roberts, 1966 Clarence W.Stryker Clifton C. Roehle Bert Thorns Joan and Bela Ronay Karl and Evelyn Van Tassel Thomas A. and Julia McDonald G. D. Searle/John E. Robson Middendorf Foundation Rob son Family Martin Conrad Miller (1981) Book Fund Rosse Family Paul Miller St. John's College Alumni Association Philip A. Myers II, 1938 J. J. Salovaara NationsBank Foundation (Bank of America) Lawrence Saporta, PhD O'Grady Memorial C.V. Starr Foundation Andrew and Lenore Steiner Book Fund Murray Joel and Julius Rosenberg, 1938 Rev. Theo O'Brien James S. Spirer, 1970 Cleo Ritz James Matthews, H99 Christopher B. Nelson Scholarship Endowment J. Winfree Smith, H80 Flora Duvall Sayles Scholarship Fund 2013 Hazel Norris and J. Graham Shannahan, 1908 Oklahoma Regional Doug E. Sherr( 1972) Memorial Norman G. Owens Rudy Simeone Dr. Thomas Parran and Thomas Parran, Jr. Thomas J.,H94, and Marion K. Slakey Pas sin Family Fund Andrew Smith Memorial Frederick J. Von Schwerdtner Mr. and Mrs. William J. Vanous Pattie Bourne Turner Walker, 1966 Irving and Loretta Wasserman Charles H. Watts Richard D.Weigle,H49 John L.Williams, 1950 Thomas J. and Marvil F. Williams Frank K. Wilson, 1935 Winiarski Endowment Fund Delores and Stephen Wolf Kathy and Jerry Wood Foundation �ANNUAL SCHOLARSHIPS St. John's College, Annapolis Alba Audiovisual BB&T Charitable Foundation Davey Commercial Grounds Maryland Capital Management Decisive Data Systems McGladrey&Pullen Booz Allen Hamilton ICFM Christopher B. Nelson Baines & Group Invotex Group PhotoLab Services Bunting Family Foundation Isadore and Bertha Gudelsky Family Foundation Estate of Vernon Smith Caritas Society Morris & Gwendolyn Cafritz Foundation CareFirst BlueGross BlueShield Clark-Winchcole Fund Clifton Larson Allen Council of Independent Colleges Estate of Clifford Jackson State Farm Insurance Companies Estate of Gene Thornton Ensign C. Markland Kelley Jr. Memorial Foundation Peter Weiss Kelly & Associates Wells Fargo Kiplinger Foundation Winiarski Family Foundation Arthur E. and Hilda Combs Landers Trust UPS Gifts received after April 15, 2013, are gratefully acknowled and will be listed in the 2014 Commencement Program. �CONGRATULATIONS, ALUMNI. Stay in touch. Get involved. Give back. www. stj ohnscollege. edu/alumni 410-626-2531 � 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 Commencement Programs and Addresses 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 Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 21 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-12 Identifier An unambiguous reference to the resource within a given context CommencementExercises2013 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 Description An account of the resource Program for the two hundred twenty-first commencement in the three hundred seventeenth year of the college. Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Commencement Program, 2013 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/eb014df2d729777c1d4ef2a46d61ebad.pdf b1b1ed772c99c81cf009ca4366283c9b PDF Text Text SIJOHN'S College A N N A P O L I S • SANTA FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND SUNDAY, MAY THIRTEENTH Two THOUSAND AND TWELVE �PROGRAM FOR THE Two HUNDRED TWENTIETH COMMENCEMENT IN THE THREE HUNDRED SIXTEENTH YEAR OF THE COLLEGE PRELUDE CARROLLTON BRASS QUINTET ACADEMIC PROCESSION THE NATIONAL ANTHEM CARROLLTON BRASS QUINTET FRANCIS SCOTT KEY, ALUMNUS, GLASS OF 1796 WELCOME CHRISTOPHER B. NELSON, SF7O PRESIDENT OF THE COLLEGE ANNOUNCEMENT OF PRIZES AND AWARDS PRESIDENT NELSON PAMELA KRAUS DEAN OF THE COLLEGE ADDRESS TO THE GRADUATING CLASS SALVATORE SCIBONA, SFg7 CONFERRING OF UNDERGRADUATE DEGREES PRESIDENT NELSON DEAN KRAUS CONFERRING OF GRADUATE DEGREES PRESIDENT NELSON JEFFREY BLACK DIRECTOR OF THE GRADUATE INSTITUTE ACADEMIC RECESSION CARROLLTON BRASS QUINTET �BACHELOR OF ARTS DEGREE (with title of essay) CHELSEA ELIZABETH ADAMS Language as the Existence of Spirit in Hegel's Phenomenology New Concord, Ohio SHIKSHYA ADHIKARI Kalikasthan, Kathmandu, Nepal Maiestatem Imperatoriam: An Inquiry into the Concept of 'Imperial Majesty' in The Annals of Tacitus MARIAM ADUASHVILI You Can 'tPray a Lie: Looking at the Moral Development of Huck in the Adventures of Huckleberry Finn Tbilisi, Georgia MANAAN VALERIE LUBIN MAYS ALEXANDER Gamden, Maine "For Inferior Who Is Free?" The Relationship between Love and Equality in Paradise Lost GENEVIEVE JOAN DUFOUR ALLEN Albuquerque, New Mexico "Out of Bondage ": Learning to Live Ethically in Unethical Times KYLE DAVID AMANN Portrait of a Greek Warrior: Why the Tale of Achilles Exemplifies the Trojan War SYDNEY MARIE ANDREWS * KAITLYN EMILY ASHER The Prophet and the Pig: An Exploration of Characters and Grace WADE WINSTON ATKINS Differences That Are None: Experiencing Self-Identity in Hegel's Phenomenology of Spirit Jesup, Georgia St. Louis, Missouri Decatur, Georgia Gary, North Carolina JACOB BENJAMIN LIPSITZ BALDWIN New Haven, Connecticut In Pursuit of the Soul: On the Difficulty of Living in the Modern World �DOMENICK MlCHAEL BAUER West Orange, New Jersey The Lifecycle of Capitalism: An Inquiry into Capitalist Economics Through the Works of Karl Marx ERIC MICHAEL BAUER Longing for the Octave: Words, Music, and Body in Britten's Death in Venice Park Ridge, Illinois PATRICK ALFRED BEEBY II A Cheerful Philosophy: Education by Experience in Montaigne's Essays Dallas, Texas AALIN REBECCA BELLINGER The Friendship of Quixote andSancho in Part II of Don Quixote Groveland, Massachusetts NICHOLAS DANTE BENDER Edgewater, Maryland Aristotle's Book on Comedy: "I Wouldn 't Really Say I'm Missing It." JULIA ANNE BERGGREN Washington Island, Wisconsin Reason Which Reason Knows Not: Viewing the World through Mathematics and What It Means to Do So ROBERT JEREMY BINDER Sex and the Citizen; or, Whether or Not Education Can Make Man Happy? ALEXANDER IVANOVICH BOBROW Lombard, Illinois Silver Spring, Maryland In Search of Something Left Behind: Aristotelian Causality Revisited BARRETT McNEIL BROOKS Alexandria, Virginia "An Adventure in Mortality": An Investigation of Life as a Progression GANDACE RENE BRYAN Speech Impediment: Examining the Role of Language in Coming to God Memphis, Tennessee �CHARLES DARWIN GARGAL On Sense and Sentiment: Causality, Morality, and Belief in the Mind ofHumean Man BRANDON DANIEL CARNEY Nietzsche's Response to Hegel in Terms of the Artist La Mesa, California Agoura Hills, California TAWNY ROSE CASE "O, there has been much throwing about of brains ": Truth, Fiction, and Madness in Hamlet Seattle, Washington EMALIE MARTHE CLAMAGE Mansfield, Massachusetts Morality, Autonomy, and the Surprising Character of the Good-Willed Man in Kant's Grounding for the Metaphysics of Morals HERBERT TUCKER COBEY Gloucester, Massachusetts Prima Ratio Regum: Strength as the Sole Source of Virtue in Machiavelli's The Prince and Discourses on Livy STEPHANIE ELISE CONNOLLY The True Patriot, in Word and Deed PRENTICE BLAKE COOPER A Man after God's Own Heart: Why Abraham Is Willing to Sacrifice the Son Whom He Loves as a Burnt Offering to the Lord Manchester, Missouri Manassas, Virginia JORDAN LEE COUCH Look What I Did: Don Quixote's Relationship with the World Billings, Montana LEAH MARIE CREAMER Food from Excrement?: The Nature of Reason in Gulliver's Travels Honolulu, Hawaii TAYLOR PATRICK CRYAN Abandoning Earthly Armor for Eternal Amour: How Antony and Cleopatra Come to Leave Their Kingdoms in Life for Love in Death Houston, Texas �HENRY PATRICK DE SIMONE The Countenance of the Heavens: Ptolemy's Almagest as Theological Artwork Blue Ridge, Virginia JOSHUA CHRISTIAN DfiSlLVA Kansas City, Missouri Rousseau's Developmental Psychology: Imagination and SelfLove in Emile MARIA PATRICIA DlGlOVANNI All About Eve, According to Milton Ghico, California SARAH ANNE LiNDA DOTY Philadelphia, Pennsylvania Man's Path to Scientific Divinity in Bacon's New Organon: Smashing Idols, Acquiring Discipline, and Reigning Over Nature NATALIJA DOBROVIC Podgorica, Montenegro Guidebook with No Rules: An Exploration of Freedom Based on Being in Heidegger's Being and Time ANDREW J. BONDERS The Tyrant's Exchange: Wealth and Luxury in the Descent of Polities Brooklyn, New York LOGAN QUINN DWYER You Are John Gait: The Great and the Human in Ayn Rand's Atlas Shrugged Flagstaff, Arizona MEGAN FAULKNER "A Thing to Break Your Jaws with Laughter": The Aggressive Comedy ofMachiavelli's Mandragola Meridian, Idaho LlNUS HENRY FEDER Thought in Action Montclair, New Jersey LUCY MARGARET FERRIER Santa Paula, California Mark the Music: Reflections on Music audits Power to Move Us toward God �Signal Mountain, Tennessee CATHERINE VIRGINIA FIELDS The Face of a Hero: Alexei Fyodorovich Karamazov, Lover of Mankind JAMES MICHAEL FLAIM Legitimacy of Authority in Plato's Meno Chesapeake Beach, Maryland JOHN STEWART FLEMING Completing the Dialectical Circlefrom Plato to Hegel Gaithersburg, Maryland ANNA MARIE FLIES Cherry Blossoms Must Fall SAMUEL XAVIER FRANK Matter over Mind: How the World Controls Our Will Puyallup, Washington Kennett Square, Pennsylvania DONALD JOHNATHAN FRANKLIN The Kiss and Sunken Shoulder JACOB DANIEL GARRETT Space, Time, and Capital Lakeland, Florida Houston, Texas ANNE DEVEREAUX GEITZ New Canaan, Connecticut Mistaken Revenge and Miscarried Revenge: The Tragic Paths of Othello andlago HARLIN JAMES HOGH GLOVACKI Greenfield, Massachusetts The Order and Connection of Spinoza's Ethics and Spinoza's Ethics (Are One and the Same) ALEXANDRA KAYLEE GOETZ-WEISS "ButAbraham Had Faith ": Paradox and the Absurd in Kierkegaard's Fear and Trembling EMMA HANNAH GOLD Prosecuted, Banished, & Shot: Motive, Moral, and Plot in Adventures of Huckleberry Finn AMANDA MARIE GRIGGS An Inquiry into the Self-Organization of Markets State College, Pennsylvania Maplewood, New Jersey Odenton, Maryland �SEE EUN HA Seeing Love Makes You Blind, Showing Love Lets You See: A Question about the Role of First Corinthians Chapter Thirteen MOSHE DAVIDSON HAMO Reflections on Qohelet- An Attempt at Herding Wind Busan, South Korea Denver, Colorado KATHERINE MELISSA HAVARD Beverly Hills, California The Maker ofMonarchs: The Beginning of the End of Chivalry in Henry V HONORE JEAN-JACQUES HODGSON Creation beyond Tragedy St. Paul, Minnesota BENJAMIN MlLLER HOOKER Albuquerque, New Mexico "He who had been lost to the world... ": Creating the Life Worth Living in The Three Metamorphoses LYDIA MARIE HOVEY III Met by Moonlight: The Problem with Love in Shakespeare s A Midsummer Night's Dream Naperville, Illinois SAMUEL JOSEPH HUGHES Free Will and Society in War and Peace Chattanooga, Tennessee MICHAEL ROSS JANAKIS Why Are Flowers Beautiful? Pittsburgh, Pennsylvania JANE ELIZABETH JEFFRIES Pittsburgh, Pennsylvania Swept Up in the Song: Relationship With God Through Music inf. S. Bach's St. Matthew Passion LlYU JlANG Into Time and Free Wilk4 New Way of Perceiving Ourselves MARIA SANGIRARDI JUNG Chengdu, China New York, New York "We only know that he burns the blood like a poultice of broken glass ": A Hot Pursuit ofDuende in Lorca 's Blood Wedding BRITTANY LAUREN KEEHAN "Desire with Thee Still Longer to Converse" Signal Mountain, Tennessee �SAMANTHA MARIE KIFFER RealPeople:The Nature of Man in The Federalist Papers and Its Use in the Regulation of the Government KATHERINE ELIZABETH KOLODZIE And the Dead Man Came Forth:The Sickness, Death, and Resurrection of Raskolnikov in Dostoevsky's Grime and Punishment Strongsville, Ohio Walnut Greek, California AARON DANIEL KUBARYK The Lives ofKaramazovs Atlanta, Georgia GRANT AARON KUNING Being Good and Fearing Death in War and Peace Columbia, Maryland MICHAEL THOMAS LACY Woman—The Image of God: Why uGreat Men" Are the Problem and How Women, Androgyny, and Vulgarity Are the Solution in Shakespeare's Gymbeline ALEX WINSTON HANSEN LANKFORD "Let the Forest Judge ": Comedy and Nature Oakton, Virginia Milwaukie, Oregon HANNA JUNE LAUER WestBoylston, Massachusetts Fame Fulfilled: A Study of Fame in Plutarch's Life of Gaesax JUSTIN ANDREW LEISHMAN Bacon's New Instrument Annapolis, Maryland ALEXANDER JOSEPH LEONE Filling in Hegel: An Illustrated Guide to the First Five SelfConsciousnesses ? Lake Elmo, Minnesota ALTON PARKER LIND The Stories We Tell Each Other: (Why We Must Share Our Lives) Issaquah, Washington NOAH JACOB LITVIN Creativity in Mathematics Mamaroneck, New York �YUNZHANG Lu * Shanghai, China SARAH ELIZABETH MACGREGOR Dartmouth, Nova Scotia, Canada Fact and Fiction: Analogy in Maxwell's Electromagnetism GALEN VITTORIO MANCINO Silver Spring, Maryland •How Does Huck Learn How to Live?An Essay on Mark Twain's the Adventures of Huckleberry Finn BARBARA DUNHAM McClAY Signal Mountain, Tennessee Little Odious Vermin: Satirizing the Satirist in Gulliver's Travels MATTHEW JAMES McMuLLEN Bowie, Maryland The Miseducation of Lemuel Gulliver: Learning How Not to Get along in Gulliver's Travels SOPHIE LYNN MICHELEWICZ Nelson, New Hampshire Motion and Being in Aristotle's Physics THOMAS LAWRENCE MILLS, JR. Authority in The Master and Margarita Douglas, Alaska ANDREW PAUL MlZE Versailles, Kentucky Craftsmanship in The Old Man and the Sea.- An Historical and Literary Understanding MARGARET LLOYD MOHR Cato the Younger: Freedomfrom Virtue KALI LORRAINE MUNRO Columbus, Ohio Crawfordsville, Indiana Primitivism and Violence: An Analysis of Anger in TwentiethCentury Man ELIZABETH GRACE NATTERMAN I Am Not What I Am: logo's Motives and Villainy in Shakespeare's Othello Baltimore, Maryland ASHLEY MICHELLE NEFF Doylestown, Pennsylvania On Virgin Ground: A Consideration of Modern Physics Using Bacon's Novum Organum �TESSA COLLEEN NELSON A Mirror up to Nature: On the Function of the Mimetic Art Centennial, Colorado LAN Tin HUONG NGUYEN The Yearning of a Saint in Middlemarch Hanoi, Viet Nam KELSEY SUZANNE O'BRIEN Morality in The Brothers Karamazov: An Analysis of Ivan and Integrity CAROL RENEE PARTONEN Admit Impediments; Love Is Not Love: Ideal and Imbalanced Love in Shakespeare's Sonnets HANNAH ESTHER PASTERNAK ulam there as lam there ": An Investigation into Life as Understood in Martin Buber's I and Thou SARAH O 'MALLEY PEARLMAN Laughing at Poor Clueless Suckers: The Casefor the Comic in Moliere's The Misanthrope ANTHONY AUGUSTINO PECORARO The Living Poetry o/Turgatorio as a Map to Artistic Eden Davie, Florida Waldorf, Maryland Livingston, New Jersey Teaneck, New Jersey Ellicott City, Maryland WILLIAM AUSTIN PECORARO Ellicott City, Maryland A Conflict of Interests: On the Religious and Political Powers of the Papal States audits Effects KAMILLA TAMAR POLLOCK "I Feared for My Sanity": Unraveling the Labyrinth of Memory, Poetry, and Personal Identity in the Short Fictions of Jorge Luis Borges RUSSEL ALLEN PROVOST Incommensurable Man CHRISTINA ELIZABETH RAINES "What you want, above all things, on a raft, isfor everybody to be satisfied, and feel right and kind towards others " Honolulu, Hawaii Hyattsville, Maryland Clovis, California �JAY WESLEY ROHRER A Strange Justice: Jesus and Jubilee Ethics JONATHAN JOSEPH ROSSE The Use and Abuse of Language for Life EMILY CAROLYN SEE ELL The Conflict Between the Public Life and the Private Life in Homer's The Odyssey Annapolis, Maryland Concord, Massachusetts Wayland, Maine ERIN MICHELLE SHADOWENS Hooking Leviathan: Job's Challenge to Justice in the City Grand Rapids, Michigan GILBERT IRVING SHANK All the World's a Stage: The Inception of Don Quixote Bloomington, Minnesota MARIN MlCHAEL SKOKANDIC Better Payment for the Slave: Who Profits in Political Economy? Santa Monica, California ELIZABETH MARIE SPAGNOLETTI "Look only at what belongs to you." On the Boundaries between Human Beings in The Histories of Herodotus Voorhees, New Jersey PHILLIP LEE STALEY North Charleston, South Carolina Better Than Fiction: On the Analogies Underlying Maxwell's Electromagnetic Field Equations ALLANAH CECILIA STEEN Our Great Need Paris, France XlAOKANG TANG The Ethical Defense in the Art of Rhetoric Jinan, China JONATHAN JAE TINCHER Laughter and Self-Knowledge: An Inquiry into the Relation between the Comic and Philosophy RHIANNA KRISTINE TONER A Travel Guide: The Education of Lemuel Gulliver Dunbar, West Virginia Baltimore, Maryland �MARY CATHERINE TOPIC A Searchfor Justice in the World o/"King Lear Falls Church, Virginia NATHANIEL DAVID TORREY Southern Pines, North Carolina For He So Loved the World: Love, Faith, and Folly in Paul's Letters and the Gospels JOSEPH KEENAN TROTTER Living it Through: Experience in The Recognitions Milwaukee, Wisconsin SHANNON GERVOIS VAUGHN The Tolstoyan Spirit Oxford, Maryland LUKE ARAKEL WAKEEN An Amoeba, a Man, and an Anthill Wilton, Connecticut Li AM EDWARD KRETZ WALLACE Teaching and Learning Virtue Stony Brook, New York JESSE ADAM WANG "All right, then, I'll go to heir Keysville, Virginia MICHELLE ELIZABETH WEINMANN To Reverie is to Lose Oneself in a Flower and Rediscover the Youth of the Human Race Northport, New York PETER JULIAN WHITE An Investigation of Knowledge in Plato's Theaetetus Gary, North Carolina JOSEPH ANDREW WOOD Carnality and Communion: The Nature of Love in the Pauline Letters RICHARD MATTHEW YOUNG Sunrise on the Horizon of the Human "Upon completion of requiremen Moraga, California Wellesley, Massachusetts �MASTER OF ARTS IN LIBERAL ARTS DEGREE GRADUATE INSTITUTE IN LIBERAL EDUCATION HOWARD BLAIR ANDREWS DANIEL TIMOTHY BABCOCK JUSTIN ALAN BROWN BRANDON SCOTT GAIN RYAN THOMAS CAMPBELL Severn, Maryland Rochester Hills, Michigan Huntsville, Alabama Fresno, California Olathe, Kansas BENJAMIN SCOTT CHAMBERS Uniontown, Pennsylvania LUKE PHILLIPS DOUGHERTY Baltimore, Maryland GEORGE SELAS DOUGLAS, II Alexandria, Virginia KRISTA MARIE EHASZ DEVIN CAROLYN FROST Shady Side, Maryland Edmond, Oklahoma MATTHEW JOSEPH FULONE Millis, Massachusetts KRISTEN ERICA GODWIN Annapolis, Maryland CHRISTINE MARIE IVORY Poolesville, Maryland CHASE LANE KITCHEN ALEX TY KUN WESLEY JOHN SCHANTZ Fort Wayne, Indiana Big Bear Lake, California Gaithersburg, Maryland ALEXANDER ELIOT SCHMID Atlanta, Georgia LAUREN ELIZABETH SMITH 1\ilsa, Oklahoma VICTORIA ANN STATTEL SCOTT PEARSON STEWART BENNETT TANSEY VICTORIA ALEXANDRA WILEY MECAEL LEE HUA YUAN Franklin Square, New York Winston-Salem, North Carolina Falmouth, Massachusetts Phoenix, Maryland Wez, Belgium �PRIZES AND AWARDS COMMENCEMENT 2,012. To the member of the Senior Glass who has written the best senior essay. Offered in memory of Susan Irene Roberts, of the Glass of 1966 Longing for the Octave: Words, Music, and Body in Britten's Death in Venice ERIC MICHAEL BAUER Little Odious Vermin: Satirizing the Satirist in Gulliver's Travels BARBARA DUNHAM McCiAY HONORABLE MENTION Language as the Existence of Spirit in Hegel's Phenomenology CHELSEA ELIZABETH ADAMS To the member of the Junior Glass who has written the best annual essay. Offered by Mrs. Leslie Clark Stevens in memory of her daughter-in-law, Kathryn Mylorie Stevens No prize awarded To the member of the Sophomore Class who has written the best annual essay. Offered under the will of the late Judge Walter I. Dawkins, of the Class of 1880 The Sweetness of Chaos JOSEPH JAMES ALIGEA "They Shall Be One Flesh ": Human and Godly Love in Genesis SARAH JUDITH MARX �HONORABLE MENTION Playing with Leviathan: On Myth in the Book of Job NATHANIEL LEONARD GOLDMAN To the member of the Freshman Glass who has written the best annual essay. Offered in memory of Jacob Klein, TYitor Emeritus, and his wife, Else, by Dr. and Mrs. Stuart Walker The Body and the Soul: How "Popular Music "Is in the Philosophy Business LESLIE MAE HOWARD To the Graduate Institute student who has written a distinguished preceptorial essay in the year 2012. Offered by the Alumni Association Green-blue Chinamen: An Exploration of "Lapis Lazuli" by W.B. Yeats ERIN EVELINE DESMOND The Confessions byJ.J. Rousseau DANIEL STUART RANDLETT To a member of the Senior Glass, for excellence in speaking. Offered in memory of Senator Millard E. Tydings of Maryland CHELSEA ELIZABETH ADAMS To the student who submits the best English version of a Greek text. Offered in memory of John S. Kieffer, President Emeritus Plato's Laws MIGAELA KAYE MAGDOUGALL �To the student who submits the best English version of a French poem. Offered by the Board of Visitors and Governors The Lyre of Orpheus by Louise-Victorine Ackermann JOHN STEWART FLEMING DANIELA LOBO DIAS To the student who submits a fine original English poem. Offered by Dr. George Austin in memory of his brother, Henry Our Family Tree like Wallpaper Shows Us SOPHIE LYNN MIGHELEWIGZ HONORABLE MENTION When I think about the universe . . . EVGENIA ARKADYEVNA OLIMPIEVA To the student who submits a fine original musical composition. Offered in memory of Mary Joy Belknap, President of the Garitas Society 1987-1991 Scherzofor String Quartet Louis ALEXANDER PISHA HONORABLE MENTION Allegro and Minuet for String Quartet CHELSEA ELIZABETH ADAMS Sinfonetta in D Major BRENNAN REED HARRIS �To the student who submits a fine essay on a piece of music. Offered in memory of Mary Joy Belknap, President of the Garitas Society 1987-1991 Swept Up in Song: Relationship With God Through Music in J. S. .Bach's St. Matthew Passion JANE ELIZABETH JEFFRIES To the student who submits the most elegant solution of a geometrical problem. Offered by the Glass of 1986 in honor of Bryce Jacobsen, of the Class of 1942, Tutor and Director of Athletics Emeritus BlGYAN BlLASH BHANDARI HONORABLE MENTION HAU HOANG JlNYAO ZOU To the student who submits the most elegant solution of an analytical problem. Offered in memory of James R. McClintock, of the Class of 1965 No prize awarded HONORABLE MENTION LINUS HENRY FEDER To the student who carries out a fine laboratory project. SlDHARTH SUBODH SHAH HONORABLE MENTION ANDREW J. DONDERS �To the senior man and woman who, through participation, leadership, and sportsmanship, have contributed most to the SJG athletic program, a special blazer. LEAH MARIE CREAMER JOHN STEWART FLEMING To the member of the Senior Glass who has contributed outstanding service to the Greater Annapolis Community. Offered by the Garitas Society of St. John's College MICHAEL Ross JANAKIS To the member of the Senior Class who has demonstrated the greatest care for and service to youth who reside in the City of Annapolis. Offered by the friends and family of Marvin B. Cooper, of the Class of 1969 SHIKSHYA ADHIKARI To the member of the Senior Class who submits the best work of visual art to the Community Art Exhibition, the Charles Vernon Moran Prize Family Portrait, watercolor SARAH O'MALLEY PEARLMAN X To the Senior who has demonstrated excellence in the arts, literature, or sciences, the Walter S. Baird prize. MICHELLE ELIZABETH WEINMANN �ENDOWED SCHOLARSHIPS St. John's College, Annapolis Leslie Milton Abrams, 1954 Dr. Granville Q. Adams, Mildred Alexander Philip L.Alger, 1912 Alter Graduate Institute Scholarship Alumni Scholarship Annapolis Graduate Institute Aretei Fund Bradley G. Arms George M. Austin, 1908 Walter S. Baird, 1930 Betty Beck Bennett, 1960 Bernard Clorety, 1950 Dr. Charles C. Cook George A. and Eveline T. Greenleaf Marvin Brent Cooper, 1969 Edna G. and Roscoe E. Grove, 1910 The Joseph and Robert Cornell Memorial Foundation John T. and Gertrude L. Harrison, 1907 Eugene N.( 1929)and RobertG. (1963) Cozzolino John T. Harrison, Jr. Charles WHass, 1927 Henry B. Higman, A48 Wiley and Helen Crawford Richard II. Hodgson, 1906 Cpl. George E. Cunnifflll The Hodson Trust Helen Lee De Aloia Alfred and Ruth Houston, 1906 Donna Marie Delattre Houston Regional Fred and Marian Billups Clarence L. Dickinson, 1911 John Isaacs Jeff Bishop Memorial Richard A. Duhan, 1963 J. Seward Johnson, Jr. Ford K. Brown, H70 Martin Dyer Book Fund Caritas Society of St. John's College Ahmet Ertegun Education Fund Jesse H. and Mary Gibbs Jones Casasco Family Fund Faculty Scholarship Chicago Regional Mrs. Clyde Alvin Clapp Ronald and Donna Fielding James T.Clark, 1928 James H. Frame, 1950 Class of 1897 Friends of St. John's Dr. Simon and Fanny Kaplan, H84 Class of 1898 Nancy Gannon Gearing Francis A. Katz, 1929 Richard F. Cleveland, H54 Harry Golding, Graduate Institute William R.Kenan, Jr. Trust Col. Robert E. and Margaret Larsh Jones, 1909 RobertE. Kanode, 1939 �John Spangler Kieffer, H70, and Roxana White Kieffer, H84 Marie Klebe Memorial Jacob Klein, H76 The Duane and Clementine Peterson Charitable Fund LD and Paida Pickens Pittsburgh Regional Korshin Family Fund Reader's Digest Foundation Tom and Gathryn Krause J. Douglas Ramsey, 1937 Arthur E. and Hilda Combs Landers, 1930 LenoreB. Hinder Joseph LaPides Michael Littleton Memorial John D. Mack Massachusetts Regional James Matthews, H99 Middendorf Foundation Martin Conrad Miller (1981) Book Fund Paul Miller Philip A. Myers II, 1938 NationsBank Foundation (Bank of America) Christopher B. Nelson Scholarship Endowment Rev. Theo O'Brien Cleo Ritz Susan I. Roberts, 1966 Clifton C. Roehle Joan and Bela Ronay Murray Joel and Julius Rosenberg, 1938 G.D. Searle/JohnE. Robson Robson Family Rosse Family St. John's College Alumni Association J. J. Salovaara Flora Duvall Sayles Hazel Norris and J. Graham Shannahan, 1908 O'Grady Memorial Doug E.Sherrf 1972) Memorial Oklahoma Regional Rudy Simeone Norman G. Owens Thomas J.,H94, and Marion K. Slakey Dr. Thomas Parran and Thomas Parran, Jr. Andrew Smith Memorial Passin Family Fund J. Winfree Smith, H80 James S. Spirer, 1970 C.V. Starr Foundation Harry S. and Vivian B. Spectre Book Fund Jean Roberts Staylor Andrew and Lenore Steiner Book Fund Clarence W. Stryker Bert Thorns Karl and Evelyn Van Tassel Frederick J. Von Schwerdtner Mr. and Mrs. William J. Vanous Pattie Bourne Turner Walker, 1966 Irving and Loretta Wasserman Memorial Scholarship Endowment Charles H. Watts Endowment Fund Richard D. Weigle, H49 John L. Williams, 1950 Thomas J. and Marvil F. Williams Frank K. Wilson, 1935 Winiarski Endowment Fund Delores and Stephen Wolf Kathy and Jerry Wood Foundation �ANNUAL SCHOLARSHIPS St. John's College, Annapolis THE ASSOCIATED: Jewish Community Federation of Baltimore Richard and Rosalee C. Davison Foundation, Inc. AT&T Dietz & Watson, Inc. Dr. Frank C. Marino Foundation Inc. BB&T Dixon Valve & Coupling Company Maryland Capital Management, LLG Dynamics Research Corporation Douglas K. Mayer Estate of James Bienemann Estate of Margaret Blaker Board of the Friends of St. John's College Booz Allen Hamilton Bunting Family Foundation The Eliasberg Family Foundation, Inc. Gallagher Evelius & Jones LLP Harris CapRock Communications CACI International, Inc. The Campbell Foundation, Inc. CareFirst BlueCross BlueShield Caritas Society of St. John's College Rana Choi Peter Vance Clark Trust Computer Sciences Corporation Lauren Connolly Council of Independent Colleges Henderson-Webb, Inc. The Hodson Trust Hurley W. Howell Charitable Foundation The Huether-McClelland Foundation, Inc. Ensign C. Markland Kelly, Jr. Memorial Foundation Arthur E. and Hilda Combs Landers Charitable Trust Lockheed Martin Corporation National Philanthropic Trust Christopher B. Nelson The RCM&D Foundation, Inc. SAIC Serco Inc. John A. Simmons Marsha Sirkin William D. Shafer Tech USA Mynydd Teg Foundation UPS Verizon TheWliiting-Turner Contracting Company Barbara Zelley John J. Leidy Foundation Gifts received after April 15, 2012, are gratefully acknowledged and will be listed in the 2013 Commencement Program. �CONGRATULATIONS, ALUMNI. Stay in touch. Get involved. Give back. www. stj ohnscollege. edu/alumni 410-626-2531 � 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 Commencement Programs and Addresses 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 Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 23 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-13 Identifier An unambiguous reference to the resource within a given context CommencementExercises2012 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 Description An account of the resource Program for the two hundred twentieth commencement in the three hundred sixteenth year of the college. Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Commencement Program, 2012 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/dfa2121678397dcee391eb896506ba35.pdf 66b22505058dcb1ecf14b4e441a0cb8a PDF Text Text SIJOHN'S College COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND SUNDAY, MAY FIFTEENTH Two THOUSAND AND ELEVEN �PROGRAM FOR THE Two HUNDRED NINETEENTH COMMENCEMENT IN THE THREE HUNDRED FIFTEENTH YEAR OF THE COLLEGE CARROLLTON BRASS QUINTET PRELUDE ACADEMIC PROCESSION THE NATIONAL ANTHEM CARROLLTON BRASS QUINTET FRANCIS SCOTT KEY, ALUMNUS, GLASS OF 1796 WELCOME CHRISTOPHER B. NELSON PRESIDENT OF THE COLLEGE PRESIDENT NELSON ANNOUNCEMENT OF PRIZES AND AWARDS PAMELA KRAUS DEAN OF THE COLLEGE ADDRESS TO THE GRADUATING CLASS LEO PICKENS DIRECTOR OF ATHLETICS CONFERRING OF UNDERGRADUATE DEGREES PRESIDENT NELSON DEAN KRAUS CONFERRING OF GRADUATE DEGREES PRESIDENT NELSON MARILYN D. HIGUERA DIRECTOR OF THE GRADUATE INSTITUTE ACADEMIC RECESSION CARROLLTON BRASS QUINTET �BACHELOR OF ARTS DEGREE (with title of essay) NINO ADUASHVILI Fears, Hopes and More Fears: Examining American Democracy with Tocqueville Tbilisi, Republic of Georgia BRIAN PAUL ANDERSON The Return to God in Augustine's Confessions Portland, Oregon DOUGLAS JAKOB ANDERSON My Sin, My Soul: Morality and the Nature of Fiction in Nabokov's Lolita St. Paul, Minnesota GHARMAINE PRISCILLA BENHAM To Forgive is Human: The Struggle Between God and Man in Hegel's Phenomenology of Spirit Oakland, California RUTH ANNE BROWN South Hadley, Massachusetts "Now have I understood all the happiness of life ": Freedom, Necessity and Contentment in War and Peace NICHOLAS KEEFE GALLAHAN Can We Actually Learn Anything About Ourselves by Comparing Ourselves to Typhon? Natick, Massachusetts NATASHA SUN CARLYON Deception Leads to Discovery Seoul, South Korea MARINA CHERNIKOVA The Man Who Prized History Kharkov, Ukraine JUNIA ROSABEL GHO War and Peace: Understanding Life Through the Horrors of Death and One's Consciousness of the Infinite Laurel, Maryland JEFFREY PATRICK GOLGAN The Students and the Song of Nietzsche; Or, the Instinct for Freedom and the Human Necessity of Perpetual Enslavement Beaumont, Texas �TIMOTHY PHILLIP GOOVER Upper Montclair, New Jersey The King of Infinite Space: The Conflict Between Thought and Substance, Contemplation and Action in Shakespeare's Hamlet KAREN KATHLEEN GORDERO God, Games, and Gargantua; Or, How to Princify the Princeliest Prince the World Ever Princed Glenside, Pennsylvania ERIN ELIZABETH GURZIO The Marxism Colleges Should Be Teaching: Humor and SelfAwareness, A Defense of Comedy ELIZABETH ALEXANDRA DANIELS Forgiving Eve: Companionship in Paradise Lost Glen Ellyn, Illinois Pacific Palisades, California DANIEL PAUL DAUSMAN Brookeville, Maryland An Investigation into the Supposed Conflict Between NonEuclidean Geometry and the Doctrine of the Transcendental Ideality of Space ANNE GLARE DEGER Santa Fe, New Mexico "A duty stern and delicate ": Education's Role in Culture and Society THOMAS FRANCIS DONAHUE Havertown, Pennsylvania A Joint-Stock World: Philosophical Foundations of Democracy in Moby Dick LIAM DANIEL DOUGHERTY The Living God Philadelphia, Pennsylvania JOHN DAVID MATHER DUSENBURY Grand Junction, Colorado Can Rocks have Adequate Ideas? On Mind and Body in Spinoza's Ethics ALEXANDRA ELISE FERNANDEZ-BROWN Harrisonburg, Virginia "Mainly I wanted to put in the time": Laziness, Play, and Adventure in The Adventures of Huckleberry Finn �KEVIN MICHAEL FINSON Limitation of the People's Power: Rule by the Few and the Many in the Constitution and Federalist Papers Glen Arm, Maryland COLIN MICHAEL FORHAN Hippolyte 's Struggle with Monstrosity in Phedre Takoma Park, Maryland WILLIAM DANIEL FRASER Teleology on the Level of Vertical Tonal Gravity Fleetwood, Pennsylvania CHRISTINE CAROLYN FULLER Harmonizing Existence with Essence: An Examination of Marx's Portrayal of Man in Society Safety Harbor, Florida ELIZABETH RUTH FULMER "Moi,je ne suispas Marxiste!": Understanding the Riddle of History as Presented by Karl Marx Houston, Texas VICTORIA FOSTER GIBSON Woodstock, Vermont "All Is Connected, All Flows Like an Ocean ": Discovering the Beauty of Love in Fyodor Dostoevsky's The Brothers Karamazov KELSEY LYNN GILMORE Garden Grove, California Faciendi Liberos exLiberis Ratibus etFluminibus: Making Free Adults Out of Children by Means of Rafts and Rivers -An Essay on The Adventures of Huckleberry Finn ANNA SEELE GOOLD Open Thou My Lips: A Realization of Self in the Psalms Beachwood, New Jersey MATTHEW DWIGHT GORE Lindenhurst, Illinois This Land is My Land, That Land is Your Land: An Essay Examining the Role of Private Property and the Foundation of Government HARRY THOMPSON GREEN Slippery Rock, Pennsylvania Looking to the End - Why is Socrates Happy in the Face of Death? �MARTIN LUKE GREENWALD Bethesda, Maryland What is the Self?: An Account of'Consciousness, Ego, and the Soul in Beyond Good and Evil VIRGINIA ELIZABETH HARNESS A Divided Land: Conflict, Destruction and Endurance in The Sound and the Fury Lynchburg, Virginia ZACHARY VICTOR HARRINGTON Certainty, Genealogy, Morality: Nietzsche's Genealogy of Morals and The Gay Science Mukilteo, Washington JULIE ANN HENSON One True City: Learning Charity in the Terrace of Envy DIMITAR Ivov INDZHOV Using Arts and Sciences Without the Harm Gainesville, Florida Haskovo, Bulgaria WILLIAM CRAIG KUNKEL Glenn Dale, Maryland So Prone in Every Way to Transmutation: A Study of Dante's Journey Through the Afterlife KATHRYN MAXWELL LEWIS In Black Ink: Gender and Creation in Shakespeare's Sonnets Wyoming, Ohio JENNIFER MARGARET LIND Seattle, Washington Not Without Reason: An Examination of the Role of Reason for Faith in the Life and Book of Job KELLEY ELIZABETH LITTLEFIELD South Hamilton, Massachusetts Teaching Faith: Moses'Instruction of the Israelites TESSA ANA LTVADAS Pittsburgh, Pennsylvania On the Convergence of Comedy and Tragedy in The Bacchae JACK MCGREGOR LYNN Gorrales, New Mexico Transcending Human Nature: Spirituality, Philosophy, Art and Schopenhauer �KAURA ELIZABETH MACKEY Kingston, Washington For the Good of Others: The Importance of Morality for the Soul and Society in Tolstoy's War and Peace DAVID JOHN MAKER Falls Church, Virginia The Pre-Paradigm State and the End of Crisis: Lessons from the Quantum Revolution ANNE MARA MALONE On Feelings in A Sentimental Journey RICHARD BRADLEY MAXHAM The World of Chivalry BRENDAN J. McGiVNEY In Defense of Man: An Exploration of Lying, Reason and Desires in Gulliver's Travels SAMUEL ANDREW MERTEN Being and Thought Ridgeley, West Virginia Lynchburg, Virginia Wilmington, Delaware Dublin, Ohio SARAH ELIZABETH MILLER Bethesda, Maryland No Place Fd Rather Be: The Importance and Power of Being on the Mississippi River in Mark Twain's The Adventures of Huckleberry Finn ANNA MIRZAYAN Storytelling in Kierkegaard's Fear and Trembling San Ramon, California GILLIAN CAMPBELL MOLONEY Rockville, Maryland On Reason, Morality, and Faith in Faulkner's The Sound and the Fury STEPHEN RAFAEL MONTEIRO, JR. A Thoughtful View of Life SHANNON MULLOY Will Beauty Save the World? Faith and Suffering in Dostoevsky's Idiot Woodstock, Connecticut Gaithersburg, Maryland �BLAKE STUART MYERS Santa Fe, New Mexico Engaging the Faculty of the Heart in A Sentimental Journey by Laurence Sterne THOMAS PETER MYERS Ellicott City, Maryland In the Quiet County, in Simplicity: Searching/or an Idyllic Eudaemonia SANDRA KATHRYN TuoNcVi NGUYEN Calvin andHobbes: On State Religion LAURA LEE NIEUSMA Faith Motivating Works in the New Testament MICHAEL THOMAS O 'BRIEN The Downfall of the Understanding in Hegel's Dialectic ANDREW DAVID OLSEN Man's Unconscious Fallbrook, California Okemos, Michigan Westbury, New York Mineola, Texas ACACIA MAY PAPPAS San Luis Obispo, California Faith: The Courage of Humility in the Face of Paradox MAXWELL WISTER PARROTT South Glastonbury, Connecticut If These Words Could Talk: The Provocation of Conscious Ignorance in Plato's Protagoras CLAYTON READ PASLEY San Antonio, Texas Of Fancies and Racehorses, Prisms and Parabolas: Concerning the Possibility of Universal Scientific Knowledge JOSHUA WAYNE PAUL The Tongues of Men and Angels: The Transformation of Language in Paradise Lost Fort Meade, Maryland ANDREW MICHAEL PEAK Louisville, Kentucky A Dream of Comic Fancy: The Transformation of Artifice into Nature in Bergson 's Laughter �BROOKS S. PENDERGAST Greenwich, Connecticut The Manifestation of the Soul in Appearance, Speech, and Action ANNA CATHERINE PERRY Humor & Sympathy in Societal Life Napa, California KRISTIN LILY PETERSON The Incomprehensible Boiler: Completing a Reality in Heart of Darkness Owego, New York KATHERINE PHILLIPS Castro Valley, California The Interconnection and Fundamentality of Mathematical Systems: An Inquiry into the Relations of Arithmetic, Geometry, and Mechanics JOSEPH MATTHEW POPE The Other Tree PAUL ANTHONY POVLOCK, JR. Buck the Zeitgeist Buffalo, New York Saunderstown, Rhode Island JASON ANTHONY STOLBA RITZKE The Revolutionary Wife Marion, Iowa ROGER JOHN ROBERTSON, JR. Chambersburg, Pennsylvania More Texvrj, Less Techno: Making Things in the Modern Age FREDERICK GORE ROCKWELL Dese Kings O' Ourn Is Reglar Rapscallions: Travel and Transformation in The Adventures of Huckleberry Finn JAMES ABRAHAM RUSSELL Aeneas: A Man Distinguished in Piety? RON SADAN Forces in the World and the Soul in War and Peace KAITLYN RITA SCHULER The Beautiful Soul: A Chapter in the Life of God Richmond, Virginia Annapolis, Maryland Carlisle, Massachusetts Lake Worth, Florida �JACOB SLOAN SIMON Mercersburg, Pennsylvania Never Trust a Greek Bearing Gifts: The Difference Between a False Prophet and a True One in Dante's Divine Comedy ANNA CATHERINE SITZMANN Unveiling Identity: On the Importance of the Experiential Process and the Inadequacy of Historical Truth Zionsville, Indiana STEPHANY Rossi SNYDER Shepherdstown, West Virginia Bringing Napoleon to His Knees: Raskolnikov 's Transformative Journey in Crime and Punishment MEAGAN ROSE SPICER North Conway, New Hampshire A Man, a Woman, and Freedom: On Freedom and Love in William Faulkner's If I Forget Thee, Jerusalem HANNAH ELIZABETH STAHL Prevailing Uncertainty: Life of the Man Without Qualities Baltimore, Maryland MICHAEL VINCENT TAVANI Phoenixville, Pennsylvania No One Pours New Wine: The Difficulty of Faith; An Examination of Kierkegaard's Philosophical Fragments TIEMAR M. TECLEMARIAM uThe robe does not make the man ": Interpretation in Gargantua CAMERON STUART THOMPSON In Pursuit of Something More: Human Self-Definition Silver Spring, Maryland Lorton, Virginia KELLY LAUREN TROP Macungie, Pennsylvania What's with Matter? Or How I Stopped Worrying and Loved theBohm RACHEL MARY ULRICH Socrates and His Images: A Display of the Philosopher's Relation to the City JOHN CECIL BLUE VINING Perspective and Accuracy in Ptolemy's Almagest Carnation, Washington Studio City, California �KATE WYLIE WALDEN The Transformation of Jacob and the Genesis of Israel: The Fulfillment of God's Will in the Realm of Man Rye, New York BABAK AKBARI ZARIN Fredericksburg, Virginia A Loving Gaze: Socrates, Alcibiades, and What it Takes to Know Yourself �MASTER OF ARTS IN LIBERAL AUTS DEGREE GRADUATE INSTITUTE IN LIBERAL EDUCATION JOSHUA IAN AcKERMAN SERENA ALAMI EVAN CHESTER BEARD GHARLOTTA ELIZABETH BEAVERS MICHAEL CHRISTOPHER BRYAN ABIGAIL ELIZABETH BUTCHER BRUNO S. CORTES SARAH CHRISTINE CULVER JEROME FRANK DAUSMAN ALEXANDER MAURICE FENCZIK JOAN CATHY FOGEL ADAM JOSEPH FRANZ ROBERT HARRIS COMBINER ANNA LEIGH GREEN JONATHAN CHRISTOPHER HAWK BRIAN DANIEL HowrON DAVID WAYNE HYSONG, JR. DAVID LEE JONES GRANT JACOB KETTERING Baltimore, Maryland Brandon, Florida Youngstown, Ohio Los Angeles, California Greencastle, Pennsylvania Augusta, Georgia Waterbury, Connecticut Eugene, Oregon Brookeville, Maryland Bourbonnais, Illinois Chevy Chase, Maryland Mill Hall, Pennsylvania Seattle, Washington Galveston, Texas Baltimore, Maryland Lafayette, Louisiana Annapolis, Maryland Endwell, New York Cherry Hills Village, Colorado JONATHAN DAVID RNAUP SARAH JANE LINHARDT SAMUEL MATLACK BRIAN ERIC MERRIWEATHER Long Beach, California Annapolis, Maryland Schwoich, Austria Huntsville, Alabama PAUL MUSONDA MwANSA LEE THOMAS NuTINI Laurel, Maryland Cookeville, Tennessee MELISSA CHRISTINE BOUDRIE PETERSON Easton, Maryland ELIZABETH HELEN PlNCUS Minneapolis, Minnesota JANE FRANCES POLCEN MARK WILLIAM PURCELL RANDAL CALVIN PYERS WILLIAM BRIAN RAMSAY BRETT KYLE SHOEMAKER Bowie, Maryland Normal, Illinois Martinez, Georgia Waldorf, Maryland Dillsburg, Pennsylvania TARA LYNN SMITH CHARLES CLAYTON STEWART ROBERT COLLIN WELSH LAURA ELENA WILLWERTH Laurel, Delaware Point Marion, Pennsylvania Baltimore, Maryland Manchester, Massachusetts �PRIZES AND AWARDS COMMENCEMENT 2011 To the member of the Senior Class who has written the best senior essay. Offered in memory of Susan Irene Roberts, of the class of 1966 I ' An Investigation into the Supposed Conflict Between Non-Euclidean Geometry and the Doctrine of the Transcendental Ideality of Space DANIEL PAUL DAUSMAN To the member of the Junior Class who has written the best annual essay. Offered by Mrs. Leslie Clark Stevens in memory of her daughter-in-law, Kathryn Mylorie Stevens Art, Science, and Compassion in George Eliot's Middlemarch EMMA HANNAH GOLD Excavating Babel; Or, How Hobbes Establishes a New Science of Man and Changes Everything ERIN MICHELLE SHADOWENS To the member of the Sophomore Class who has written the best annual essay. Offered under the will of the late Judge Walter I. Dawkins, of the Class of 1880 An Investigation of Order and Place in Shakespeare's King Lear DRESDEN DENEYS CRAIG HONORABLE MENTION Contemplation: A Fruitful Endeavor MAURA JOAN MCCLUSKEY �To the member of the Freshman Glass who has written the best annual essay. Offered in memory of Jacob Klein, TVitor Emeritus, and his wife, Else, by Dr. and Mrs. Stuart Walker Finding Fulfillment in the Shadow-land: The Role of Odysseus' Descent to Hades in The Odyssey IAN PATRICK TUTTLE HONORABLE MENTION Plato Says Our Souls Are Swollen: An Exploration of the City of Pigs in Comparison with Plato's Republic SEAN CHRISTIAN SABELLA To the Graduate Institute student who has written a distinguished preceptorial essay in the year 2011. Offered by the Alumni Association Moby Dick as a Work of Democracy ANDREW BENES VLCEK HONORABLE MENTION "It's Not You; It's the Beautiful": An Inquiry into the Plight of the Abandoned Beloved NICOLE ELAINE ELLIS To a member of the Senior Glass, for excellence in speaking. Offered in memory of Senator Millard E. Tidings of Maryland HANNAH ELIZABETH STAHL �To the student who submits the best English version of a Greek text. Offered in memory of John S. Kieffer, President Emeritus The Taking of Coriolifrom Plutarch's Life of Goriolanus ADAM MATTHEW MARASCHKY To the student who submits the best English version of a French poem. Offered by the Board of Visitors and Governors Brise etTempete by Marie Pape-Carpantier DANIELA LOBO DIAS To the student who submits a fine original English poem. Offered by Dr. George Austin in memory of his brother, Henry The Smell of Skin and Dried Leaves MICHAEL VINCENT TAVANI To the student who submits a fine original musical composition. Offered in memory of Mary Joy Belknap, President of the Garitas Society 1987-1991 Fantasy #2 for String Quartet Louis ALEXANDERPISHA HONORABLE MENTION Out of the Depths CHELSEA ELIZABETH ADAMS �To the student who submits a fine essay on a piece of music. Offered in memory of Mary Joy Belknap, President of the Garitas Society 1987-1991 Desiring in Sicut Cervus MARIA SANGIRARDI JUNG To the student who submits the most elegant solution of a geometrical problem. Offered by the Glass of 1986 in honor of Bryce Jacobsen, of the Glass of 1942, Tutor and Director of Athletics Emeritus ANYiGuo HONORABLE MENTION DAVID JOHN MAKER To the student who submits the most elegant solution of an analytical problem. Offered in memory of James R. McGlintock of the Glass of 1965 YUAN XUE To the student who carries out a fine laboratory project. A Measure of Universal Gravitation ANDREW!. DONDERS To the senior man and woman, who, through participation, leadership, and sportsmanship, have contributed most to the SJG athletic program, a special blazer. CLAYTON READ PASLEY RACHEL MARY ULRICH �To the member of the Senior Glass who has contributed outstanding service to the Greater Annapolis Community. Offered by the Caritas Society of St. John's College MEAGAN ROSE SPICER To the member of the Senior Class who has demonstrated the greatest care for and service to youth residing in the City of Annapolis. Offered by the friends and family of Marvin B. Cooper, of the Class of 1969 KAURA ELIZABETH MACKEY To the member of the Senior Class who submits the best work of visual art to the Community Art Exhibition, the Charles Vernon Moran Prize Koi, sculpture KELLY LAUREN TROP To a Senior who has demonstrated excellence in the arts, literature, or sciences, the Walter S. Baird prize. In the Fear of Love, poetry MICHAEL VINCENT TAVANI ��ENDOWED SCHOLARSHIPS St. John's College, Annapolis Leslie Milton Abrams, 1954 Dr. Granville Q. Adams, 1Q9Q JL J ju J Mildred Alexander Philip L.Alger, 1912 Alter Graduate Institute Scholarship Alumni Scholarship Annapolis Graduate Institute Aretei Fund Bradley G. Arms George M. Austin, 1908 Walter S. Baird, 1930 Betty Beck Bennett, 1960 Dr. Charles C. Cook George A. and Eveline T. Greenleaf Marvin Brent Cooper, 1969 Edna G. and Roscoe E. Grove, 1910 The Joseph and Robert Cornell Memorial Foundation John T. and Gertrude L. Harrison, 1907 Bernard Clorety, 1950 John T. Harrison, Jr. Eugene N.( 1929) and Robert G. (1963) Cozzolino Henry B. Higman, A48 Wiley and Helen Crawford Richard H. Hodgson, 1906 CpL George E. Cunnifflll The Hodson Trust Helen Lee De Aloia Alfred and Ruth Houston, 1906 Charles W. Hass, 1927 Donna Marie Delattre Houston Regional Fred and Marian Billups Clarence L. Dickinson, 1911 John Isaacs Jeff Bishop Memorial Richard A. Duhan, 1963 J. Seward Johnson, Jr. Ford K. Brown, H70 Martin Dyer Book Fund Caritas Society of St. John's College Ahmet Ertegun Education Fund Jesse H. and Mary Gibbs Jones Gasasco Family Fund Faculty Scholarship Chicago Regional Mrs. Clyde Alvin Clapp Ronald and Donna Fielding James T. Clark, 1928 James H. Frame, 1950 Class of 1897 Friends of St. John's Dr. Simon and Fanny Kaplan, H84 Class of 1898 Nancy Gannon Gearing Francis A. Katz, 1929 Richard F. Cleveland, H54 Harry Golding, Graduate Institute William R. Kenan, Jr. Trust Col. Robert E. and Margaret Larsh Jones, 1909 Robert E. Kanode, 1939 �John Spangler Kieffer, H70, and Roxana White Kieffer, H84 Marie Klebe Memorial Jacob Klein, H76 The Duane and Clementine Peterson Charitable Fund LD and Paula Pickens Pittsburgh Regional Thomas J.,H94, and Marion K. Slakey Andrew Smith Memorial J. Winfree Smith, H80 James S. Spirer, 1970 Korshin Family Fund Reader's Digest Foundation C.V. Starr Foundation Tom and Gathryn Krause J. Douglas Ramsey, 1937 Harry S. and Vivian B. Spectre Book Fund Arthur E. and Hilda Combs Landers, 1930 Lenore B. Hinder Joseph LaPides Michael Littleton Memorial John D. Mack Massachusetts Regional James Matthews, H99 Middendorf Foundation Martin Conrad Miller (1981) Book Fund Paul Miller Philip A. Myers II, 1938 NationsBank Foundation (Bank of America) Rev. Theo O'Brien O'Grady Memorial Oklahoma Regional Cleo Ritz Susan I. Roberts, 1966 Andrew and Lenore Steiner Book Fund Clifton C. Roehle Clarence W.Stryker Joan and Bela Ronay Bert Thorns Murray Joel and Julius Rosenberg, 1938 Karl and Evelyn Van Tassel G. D. Searle/John E. Robson Frederick J. Von Schwerdtner Robson Family Mr. and Mrs. William J. Vanous Rosse Family St. John's College Alumni Association J. J. Salovaara Flora Duvall Sayles Hazel Norris and J. Graham Shannahan, 1908 Norman G. Owens Doug E.Sherr( 1972) Memorial Dr. Thomas Parran and Thomas Parran, Jr. Rudy Simeone Passin Family Fund Jean Roberts Staylor Pattie Bourne Turner Walker, 1966 Richard D. Weigle, H49 John L. Williams, 1950 Thomas J. and Marvil F. Williams Frank K. Wilson, 1935 Delores and Stephen Wolf Kathy and Jerry Wood Foundation �ANNUAL SCHOLARSHIPS St. John's College, Annapolis BB&T H.A. Hammond Susan M. Bishop Henry B. Higman Melanie and David Bradley Independent College Fund of Maryland Nancy Buchenauer and Francis Rowsome James M. Johnston Trust Carefirst BlueCross BlueShield Garitas Society of St. John's College Ann and Bryant Cruse Constance and Paul Dry Deborah R. Fialka Christine Fotos Tamara L. Friedler Gudelsky Family Foundation Ensign C. Markland Kelly Jr. Emily Legum John J. Leidy Foundation, Inc. Judith Seeger Wanda and William Shafer John A. Simmons Marylou and Craig Symonds T. Rowe Price Mynydd Teg Foundation Janet and Howard Levine Linda and Jonathan Tuck C.L. McCarthy Patricia Watts Abigail Milner Curtis and Rebecca Wilson National Philanthropic Trust The Odyssey School William D. O'Neal Katherine H. Haas PNC Financial Services Group John T. Pittman Robin Weiss and Michael Dink Verizon Richard and Lois Zelina Gifts received after April 15, 2011, are gratefully acknowledged and will be listed in the 2012 Commencement 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 Commencement Programs and Addresses 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 Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 22 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2011-05-15 Identifier An unambiguous reference to the resource within a given context CommencementExercises2011 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 Description An account of the resource Program for the two hundred nineteenth commencement in the three hundred fifteenth year of the college. Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Commencement Program, 2011 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8823d9d4384488d8f1dca881e5464b0a.pdf f4401fa2d62bf71bae40df7435fde63c PDF Text Text SIJOHN'S College A N N A P O L I S • S A N T A FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND SUNDAY, MAY SIXTEENTH Two THOUSAND AND TEN �PROGRAM FOR THE Two HUNDRED EIGHTEENTH COMMENCEMENT IN THE THREE HUNDRED FOURTEENTH YEAR OF THE COLLEGE PRELUDE CARROLLTON BRASS QUINTET ACADEMIC PROCESSION THE NATIONAL ANTHEM CARROLLTON BRASS QUINTET FRANCIS SCOTT KEY, ALUMNUS, CLASS OF 1796 WELCOME CHRISTOPHER B. NELSON PRESIDENT OF THE COLLEGE ANNOUNCEMENT OF PRIZES AND AWARDS PRESIDENT NELSON MICHAEL DINK DEAN OF THE COLLEGE PRESENTATION OF AWARD TO WARREN P. WINIARSKI, AS^, AS HONORARY FELLOW OF THE COLLEGE PRESIDENT NELSON ADDRESS TO THE GRADUATING CLASS WARREN P. WINIARSKI VISITOR EMERITUS, ST JOHN'S COLLEGE BOARD OF VISITORS AND GOVERNORS CONFERRING OF UNDERGRADUATE DEGREES PRESIDENT NELSON DEAN DINK CONFERRING OF GRADUATE DEGREES PRESIDENT NELSON MARILYN D. HIGUERA DIRECTOR OF THE GRADUATE INSTITUTE ACADEMIC RECESSION CARROLLTON BRASS QUINTET �BACHELOR OF ARTS DEGREE (with title of essay) ROBB MATTHEW ALEXANDER Theomachy: Confronting Gods Within and Without Syracuse, New York MARGARET EMILY ANSELL Behind Infinity, Before Eternity: Augustine's Spatio-Temporal Transcendence JAMAAL SPENCER BARNES Of Things Unspoken and Unseen: Friendship, Society, and Solitude in Book One of Montaigne's Essais Lake Worth, Florida Sanfbrd, North Carolina ELLEN KATHLEEN BARNHART Selinsgrove, Pennsylvania The Greatest Prince Loves Both His Country and His Queen: Shakespeare's Antony and Cleopatra JESSE NATHANIEL BATES Abstraction and the Intelligibility of Nature CATHERINE YOLANDE BERUBE "There is no difficulty in speaking about what virtue is." Or, The Importance of Opening Questions ALLEGRA JUDITH BISBEE On Behalf of the Tax Collector: An Attempt to Reconcile Abraham with the Modern Man of Faith in Kierkegaard's Fear and Trembling JOHN EDWARD BLECHL The Epistemological Oedipus: An Optimistic View of Tragedy Dallas, Texas Rolle, Switzerland Ridgefield, Washington Dallas, Texas CATERINA BELLA MARIA BONACINI Oakland, California Polymath Love's Androgynous Advocate: An Investigation into Examining Our Pasts in William Faulkner's Absalom, Absalom! ETHAN AARON BROOKS Continuity and the End of Creation in Richard Dedekind's Essays on the Theory of Numbers Lancaster, Pennsylvania �MARIANNA BROTHERTON Bartlett, New Hampshire From the Pear Tree to the Garden... Hesitation in Augustine's Confessions NOLAND WlLLIAM BROWN Concord, North Carolina "7b the things themselves!" The Role of Critique in Ontological Investigation THOMAS WEST BROWNING Who Mixes Wisdom's Wine?: Learning and Ripping in Euripides' Bacchae Austin, Texas VIRGINIA JEAN BUESCHER Annandale, Virginia Finding the Way to Theophany Street: Identity in Dostoevsky's Demons ALEXANDER BUNNELL Alexandria, Virginia Epictetus 's Stoicism and Human Nature KATHERINE ELIZABETH BURKE Wilmington, North Carolina Confronting Unity: A Reckless Flight to the Unknowable DAVID MICHAEL CAMPBELL Akira Kurosawa's Ikiru: To Live as a Light in a Dark World RAPHAELA DORIS CASSANDRA Hope, Love, and the Hero: An Examination of the Self in Nietzsche's Thus Spoke Zarathustra THEA AMES CHIMENTO Freedom in Service? The Question of the Franklin's Tale CAMERON COATES The Wholeness of Human Life in Aristotle's Nicomachean Ethics DANIEL SNYDER CONNELLY II The Quest for the Eternal: An Inquiry into St. Augustine's Confessions Alexandria, Virginia Garden City, New York Rockville, Maryland Chicago, Illinois West Chester, Pennsylvania �LAUREN ADELE COOPER Erotic Transfiguration as the Inward Ascent to Numinous Beauty in Dante andPlotinus Aurora, Colorado THOMAS ANTHONY CROMER Berwyn, Pennsylvania Faith and the Transcendent Will: A Eulogy on Ahab ANDREW THOMAS DAVENPORT Pascal & Marx: The Transformation of Religion into Politics; or, An Atheist's Apology San Rafael, California KAYLA ZOE DfiLoY Georgia, Vermont "Crack Nature's Molds: "King Lear's Changing View of Nature KELLY LAUREN DIAZ-ALBERTINI Doylestown, Pennsylvania Facing Up to the Hero: An Exploration of Heroism in The Iliad ALLISON MICHELLE DiETZ Bethesda, Maryland Acting i(Here Upon This Bank and Shoal of Time" ANNA CATHERINE DIRKSE The Role of Duration and Disorder in the Evolution of Life Jenison, Michigan ELSABE CORNELIA DIXON The Art of Seduction: Power and Persuasion in Plato's Phaedrus Chatham, Virginia KlRSTIE NlCCOLE DODD Sanford, Florida On the Purpose of History SEAN GRAIN DONAHUE Beaver, Pennsylvania Reason's Role in Action and Aristotle's Ethics LlNDEN ANNE DUFFEE Birmingham, Alabama "Parker's Back: "An Artistic Examination of Christian Art; or, In Defense of the Imagination NORA SOFIA EDGE An Examination of Pierre's Quest for Peace: Tolstoi's War and Peace Leverett, Massachusetts �JONATHAN DAVID ENGLISH Roslyn, Pennsylvania The Meaning of Life in the Philosophy of Leibniz: An Inquiry into the Nature of Animals and Living Substances TYLER Ross FANNING Certainty andSureness in Descartes' Meditations on First Philosophy and Plato ys Theaetetus Amity, Oregon MICHAEL VINCENT FELDMAN On the Ontological and Epistemological Entanglements of Quantum Mechanics Virginia Beach, Virginia MEGAN CATHERINE FIELD Unearthing the Weathered Edifice of Man's Nature in Rousseau's On the Origin and the Foundations of Inequality Among Men Richmond, Virginia LAUREL ALEXANDRA FISCHER Of Man's First Disobedience, and the Fruit of that Forbidden Tree La Quinta, California ELIZABETH EMILY FLEMING Gaithersburg, Maryland The Incommensurability of Mind and Matter: An Examination and Evaluation of William James' Physiological Psychology ELEIS LESTER FORTI The March Toward Species Being ANNE MARIE FRAZIER Chester, Virginia Fort Wayne, Indiana The End of Desire: The Reconciliation of Tristan and Isolde CHELSEA MARIE FROST We Think, and We are Free: An Investigation of Stoicism South River, New Jersey SARAH ELIZABETH FRY Ignorance is not Bliss: The Development of Morality and Humankind's Independence from the Divine Buda, Texas ZACHARY FRYER-BIGGS The Origins and Necessity of Doubt New York, New York �DONALD FRANKLIN GEORGETTE What am I Doing? A Critical Examination of I, Me, Ego and the Operations of Consciousness in Sartre's Transcendence of the Ego Avon, Indiana PHILLIPA LEE GOWDY-JAEHNIG Is Economics Natural? An Investigation of Adam Smith's "Natural System " Decorah, Iowa ABRAHAM JACOB GREENSTINE Reason and the Transformation of Transcendental Idealism into Absolute Idealism Glenside, Pennsylvania PATRICK RYAN HALTER An Exploration of Conscience Through HegeVs Phenomenology of Spirit Palm Bay, Florida MATTHEW JESSE HARRIS Needham, Massachusetts Promoting Perfection in Maimonides' Guide of the Perplexed CHRISTOPHER HEARSE Knight-Errants and Giants: Truth in Fiction Severna Park, Maryland MlRANDA ARIANNA HELCK The Predominant Passion of the Youthful Beginner: An Exploration of the Aesthetic Life JEANA JOY HICKLING Reconstructing Rousseau's Self-Centered Family Man: An Essay on Natural Love and Virtue Granbury, New Jersey Pittsburgh, Pennsylvania ALEXANDRIA MEADOWLARK HINDS Pride, Lust and Fear: Symptoms of a Spiritual Illness Gortland, New York JEAJN MARIE HOGAN Language and the Soul in Shakespeare's Hamlet San Jose, California ERIC ANDERSON HONOUR Shuffling Off This Moral Coil: Steadfastness, Blasphemy and Judgment in Moliere 's Don Juan Fairfax, Virginia �KATHERINE NICOLE HUELS Beauty Will Set You Free: A Discussion of How Beauty and the Aesthetic Lead to the Ideal Man and Society BENJAMIN SWAN HUTCHINS On Mass: How Newton Finds God in the Principia Winnetka, Illinois Stowe, Vermont PATRICK RUDDEN JACOBS Transferring Trains of Thought: Abstractions from the Language ofHobbes Hopkinton, Massachusetts MATTHEW ROBERT KALKAVAGE These Were Men: Internal, External, Other and Self in Shakespeare's Julius Caesar Annapolis, Maryland JOHN IRA KENNEDY Birmingham, Alabama Is Faith a Virtue? An Exploration of Faith in Martin Luther's The Freedom of a Christian MEGAN MARIANNE KENNEDY Love as the End of Reason: On Dostoevsky's Notes From Underground Camden, Maine CHARLOTTE SEIDELMAN LICKER Worlds Apart: The Influence of Society on the Fantastical World of Don Quixote de la Mancha New Rochelle, New York GABRIEL THOMAS LuziER Brandywine, Maryland A Person's Conscience Ain 't Got No Sense: Unarticulated Meaning and Morality in Adventures of Huckleberry Finn KATHERINE ROSE MAHAN A Man and His Dreams: An Introspective Look at the Life of William Butler Yeats, An Idealistic and Principled Man Trapped in the Rational Modern World, through His Works of Poetry CHASE ROARK McKELVY Philosophy and Eros: Aristophanes in the Symposium Arcadia, Oklahoma Memphis, Tennessee �BROOKE HOLLAND MEYER Alexandria, Virginia Insects to Onions: An Exploration of One Man's Transition from Shame to Joy in The Brothers Karamazov KELSEY ALANA MlLLER Hanover, Pennsylvania Morality Through Beauty: An Inquiry into Humanity MAGDALEN EDITH MILLMAN Subjective Truth and Existential Suffering: Kierkegaard on Suffering Green Brook, New Jersey PHILIP THOMAS MOHR Developing the Hermeneuticfor the Whole Bath, New York MACALL YAVNER MORAN Lutherville, Maryland "What is Found so Rarely Must be Hard:" On God and Human Freedom in Spinoza's Ethics PAUL DOUGLAS MORRILL East Palo Alto, California The Possibility of the Absurd; or, On the Importance of Telling Abraham's Boring Story MICHAEL ANDREW MOWERY University Park, Maryland On the Relationship Between Work and Happiness in Tolstoy's Anna Karenina CALEB THOMAS NOLEN Gaithersburg, Maryland Safeguarding the Possibility of Poetry in a Technological Age DANIEL BRANDON OSBORNE The Metaphysics of Art and Suffering: The Beautiful in Hegel's Account of Painting Lafayette, Louisiana PAVLOS LEONIDAS PAPADOPOULOS Natick, Massachusetts The Long Creation Story: The Genesis of Fraternity and the Development of Humanity; or, Reading the Book of Genesis as a Whole SAMUEL PETER PASKEWITZ Kant, Hume and the Existence of God New York, New York �SHANNON ELIZABETH QUIRK Minneapolis, Minnesota Why John Marshall is the True Founder of Justice in the United States: Exploring a Government of Men versus a Government of Laws Through Marbury v. Madison JON MICHAEL RAGSDALE A Look at the Philosopher and Poet in Johannes de Silentio 's Fear and Trembling, and Their Fascinating Struggle to Answer the Great Question: Is Abraham a Murderer or the Greatest Man to Ever Live? TAYLOR KENT REESE Chicago, Illinois Harrisburg, Pennsylvania Kant on Our Sublime Nature ELYSSA JORDAN REID Fresno, California The Past, Present, and Future as an Argumentfor the Constitution of the United States EVERETT WILLIAM MORENO ROBERTS A Man and Arms: Aeneas' Journey from Trojan to Roman Bellingham, Washington GEORGE EDWARD ROBINSON IV Bring Me a Higher Love: Finding a Higher Power in Kierkegaard's The Sickness unto Death Austin, Texas DREW ALEXANDER RoBISON Baltimore, Maryland The Supreme Fictions of Life: An Essay About Reality and the Imagination JESSE BLAKE RUNDLE Manhattan, Kansas Thrasymachus v. Madison: Justice in The Federalist's Republic ROBERT ANDREW SALE Lawrenceville, Georgia Kant Goes to Copenhagen: Quantum Mechanics and the Possibility of Free Will CHARLES SAMUEL SALEM Imagine That! Thinking and Imagination in Aristotle's On the Soul Annapolis, Maryland �EUGENE E. SAMARIN Moscow, Russian Federation We The People: Does the US Constitution Achieve the Promises Made in the Preamble? ALEXANDER JAMES SHAEFFER Examining the Sophist DANIEL PAUL SHIPLEY Being, Becoming & The Will to Power: An Interpretation of "On Old and New Tablets" JUSTIN PAUL SNYDER Why You Think You Have Free Will Issaquah, Washington Baltimore, Maryland Little Rock, Arkansas JOSIAH NATHANIEL STEPHENS Binghamton, New York What is the Benefit of a Liberal Education to a Free Market System According to the Economic and Moral Theory of Adam Smith? SARAH ELIZABETH STITES Kansas City, Missouri Space, Force, and Body in Newtonian and Leibnizian Physics JENNIFER GAITLIN SWANSON Fictions and Falsehoods San Diego, California ROWENNA BETH THORSON Germantown, Wisconsin A Royal Freedom: On the Futility of Man's Free Will in Martin Luther's The Bondage of the Will HANNAH ELIZABETH VANHOOSE Highwood, Montana "Life Does Not Stop, and One Has to Live:" The Tension Between the Individual and the Universal in Tolstoy's War and Peace BRADLEY JOHN VAN UDEN Thousand Oaks, California The Other is Our Friend: The Taming of Socrates in Plato's Parmenides �MATTHEW AARON VlTLIN San Francisco, California In Search of Geneva: An Examination of Whether Men Need Civil Society and What the Roots for this Need Are MOLLY MABEL MC£NROE WATERS Transformation and Healing in Natasha's Prayer JOHN THOMAS WELSH A Perspective on the Origins of the Scientific Method SARAH MARIE WHITE Social Tyranny and Individual Sovereignty: An Inquiry into the Philosophy of Political Liberty Annapolis, Maryland Summit, New Jersey Brentwood, Tennessee �MASTER OF ARTS IN LIBERAL ARTS DEGREE GRADUATE INSTITUTE IN LIBERAL EDUCATION ANNE G. BARENKAMP St. Louis, Missouri PEYTON LEE BEARD Bremerton, Washington DEREK FORBES BITTER Santa Glarita, California RICHARD BOLTE III Voorhees, New Jersey ALEXANDER WESLEY BRADY Annapolis, Maryland LORETTE LOUISE CAMERON Pelham, New York ASHLEY ALBERTINE COLLINS AARON CHRISTOPHER DUKETTE Manchester, Connecticut Montpelier, Vermont CRYSTAL MARIE EBERT Allentown, Pennsylvania STEPHEN DAVID ENGEL Los Angeles, California GIANNA DOMINIQUE ENGLERT JOSHUA CHASE ALAN HARRIS JULIA DOWNEY HART New Kensington, Pennsylvania Washington, District of Columbia Alexandria, Virginia JOHN EDWARD KANE McLean, Virginia ARRON MATHEW KAU Lebanon, Oregon SHANNON S. KIRKPATRICK Portland, Oregon DARYL ZHIZHANG Li Singapore KYLE A. LONG Crown Point, Indiana CHRISTIANA REED MOLLIN Annapolis, Maryland MEGAN DAY VALLEAU PAPPAS Sarasota, Florida BRADLEY DENTON REESE, JR. Auburn, Illinois QUAY ALEXANDER RICE URAYNAB SAID VICTORIA HESTER SMITH KYLE CRAIG STEWART SEAN BRENDAN STEWART Augusta, Georgia Columbia, Maryland Davidsonville, Maryland Annapolis, Maryland Cape Canaveral, Florida �PRIZES AND AWARDS COMMENCEMENT 2010 To the member of the Senior Glass who has written the best senior essay. Offered in memory of Susan Irene Roberts, of the class of 1966 Who Mixes Wisdom's Wine?Learning and Ripping in Euripides' Bacchae THOMAS WEST BROWNING HONORABLE MENTION "Parker's Back ": An Artistic Examination of Christian Art; or, In Defense of the Imagination LINDEN ANNE DUFFEE The Other is Our Friend: The Taming of Socrates in Plato's Parmenides BRADLEY JOHN VAN UDEN To the member of the Junior Glass who has written the best annual essay. Offered by Mrs. Leslie Clark Stevens in memory of her daughter-in-law, Kathryn Mylorie Stevens From Words to Warfare: The Obligation of the Man of Letters to Pursue the Life of Arms ANNA CATHERINE SITZMAN �To the member of the Sophomore Glass who has written the best annual essay. Offered under the will of the late Judge Walter I. Dawkins, of the Glass of 1880 The New Love: Light, Love, and the Vision of the Mind in Dante's Paradiso BARBARA DUNHAM McCLAY The Resurrection of Lazarus: A Certain Man in Uncertain Death ELIZABETH MARIE SPAGNOLETTI To the member of the Freshman Glass who has written the best annual essay. Offered in memory of Jacob Klein, Tutor Emeritus, and his wife, Else, by Dr. and Mrs. Stuart Walker Seven Definitions in the Ancient World LEONARD ISAAC FRANKS HONORABLE MENTION Perfection and Imperfection in Plato 's Symposium MAURA JOAN MCGLUSKEY To the Graduate Institute student who has written a distinguished preceptorial essay in the year 2010. Offered by the Alumni Association The Pity and The Way: Ugolino GIULIANA DE GRAZIA Time as Problem and Solution JESSE L. MAXWELL �To a member of the Senior Glass, for excellence in speaking. Offered in memory of Senator Millard E. Tydings of Maryland CAMERON GOATES To the student who submits the best English version of a Greek text. Offered in memory of John S. Kieffer, President Emeritus Pappus Synagoge BRADLEY JOHN VAN UDEN HONORABLE MENTION THOMAS WEST BROWNING To the student who submits the best English version of a French poem. Offered by the Board of Visitors and Governors "D'ou viennent les mots?" by Venus Khoury-Gata KlRSTIE NlCCOLE DoDD To the student who submits a fine original English poem. Offered by Dr. George Austin in memory of his brother, Henry "Almanac" KlRSTIE NlCCOLE DoDD To the student who submits a fine original musical composition. Offered in memory of Mary Joy Belknap, President of the Caritas Society 1987-1991 "Fantasy for String Quartet" Louis ALEXANDER PISHA �To the student who submits a fine essay on a piece of music. Offered in memory of Mary Joy Belknap, President of the Garitas Society 1987-1991 ''Scarborough Fair" JANE JEFFRIES To the student who submits the most elegant solution of a geometrical problem. Offered by the Glass of 1986 in honor of Bryce Jacob sen, of the Glass of 1942, Tutor and Director of Athletics Emeritus NO PRIZE AWARDED To the student who submits the most elegant solution of an analytical problem. Offered in memory of James R. McGlintock of the Glass of 1965 ETHAN AARON BROOKS To the student who carries out a fine laboratory project. NO PRIZE AWARDED HONORABLE MENTION Sound as Influence in the Growth of Bacteria Cultures GALEN ANDREW COOK-THOMAS �To the Senior man and woman who by their participation, leadership, and sportsmanship have contributed most to the College's athletic program, special blazers. Offered by the Alumni Association of St. John's College MARGARET EMILY ANSELL JUSTIN PAUL SNYDER To the member of the Senior Class who has contributed outstanding service to the Greater Annapolis Community. Offered by the Caritas Society of St. John's College PHILLIPA LEE GOWDY-JAEHNIG To the member of the Senior Class who has demonstrated the greatest care for and service to youth residing in the City of Annapolis. Offered by the friends and family of Marvin B. Cooper, of the Class of 1969 BROOKE HOLLAND MEYER To the member of the Senior Class who submits the best work of visual art to the Community Art Exhibition, the Charles Vernon Moran Prize Inner Sanctuary, painting KELSEY ALANA MILLER HONORABLE MENTION Rocks at Great Falls, painting MICHAEL ANDREW MOWERY �To a Senior who has demonstrated excellence in the arts, literature, or sciences, the Walter S. Baird prize. Inner Sanctuary, oil on canvas painting KELSEY ALANA MILLER �ENDOWED SCHOLARSHIPS St. John's College, Annapolis Leslie Milton Abrams, 1954 Cpl. George E. Cunniff III Dr. Granville Q. Adams, 1929 Helen Lee De Aloia Mildred Alexander Donna Marie Delattre Philip L. Alger, 1912 Clarence L. Dickinson, 1911 Alter Graduate Institute Scholarship Richard A. Duhan, 1963 Alumni Scholarship Martin Dyer Book Fund Annapolis Graduate Institute Ahmet Ertegun Education Fund AreteiFund Faculty Scholarship Bradley G. Arms Ronald and Donna Fielding George M. Austin, 1908 James H. Frame, 1950 Walter S. Baird, 1930 Friends of St. John's Betty Beck Bennett, 1960 Nancy Gannon Gearing Fred and Marian Billups Harry Golding, Graduate Institute Jeff Bishop Memorial George A. and Eveline T. Greenleaf Ford K. Brown, H70 Edna G. and Roscoe E. Grove, 1910 Garitas Society of St. John's College John T. and Gertrude L. Harrison, 1907 Casasco Family Fund John T. Harrison, Jr. Chicago Regional Charles W.Hass, 1927 Mrs. Clyde Alvin Clapp Henry B. Higman, A48 James T. Clark, 1928 Richard H. Hodgson, 1906 Class of 1897 The Hodson Trust Class of 1898 Alfred and Ruth Houston, 1906 Richard F. Cleveland, H54 Houston Regional Bernard Clorety, 1950 John Isaacs Dr. Charles C. Cook J. Seward Johnson, Jr. Marvin Brent Cooper, 1969 Jesse H. and Mary Gibbs Jones The Joseph and Robert Cornell Memorial Foundation Col. Robert E. and Margaret Larsh Jones, 1909 Eugene N. (1929) and Robert G. (1963) Cozzolino Robert E. Kanode, 1939 Dr. Simon and Fanny Kaplan, H84 Wiley and Helen Crawford Francis A. Katz, 1929 �William R. Kenan, Jr. Trust Clifton C. Roehle John Spangler Kieffer, H70, and Roxana White Kieffer, H84 Joan and Bela Ronay Marie Klebe Memorial G. D. Searle/John E. Robson Jacob Klein, H76 Robson Family Korshin Family Fund Rosse Family Murray Joel and Julius Rosenberg, 1938 Tom and Gathryn Krause St. John's College Alumni Association Arthur E. and Hilda Combs Landers, 1930 J. J. Salovaara Joseph LaPides Flora Duvall Sayles Michael Littleton Memorial Hazel Norris and J. Graham Shannahan, 1908 John D. Mack DougE. Sherr (1972) Memorial Massachusetts Regional Rudy Simeone James Matthews, H99 Thomas J., H94, and Marion K. Slakey Middendorf Foundation Andrew Smith Memorial Martin Conrad Miller (1981) Book Fund J. Winfree Smith, H80 Paul Miller James S. Spirer, 1970 Philip A. Myers II, 1938 C.V. Starr Foundation NationsBank Foundation (Bank of America) Harry S. and Vivian B. Spectre Book Fund Rev. Theo O'Brien Jean Roberts Staylor O'Grady Memorial Andrew and Lenore Steiner Book Fund Oklahoma Regional Clarence W.Stryker Norman G. Owens Bert Thorns Dr. Thomas Parran and Thomas Parran, Jr. Karl and Evelyn Van Tassel Passin Family Fund The Duane and Clementine Peterson Charitable Fund Frederick J. Von Schwerdtner Mr. and Mrs. William J. Vanous Pattie Bourne Turner Walker, 1966 LD and Paula Pickens Richard D. Weigle, H49 Pittsburgh Regional John L. Williams, 1950 Reader's Digest Foundation Thomas J. and Marvil F. Williams J. Douglas Ramsey, 1937 Frank K. Wilson, 1935 Lenore B. Hinder Delores and Stephen Wolf Cleo Ritz Kathy and Jerry Wood Foundation Susan I. Roberts, 1966 �ANNUAL SCHOLARSHIPS St. John's College, Annapolis BB&T Larry Katz CareFirst BlueCross BlueShield Davis United World College Scholars Program Ensign J. Markland Kelly, Jr. Memorial Foundation John J. Leidy Foundation R. R. Evans Foundation Estate of Eugene F. Martin, Jr. Isadore & Bertha Gudelsky Family Foundation Henry B. Higman Henry M. Robert T.Rowe Price UPS James M. Johnston Trust Verizon Gifts received after April 15, 2010, are gratefully acknowledged and will be listed in the 2011 Commencement 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 Commencement Programs and Addresses 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 Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 23 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2010-05-16 Identifier An unambiguous reference to the resource within a given context CommencementExercises2010 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 Description An account of the resource Program for the two hundred eighteenth commencement in the three hundred fourteenth year of the college. Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Commencement Program, 2010 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9e3555ef5e89fc265b1d04640c81c640.pdf 060902675c04c54bdbf42e655d71b5d8 PDF Text Text SIJOHN'S College A N N A P O L I S • S A N T A FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND SUNDAY, MAY SEVENTEENTH Two THOUSAND AND NINE �PROGRAM FOR THE Two HUNDRED SEVENTEENTH COMMENCEMENT IN THE THREE HUNDRED THIRTEENTH YEAR OF THE COLLEGE CARROLLTON BRASS QUINTET PRELUDE ACADEMIC PROCESSION THE NATIONAL ANTHEM CARROLLTON BRASS QUINTET FRANCIS SCOTT KEY, ALUMNUS, GLASS OF 1796 WELCOME CHRISTOPHER B. NELSON PRESIDENT OF THE COLLEGE PRESIDENT NELSON ANNOUNCEMENT OF PRIZES AND AWARDS MICHAEL DINK DEAN OF THE COLLEGE ADDRESS TO THE GRADUATING CLASS ANITA L. KRONSBERG TUTOR AND ASSISTANT DEAN CONFERRING OF UNDERGRADUATE DEGREES PRESIDENT NELSON DEAN DINK CONFERRING OF GRADUATE DEGREES PRESIDENT NELSON MARILYN D. HIGUERA DIRECTOR OF THE GRADUATE INSTITUTE ACADEMIC RECESSION CARROLLTON BRASS QUINTET �BACHELOR OF ARTS DEGREE (with title of essay) SETH GREGORY APPELBAUM Baltimore, Maryland The Confrontation Between Divine Inspiration and Human Worth in Plato's Ion (With Frequent Reference to the Apology of Socrates) KATHERINE MAE ARMITAGE Hold onto the Concrete Tacoma, Washington PlOTR MAURYCY AxER Portland, Oregon Man Alone: An Examination of the Underground Man in Dostoevsky's Notes From Underground SUSANNAH PORTER BALL Vincy Vincit: A Study of Provincial Life Glen Ellyn, Illinois RACHEL MICHELLE BARTGIS To Love, Honor, and Obey: Grisilde and Her Marriage Vow CHRISTOPHER ANDREW BARTOS Where Are We Going? Directionality in Natural Selection Millersville, Maryland Clifton Park, New York MlCAH JORDAN BECK Lansing, New York On the Transition of Political Power in Ancient Israel into Monarchy: That it Was Both a Necessity and a Sin, and That David was the Ideal of the Compromise KELLY ELISABETH BECKER The "Somewhat Expanded" Don Quixote and His Discoveries of Part One and Part Two MEGHAN JACOBSON BENSON Baring Lear: A Study of the Loss and Retrieval Of Lear's Titles ALYSSA GAIL BERNANKE Arlington, Virginia Saline, Michigan Washington, District of Columbia The Loss of Natural Selection: A Darwinian Approach to Domestication and Breeding �CHRISTOPHER MICHAEL BORCHERT Hagerstown, Maryland Ending It When It's Over: An Investigation into Turnus'Death and the Last Scene of the Aeneid CHRISTOPHER PIERCE BORDERS Abraham and Kierkegaard's Moment Annapolis, Maryland TIMOTHY GRANT BRISNEHAN "Comme les exiles, ridicule et sublime," The Poet in the City in Charles Baudelaire's Les Fleurs du Mai NOEL RALPH BROCKETT The Music of Plato: An Inquiry into the Best Education Through the Works of Plato New Britain, Connecticut SCOTT TERRENCE BULLARD Education Through Dialectic in Speech and Action in Plato's Republic * MATTHEW NEELY BUTLER CHELSEA PANTALONE CARPENTER God, the Joy Giving and Sole Saving Diversion MELINDA LEE CARRERA Music, Fire and the Feminine Soul: Natasha's Education into Womanhood MATTHEW KAI CARTER The Castaway and Immensity Aurora, Colorado Westport, Connecticut Columbia, Maryland Manasquan, New Jersey Camarillo, California Dagsboro, Delaware KELVIN WAYGID CHUNG Garden Grove, California An Attempt to Understand Hegel's Account of the Unhappy Consciousness JOSEPH ANTHONY CIUMMO Pittsburgh, Pennsylvania "Fighting the Fight." Strife, Truth, and History: The Essence of Art in Martin Heidegger's The Origin of the Work of Art �THOMAS JOSEPH CLEVELAND The Beautiful and Good: On Plato's Hippias Major Norfolk, Virginia MICHAEL ANDREW COONEY Rockport, Massachusetts Fates Past Counting: The Life and Death of the Warrior Soul CECELIA ELLIOTT CORRIGAN Into the Labyrinth: An Exploration q/Dessein in Racine's Phedre JOHN MICHAEL GRADES II Flowers of Antimony by Any Other Name: Lavoisier and the Language of Learning TIMOTHY MARK CREIGHTON The Habit of Being Delmar, New York Hanover, Pennsylvania Gap, Pennsylvania CAITLIN GAIL CURTIS Self Awakening and the Pursuit of Marriage in Pride and Prejudice Seattle, Washington HANNAH CUSTIS "Thesefragments I have shored against my ruins ": Form, Content, and the Mythical Method in The Waste Land Cambridge, Maryland ROXANNE ELIZABETH DARNTON Education and the Divine: Exploring the Motivation Behind Echeis Moi Eipein, O Sokrates KRISTINA DIMITRIJEVIC On Human and Divine Union JOHN ZACHARY DORNBERGER The Death of the Man of La Mancha El Segundo, California Largo, Florida Winston-Salem, North Carolina KlERAN PATRICK DOWDY Why Am I Here? What Am I Doing? Pierre's Search for Meaning in Tolstoy's War and Peace Huntsville, Alabama �JOAO PEDRO SANTA-RITA FERNANDES Freedom and the Spartan Character Fayetteville, Arkansas ASHLEY RENEE FETTEROLF L'Amant, 1 Ami, et le Misanthrope Earleville, Maryland JOSEPH FlLVAROF Silver Spring, Maryland Belief and Experience in the Book of Jonah TAMARA LYNNE FRIEDLER The Fall of the House ofSutpeniAn Exploration of Innocence in Faulkner's Absalom, Absalom! DAVID THOMAS FUHRMAN Annandale, Virginia Pittsburgh, Pennsylvania Heart of Darkness: The Changes Take Place Inside, You Know JAMES WILLIAM FULMER The God of the Adversary and the Malefactor on the Cross Troubles Job, Living on theFrontier of Experience: When Job is Naught, Then He is a Man PAMELA JOAN GARDNER Dorothea's Pursuit of Greatness in Middlemarch NATHAN SHOLES GATES Houston, Texas Fairfield, Connecticut Lancaster, Pennsylvania "To Join in Love, Not Hate ": The Magnificent Failure of Friendship in Antigone LlNDEN KATE GEIGER West Chester, Pennsylvania Kirillov andShatov: Paths of Belief CLAIRE MURPHY GRIFFIN Richmond, Minnesota Embodied Experience: On Maurice Merleau-Ponty's Phenomenology of Perception KATHERINE ELAINE HALE Durham, North Carolina "Whatever the man called every living creature, that was its name ": Scientific Classification in Aristotle, Darwin and Lavoisier �TABITHA RAE HALL Fearful Humans, Loved by God: An Essay on the Nature of God's Love and Humans' Response to It ANNA ELIZABETH HARVEY Division and Identity in Macbeth Akron, Ohio Yorktown Heights, New York WYNNE HEDLESKY How to Philosophize After Nihilism: A Not-So-Easy Guide for the "Predisposed and Predestined" Dublin, Virginia PATRICK AuER JONES Catonsville, Maryland Socratic Piety and the Discovery of Political Philosophy in the Minos JULIA WELLS JOYCE The Searchfor Freedom: The Extent of Man 9s Freewill in Tolstoy's War and Peace Peacham, Vermont KRISTOPHER STEVEN KLOTZ Montoursville, Pennsylvania God as Consequent and Superject: Examining Religious Prehensions in Alfred North Whitehead's Process and Reality NATHAN GERALD KROSS Death in War and Peace Washington, Pennsylvania EDWARD JOHN KUENZI On Predestination, Free Will and Two Love Stories in Leo Tolstoy's War and Peace MICHAEL JOHN LEBLANC A Paradigm/or the Properly Governed: Thucydides'Response to Glaucon ROSE KATHERINE LIMANNI "Into the World ofLoneness": The Conflict Between Reason and Desire in William Blake's The Book of Ahania Sharpsburg, Georgia Lyndhurst, Ohio Dallas, Texas �IAN KENNETH LINDQUIST Unionville, Connecticut Between Beast and God: Human Cultivation, Tradition and Community in Homer's Odyssey DALTON LOBO DlAS The Baconian Revolution and the Rise of the Scientific Animal FABIO HULLEY LOMELINO The Amnesiac: Extracting Meaning from the Earth SARA CHRISTINE LUELL "The king is not himself: The Character of Richard II I MARIA NlCOLE LUNSFORD Mercy and Defeat in Flannery O 'Connor 9s "The Artificial Nigger" BRITTANY RAE McBRIDE The Importance of the Sense Education in Rousseau's Emile OWEN J. McGLAIN Defending Don Quixote: A Jester's Place Among the Giants of Philosophy Berlin, Connecticut Sao Paulo, Brazil Friendswood, Texas Brookeville, Maryland Mitchellville, Maryland Lincoln, Vermont MARK FREDERICK McCLAY Signal Mountain, Tennessee The Problem of Silence: Aeschylus's Agamemnon and the Meaning of the Unspoken JOHN PAUL LUCIEN MclNTYRE The Salute to the Creator in Newton and Darwin: Divinity in the Principia andThe Origin of Species ERIN MICHELLE McMuLLIN Iphigeneia and the Horror of War LAUREN ELAINE MOONEY Self-Knowledge in Love: The Construct of Self in Pursuing Romantic Relationships Baltimore, Maryland Eatonton, Georgia Rockville, Maryland �DANIEL ROCHE MUENZER III Francis Bacon's Theory of Knowledge Cincinnati, Ohio ALEXANDRA ELAINE MUNTERS Thought Seeing: Perception and the Intellect in Aristotle's On the Soul Alexandria, Virginia MY THUY NGUYEN "Experience had embittered his heart to the world": Understanding Poverty, Paralysis, and Epiphany in James Joyce's Dubliners Mabelvale, Arkansas AUBREY LEE NIGHSWANDER How Man Stands Now: An Exploration of the Paths Man Pursues that Lead Him to Unintended Weariness Port Clinton, Ohio NATHAN JEFFREY OESCH A More Perfect Union: The Foundations of Politics as a Science in The Federalist LAUREL SlERRA PAPPAS Bethesda, Maryland San Luis Obispo, California Signatures of the Divine: Nature and Morals in Immanuel Kant's The Critique of Pure Reason and Charles Darwin's The Descent of Man JULIA CATHERINE PATTERSON Man of Many Names: Some Epithets of Odysseus in Odyssey XIII MELISSA ANNE PEISER , Fairfax, Virginia Owings Mills, Maryland The Virtue of Friendship: The Friendship of Don Quixote and Sancho Panza JESSICA LYSHOJ PERRY Mill Valley, California Brother, Lover, Master: Sexual Imagery in William Faulkner's Absalom, Absalom! STEFFANIE MARIE PETERSON Mortal Thoughts as Mortals Should Crookston, Minnesota �SAMUEL PORTER Saratoga Springs, New York "The rigging lived... ": The Pequod as a Character in Moby-Dick LAUREL KATHLEEN PRICE Those Beautiful Vessels: So Many Shrouded Ghosts: A Look at the Rhetoric of Frederick Douglass Quincy, California CLINT ALLAN RICHARDSON East Lansing, Michigan Why Rule? An Inquiry into the Actions of the Philosophic Man as Embodied by Cicero PATRICK LAWRENCE RIEDER The Education of Cyrus KATHARINE NOELLE RlOS Albany, Oregon Wildomar, California "But what then am I?" Essence and Experience in Descartes' Meditations MARY REBECCA ROACH Newark, Delaware Why Does it Have to Hurt? Violence and Revelation in Flannery O 'Connor's "The Lame Shall Enter First" MOLLY FRANCES ROTHENBERG Cambridge, Massachusetts Less Elevated, More Just: The Threat and Promise of Equality in Democracy in America LUKE ANTHONY RUSSELL Annapolis, Maryland The Ancient and Modern View of Man and Political Rule: An Essay Concerning Hobbesian Man VIRGINIA JEANETTE RUSSOM Nikolai Stavrogin: A Character Study from Dostoyevsky 's Demons Chama, New Mexico CHAD ETHAN SALECKER Charlottesville, Virginia Distinguishing Humanity from the Darkness Within: Fyodor Dostoevsky's Notes from the Underground �THEODORE JAMES SALWEN The Part of Us That is Not Submerged: The Overman, the Absolute, and Individual Choice JOHN HENRY SCHLEY The Will to Life JOHN STEVEN SCHULER Political Memory at the Close of the Age of Heroes: The Cosmopolitan Nature of Man New York, New York Jersey City, New Jersey Lake Worth, Florida ROBERT GAIUS SHAVER Falmouth, Massachusetts Wealth of Nations, Wealth of Faiths: The Interrelation of Wealth, Politics, and Faith in Adam Smith's Wealth of Nations JESSE CLAYTON SHEARER Subjectivity and the Evasion of Historical Suppression: On Spontaneity, Ethics, and Erotic Love in Emmanuel Levinas' Totality and Infinity Boston, Georgia TABITHA ROSE SILVER From Abysmal Thought to Burden-Song: The Redemption of Zarathustra New York, New York DAVID COLE SlMMONS "This will be a divided kingdom; yet it will have some of the strength of iron in it": An Inquiry into the Divisive Effects of Locke's Toleration and the Christian Church Harrisonburg, Virginia PAULINE CECILE STACCHINI "Beauty laid bare ": A Discussion of the Boundaries of Beauty in Baudelaire Versailles, France ROBERT ALLAN STEWART Winston-Salem, North Carolina The Second Tree of Knowledge: How Can Philosophy be a Living Thing? MICHAEL JOSEPH STINNETT Downers Grove, Illinois Reading Adventures: Understanding the Notice in Adventures of Huckleberry Finn �JENNIFER ANN STOCKLIN Civilizing Experience: Solitude and Story telling in Conrad's Heart of Darkness Lancaster, Ohio MICHAEL ALBERT STOKLEY The Hidden and Their Discovery Longmont, Colorado AlSfDREW TiESSEN SUTTON Altadena, California On the Possibility of Moral Development ROBERT DRAKE TALLEY On Becoming One Out of Many Memphis, Tennessee EMMANUEL EARL THOMAS Beginnings in Plato's Phaedrus Chicago, Illinois PAUL ANTHONY THOMPSON Clearfield, Pennsylvania All Men Must Die, But First Let Us Live CHRISTOPHER SCOTT THORN Davidsonville, Maryland Life: All for One or Onefor All?'An Investigation of the Good for Organic Life MlRANDA MARIA ToMIC Port Washington, New York Resignation as a Means to Faith ASHLEY BROOKE TYLER Annapolis, Maryland Maxwell and Method CAROLYN MARIE WALSH Ridgefield, Connecticut "Without knowing what I am and why I'm here, it is impossiblefor me to live ": The Searchfor Meaning in Tolstoy's Anna Karenina KATHERINE LEIGH WALTER Poetry and Mathematics: A Love of Rhyme and Reason WARREN SCOTT WEBER "I Reckon It's So ": A Study of Morality in Huckleberry Finn Westminster, Maryland Haverhill, Massachusetts �KELLY MARIE WILSON The Discipline of Angels: An Examination of the Creative Act in Three Stories by Jorge Luis Borges SAMUEL MAXWELL ENGLAND YELTON Herodotus and the Meaning of History YUHUAI ZHOU Chagrin Falls, Ohio Charlotte, North Carolina Guangzhou, Republic of China From Sympathy to Morality JESSICA MOON ZIMMERBERG-HELMS Nature and the Language of the Sense: An Illumination of "Tintern Abbey" Through the Works of Edmund Husserl * Upon completion of requirements Santa Fe, New Mexico �MASTER OF ARTS IN LIBERAL ARTS DEGREE GRADUATE INSTITUTE IN LIBERAL EDUCATION ANDREW EVAN ACHTER Greensboro, North Carolina JOHN HARRISON AKINS Maryville, Tennessee ERIC ANDREW ALLISON Winston-Salem, North Carolina JOHANNA LORRAINE ANDERSON Smithfield, Rhode Island BERNARDO APARICIO GARCIA Ft. Lauderdale, Florida DAVID NICHOLAS BAHR Kensington, Maryland BRENT WALKER BEAUMONT Birmingham, Alabama STEPHEN DOUGLAS BECK NATHAN ANDREW BETZ THOMAS REES BEVAN CHRISTOPHER JAMES BISHOP JENNIFER ANNE BOYD DARRIN SHANE BROADWATER KATHARINE MARIE GEREZO NATHANIEL JAMES GOCHRAN CAROLYN DONNA COMMER ALESSANDRO COTA SARAH JOAN CROKER Chattanooga, Tennessee Irvine, California Allison Park, Pennsylvania Ramsey, New Jersey Baltimore, Maryland LaVale, Maryland Annapolis, Maryland Fairfax, Virginia Grosse Pointe, Michigan Curitiba, Parana, Brazil Atlanta, Georgia GIULIANA SAGE DE GRAZIA Chadds Ford, Pennsylvania JARED ALEXANDER FAVOLE Annapolis, Maryland SABRINA IRENE FRANK KEVIN DAVID GURUBATHAM Philadelphia, Pennsylvania Silver Spring, Maryland �LAUREN E. HAMILL ROSEMARY HARTY WILLIAM EDWARD HOARD NICHOLAS SOLWAY JAN HONDRUM JONATHAN ADAM JACKSON CHRISTOPHER DANE MENGES LISA MARIE MOSCATIELLO COLIN ANDREW JOSEPH MURPHY APRIL DAWN PIERMAN JEFFREY SCOTT POUSHTER MATTHEW LEE REPPERT NICOLE KRISTY RIZKALLAH Arlington, Texas Annapolis, Maryland Aiken, South Carolina Baltimore, Maryland North Richland Hills, Texas Amarillo, Texas Takoma Park, Maryland Baltimore, Maryland Grasonville, Maryland Washington, District of Columbia Grand Rapids, Michigan Simi Valley, California AMY RENEE SANDEFUR Abilene, Texas JAMES EDWARD SAVAGE Southfield, Michigan ARNOLD RANDOLPH STERLING, III MARISSA RUTH WALSH JOHNNY LEE YOUNG Duncanville, Alabama Atlanta, Georgia Severn, Maryland �PRIZES AND AWARDS COMMENCEMENT 2,009 To the member of the Senior Glass who has written the best senior essay. Offered in memory of Susan Irene Roberts, of the class of 1966 Nature and the Language of the Sense: An Illumination of "Tintern Abbey " Through the Works of Edmund Husserl JESSICA MOON ZIMMERBERG-HELMS «/ HONORABLE MENTION Embodied Experience: On Maurice Merleau-Ponty 's Phenomenology of Perception CLAIRE MURPHY GRIFFIN ir To the member of the Junior Class who has written the best annual essay. Offered by Mrs. Leslie Clark Stevens in memory of her daughter-in-law, Kathryn Mylorie Stevens Transcendental Deduction: Not what, but how? / BRADLEY JOHN VAN UDEN HONORABLE MENTION Swift's Noble Lie: Pride, Irony, and the Horses Which Are Not KlRSTIE NlCCOLE DODD To the member of the Sophomore Glass who has written the best annual essay. Offered under the will of the late Judge Walter I. Dawkins, of the Class of 1880 Moving Toward Stillness; Eternity in Augustine's Confessions SHANNON MULLOY v �To the member of the Freshman Glass who has written the best annual essay. Offered in memory of Jacob Klein, Tutor Emeritus, and his wife, Else, by Dr. and Mrs. Stuart Walker Socrates in the Apology: Guilty As Charged? GILBERT IRVING SHANK ^ HONORABLE MENTION Natural Slavery and Moral Virtue JONATHAN JAE TINCHER I/ To the Graduate Institute student who has written a distinguished preceptorial essay in the year 2008. Offered by the Alumni Association Battling the Untamable Lion of Storytelling JENNIFER ANNE GAVIN / HONORABLE MENTION Flaming Generations: An Exploration of Passion in the Aeneid GIULIANA SAGE DE GRAZIA To a member of the Senior Glass, for excellence in speaking. Offered in memory of Senator Millard E. lydings of Maryland THOMAS JOSEPH CLEVELAND To the student who submits the best English version of a Greek text. Offered in memory of John S. Kieffer, President Emeritus Homer's Odyssey, Book 23, lines 181 - 204 BRADLEY JOHN VAN UDEN \f NATHAN SHOLES GATES ^ I �To the student who submits the best English version of a French poem. Offered by the Board of Visitors and Governors "Non, 1'amour n'est pas mort" by Robert Desnos KlRSTIE NlCCOLE DODD ^ To the student who submits a fine original English poem. Offered by Dr. George Austin in memory of his brother, Henry "He Would Not Hear My Heart" KELLY MARIE WILSON ^ To the student who submits a fine original musical composition. Offered in memory of Mary Joy Belknap, President of the Garitas Society 1987-1991 Sonata LUKE ANTHONY RUSSELL * HONORABLE MENTION Prelude in A-flat Major f JESSE BLAKE RUNDLE To the student who submits a fine essay on a piece of music. Offered in memory of Mary Joy Belknap, President of the Garitas Society 1987-1991 Music Enhancing the Words in Mozart's Ave Verum Corpus JOHN IRA KENNEDY III ^ HONORABLE MENTION Mystery and Expectancy LUKE ANTHONY RUSSELL �To the student who submits the most elegant solution of a geometrical problem. Offered by the Glass of 1986 in honor of Bryce Jacobsen, of the Class of 1942, Tutor and Director of Athletics Emeritus ALEXANDER JAMES SHAEFFER </ To the student who submits the most elegant solution of an analytical problem. Offered in memory of James R. McGlintock of the Glass of 1965 ELIZABETH EMILY FLEMING ^ To the student who carries out a fine laboratory project. "A Sincere Hand and a Faithful Eye ": Experiences with Robert Hooke's Micrographia KATHERINE ELAINE HALE >]/ To the Senior man and woman who by their participation, leadership, and sportsmanship have contributed most to the College's athletic program, special blazers. Offered by the Alumni Association of St. John's College JOAO PEDRO SANTA RITA FERNANDES CECELIA ELLIOTT CORRIGAN To the member of the Senior Glass who has contributed outstanding service to the Greater Annapolis Community. Offered by the Caritas Society of St. John's College MATTHEW KAI CARTER �To the member of the Senior Class who has demonstrated the greatest care for and service to youth residing in the City of Annapolis. Offered by the friends and family of Marvin B. Cooper, of the Class of 1969 RACHEL MICHELLE BARTGIS To the member of the Senior Class who submits the best work of visual art to the Community Art Exhibition, the Charles Vernon Moran Prize Dwelling Place, painting JOSEPH ANTHONY CIUMMO The Fish, painting KRISTINA DIMITRIJEVIC To a Senior who has demonstrated excellence in the arts, literature, or sciences, the Walter S. Baird prize. "Sentinel", short story KELLY MARIE WILSON �ENDOWED SCHOLARSHIPS St. John's College, Annapolis Leslie Milton Abrams, 1954 Dr. Granville Q. Adams, 1929 Mildred Alexander Philip L. Alger, 1912 Alter Graduate Institute Scholarship Alumni Scholarship Annapolis Graduate Institute Aretei Fund The Joseph and Robert Cornell Memorial Foundation Richard H. Hodgson, 1906 The Hodson Trust Eugene N . ( 1929)and Robert G. (1963) Cozzolino Alfred and Ruth Houston, 1906 Houston Regional Wiley and Helen Crawford Cpl. George E. Cunnifflll Helen Lee De Aloia Donna Marie Delattre Bradley G. Arms Clarence L. Dickinson, 1911 George M. Austin, 1908 Richard A Duhan, 1963 Walter S. Baird, 1930 Martin Dyer Book Fund Betty Beck Bennett, 1960 Ahmet Ertegun Education Fund Faculty Scholarship Fred and Marian Billups Jeff Bishop Memorial Ford K. Brown, H70 Ronald and Donna Fielding Caritas Society of St. John's College James H. Frame, 1950 Gasasco Family Fund Friends of St. John's Chicago Regional Mrs. Clyde Alvin Clapp James T. Clark, 1928 Class of 1897 Nancy Gannon Gearing Harry Golding, Graduate Institute George A. and Eveline T. Greenleaf John Isaacs J. Seward Johnson, Jr. Jesse H. and Mary Gibbs Jones Col. Robert E. and Margaret Larsh Jones, 1909 Robert E. Kanode, 1939 Dr. Simon and Fanny Kaplan, H84 Francis A. Katz, 1929 William R. Kenan, Jr. Trust John Spangler Kieffer, H70, and Roxana White Kieffer, H84 Marie Klebe Memorial Jacob Klein, H76 Korshin Family Fund Tom and Cathryn Krause Dr. Charles C. Cook John T. and Gertrude L. Harrison, 1907 John T. Harrison, Jr. Marvin Brent Cooper, 1969 Charles W. Hass, 1927 Arthur E. and Hilda Combs Landers, 1930 Joseph LaPides Michael Littleton Memorial John D. Mack Massachusetts Regional Henry B. Higman, A48 James Matthews, H99 Class of 1898 Richard F. Cleveland, H54 Bernard Clorety, 1950 Edna G. and Roscoe E. Grove, 1910 �Middendorf Foundation Martin Conrad Miller (1981) Book Fund Paul Miller Philip A. Myers II, 1938 NationsBank Foundation (Bank of America) Rev. Theo O'Brien O'Grady Memorial Oklahoma Regional Norman G. Owens Dr. Thomas Parran and Thomas Parran, Jr. Passin Family Fund The Duane and Clementine Peterson Charitable Fund Pittsburgh Regional Reader's Digest Foundation J. Douglas Ramsey, 1937 Lenore B. Rinder Cleo Ritz Susan I. Roberts, 1966 Clifton C. Roehle Joan and Bela Ronay Murray Joel and Julius Rosenberg, 1938 G. D. Searle/John E. Robson Robson Family Rosse Family St. John's College Alumni Association J. J. Salovaara Flora Duvall Sayles Hazel Norris and J. Graham Shannahan, 1908 Doug E.Sherr( 1972) Memorial Rudy Simeone Thomas J.,H94, and Marion K. Slakey Andrew Smith Memorial J. Winfree Smith, H80 James S. Spirer, 1970 C.V. Starr Foundation Harry S. and Vivian B. Spectre Book Fund Jean Roberts Staylor Andrew and Lenore Steiner Book Fund Clarence W.Stryker Bert Thorns Karl and Evelyn Van Tassel Frederick J. Von Schwerdtner Mr. and Mrs. William J. Vanous Pattie Bourne Turner Walker, 1966 Richard D.Weigle,H49 John L. Williams, 1950 Thomas J. and Marvil F. Williams Frank K. Wilson, 1935 Delores and Stephen Wolf Kathy and Jerry Wood Foundation ANNUAL SCHOLARSHIPS St. John's College, Annapolis AAI Corporation AT&T The Associated: Jewish Community Foundation of Baltimore Baltimore Community Foundation Baltimore Sun Bank of America BB&T Beachley Foundation, Inc Estate of Frederick J. Beardsley Bon Appetit Booz Allen Hamilton Bunting Family Foundation CACI Cafritz Family Foundation The Campbell Foundation, Inc. CareFirst BlueCross BlueShield Caritas Society of St. John's College Chevy Chase Bank �Chimes Foundation, Inc. Citi Foundation Smith Barney Compass Group Computer Sciences Corporation Constellation Energy Group Richard &RosaleeC. Davison Foundation Delaplaine Foundation, Inc. Dixon Valve and Coupling Company R.R. Evans Foundation Saul Ewing LLP Estate of Charlotte Fletcher Estate of Mary Fletcher France-Merrick Foundation Gallagher Evelius & Jones LLP General DynamicsAdvanced Information Systems Gudelsky Family Foundation Laverna Hahn Foundation Catherine Haigney JJ. Haines Foundation Hecht-Levi Foundation The Hoffberger Foundation, Inc. Huether-McClelland Foundation IBM James M. Johnston Trust KCI Technologies, Inc. Ensign J. Markland Kelly, Jr. Memorial Foundation Kiplinger Foundation KPMGLLP Lalley Charitable Fund Arthur E. & Hilda Combs Landers Trust Legg Mason John J. Leidy Foundation Henry H. Lewis Contractors, LLC Lockheed Martin Lord Baltimore Capital Corporation Vanni Lowdenslager M&T Bank Lois & Philip Macht Philanthropic Fund Marlen Maier ManTech International Dr. Frank C. Marino Foundation Estate of Eugene F. Martin Maryland Capital Management Harvey M. Meyerhoff Fund Joseph Meyerhoff Fund National Security Agency The Newman Family Charitable Trust Otsuka America Pharmaceutical, Inc. The P&G Fund The Passano Foundation, Inc. Albert F.Peters PNC T. Rowe Price Raytheon Systems RCM&D SAIC Serco, Inc. Shockley Honda Shoppers Food Warehouse John A. Simmons Sinclair Broadcast Group, Inc. SRA International SunTrust Bank Travelers Foundation UPS Venable Foundation Verizon Foundation Verizon-Federal Network Systems Victor Graphics VPC Inc. Wachovia Foundation WBFF/WNUV Weis Markets Whiting-Turner Contracting Co. Janet Youkeles Gifts received after April 15, 2009, are gratefully acknowledged and will be listed in the 2010 Commencement 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 Commencement Programs and Addresses 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 Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 24 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2009-05-17 Identifier An unambiguous reference to the resource within a given context CommencementExercises2009 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 Description An account of the resource Program for the two hundred seventeenth commencement in the three hundred thirteenth year of the college. Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Commencement Program, 2009 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5c8f301c7a42a7695568f3dc3e4cf86b.pdf 9c67ae6a5261f2beec8238904da3fbff PDF Text Text *f-H STJOHN'S College A N N A P O L I S • S A N T A FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND SUNDAY, MAY ELEVENTH Two THOUSAND AND EIGHT �PROGRAM FOR THE Two HUNDRED SIXTEENTH COMMENCEMENT IN THE THREE HUNDRED TWELFTH YEAR OF THE COLLEGE PRELUDE CARROLLTON BRASS QUINTET ACADEMIC PROCESSION THE NATIONAL ANTHEM CARROLLTON BRASS QUINTET FRANCIS SCOTT KEY, ALUMNUS, CLASS OF 1796 WELCOME CHRISTOPHER B. NELSON PRESIDENT OF THE COLLEGE ANNOUNCEMENT OF PRIZES AND AWARDS PRESIDENT NELSON MICHAEL DINK DEAN OF THE COLLEGE ADDRESS TO THE GRADUATING CLASS BRUCE COLE CHAIRMAN, NATIONAL ENDOWMENT FOR THE HUMANITIES CONFERRING OF UNDERGRADUATE DEGREES PRESIDENT NELSON DEAN DINK CONFERRING OF GRADUATE DEGREES PRESIDENT NELSON JOAN E. SILVER DIRECTOR OF THE GRADUATE INSTITUTE ACADEMIC RECESSION CARROLLTON BRASS QUINTET �BACHELOR OF ARTS DEGREE (with title of essay) NATHANIEL PHILIP ADKINS Conversion and Constancy in Pascal's Memorial GABRIELLE ANNE AINES Amazing Grace: Pride, Knowledge, and Revelation in Flannery O 'Connor's Short Stories EMILY TRAEGER ANDREWS "Tramp - tramp - tramp; that's the dead... ": The Angel of Death in Huckleberry Finn MEGAN ANN ATHERTON On Habit and Practical Thought DAVID RIVERA AUDELO Reflections of the Absolute in Finitude Durham, North Carolina Manassas, Virginia Blythewood, South Carolina Greensburg, Pennsylvania Bakersfield, California CAROLINE WALD BARRY All Things Conspire to Hurt Me: On the Identity of the Tragic Figure in Jean Racine's Phedre Baltimore, Maryland JOSHUA AARON BECKER Reason and Consciousness in Tolstoy's War and Peace Hatfield, Pennsylvania SOPHIE ELIZABETH BENNEWITZ Behind Those "Fine Eyes ": Observation in Pride and Prejudice and The Theory of Moral Sentiments ANNA RACHEL BIEGELSEN Confronting Mortality in Baudelaire's "Une Charogne'' RACHAEL NOEL BOYCE The Education of Emma Woodhouse: A Lesson in Satisfaction ANNA WEINGAST BROWN Truth, Beauty, and Geometric Certainty Manteo, North Carolina Hollywood, Florida Westminster, Maryland Baltimore, Maryland �JOHN FREEMAN BROWN Under the Indifferent Heaven: The Desert's Impact on Modern Prophets ELIZABETH MCDOWELL BURLINGTON From Sacred to Mundane: On the Kingdom of God and the Sovereign in Hobbes' Leviathan SAMUEL CHARLES CANDLER Abandoning Reason ASHLEY ELIZABETH CARDIFF King Richard II STEPHEN FRANKLIN CLARK Understanding Childhood in the Lamentation of "Fern Hill" BRENDAN JAMES CLAY Speaking to Nature: Beauty and Imagination in Scientific Study ERIC CARL CLOSS On the Love of Beatrice to the Love of God: An Essay on Dante's Journey in The Divine Comedy GEORGE SLADE COLE, JR. Discussing Happiness and Friendship in Aristotle's Ethics JOHN GORDON COOKE VI On a Definition of Beauty Cle Elum, Washington New Bloomfield, Pennsylvania Atlanta, Georgia Sebastopol, California Virginia Beach, Virginia Lansdowne, Pennsylvania Kennett Square, Pennsylvania Savannah, Georgia Upper Marlboro, Maryland RANDALL GEORGE DARLING, JR. Unity and the U. S. Constitution: An Understanding of Balance in Political Science Chardon, Ohio RACHEL TARA DAVISON Against the Tide of Tyranny: Voluntary Associations in Alexis de Tocqueville 's Democracy in America Houston, Texas �LARISSA LIDDELL DEATON Germanicus and the Logos of Violence Great Falls, Virginia ANNELIES DEGROOT All She Wants to Do is Dance or How Natasha's Joyful Dancing Brought Me Joy Bethesda, Maryland JOHN JOSEPH DONAHOE, JR. "Though He Slay Me, Yet Will I Hope In Him": Transformative Suffering, Unconditional Fear, and the Case Against God in the Book of Job Portola Valley, California GARRET CHARLES DREXLER Look to the West: Equality, Liberty, and Independence in American Individualism Pittsburgh, Pennsylvania SAMANTHA MARIE ENNS Oedipus as a Paradigm Winston-Salem, North Carolina FELICIA MARIE ENRIGHT Ecstasy of Affliction: Mourning in War and Peace TRISTAN WILLIAMS EVANS-WILENT Accost Means Woo Her: An Essay on Shakespeare's Twelfth Night STEVEN ROBERT FAIRCHILD Descartes, le plus grand democrate: Tocqueville on Theory, Practice, and the Grandeur of the Democratic Self Chicago, Illinois Laguna Beach, California Troy, Michigan SARAH KATHRYN FARY Filling the Silence: The Role ofDiegesis and Dialectic in Kierkegaard's Fear and Trembling Silver Spring, Maryland ANNE SEAVER FLEMING L'inconstance fatale: The Passion and Suffering Phedre Gaithersburg, Maryland of �CHARLES HENRY FLEMING "Free and Easy and Comfortable ": Life on the River in The Adventures of Huckleberry Finn KAYLA JEAN GAMIN Neither Slave Nor Tyrant: The Education of a Free Man in Rousseau's Emile Gaithersburg, Maryland Lakewood, Ohio KATRINA THERESE GERSIE Socrates on Trial: A New Politician's Farewell Wantage, New Jersey CHARLES PETER GILLMARTEN Jousting at Windmills? How Our Love of Don Quixote Tests Our Faith Alexandria, Virginia STAGEY LYNNE GOGUEN Kantv. Hume: The Battle Over Knowledge, Certainty, and Science Leominster, Massachusetts LAUREN MICHELLE GOODMAN Six Circles, One Triangle, and a Field: The Conflict of Virtue and Ethics in Shichinin no Samurai PETER ARA GUEKGUEZIAN Liberte, Fraternite, et Egalite! Freedom and the Citizen in Jean-Jacques Rousseau's On The Social Contract Naples, Florida Fresno, California CHARLES WILLIAM HAMM The Revolution o/Traternite: Love and Duty in Les Miser able s Bethesda, Maryland IAN JOSEPH HANOVER All this Chaos is the Winds New York, New York ANDREW SCOTT FORBES HARRISON On Nihilism: Being an Account of the Suicide of Philosophy and What Growsfrom its Ashes Summerville, South Carolina �ALLISON CHARLOTTE HAUSPURG Finding Faith in Philosophical Fragments MAGGIE ARINA HEIM Kierkegaard's Challenge to Philosophy Through the Possibility of Faith MARGARET CARPENTER HENNESSEY Imagination, Reason, and Geometry THOMAS BRADFORD HIGGINS On the Vinteuil Sonata Potomac, Maryland Indian Harbor Beach, Florida Middletown, Connecticut New York, New York BENJAMIN Ross HOFFMAN Is Truth Valuable? The Relation Between Context and Meaning: A Treatise of Hume and Nietzsche Stamford, Connecticut SUSAN AUDREY HOLCOMB A Tale as Dry as Esparto Grass: A True History of the Author, the Lover, and the Ingenious Gentleman Dallas, Texas WILLIAM SEAN HOLLINGSWORTH An Elegant Weapon for a More Civilized Age: Science and the Civil Polity in Sir Francis Bacon's The New Atlantis Eugene, Oregon SAMUEL RHYS JONES On The Creative Soul: Baudelaire, Art and Suffering Boston, Massachusetts TIMOTHY RUSSELL JONES Maxwell's Geometrical Argument ADAM HARRIS HUNTER JUSKEWITCH ""Only the Good Man Is Free and All Bad Men Are Slaves ": An Examination of the Death ofCato the Younger TAMMIE DENISE KAHNHAUSER A Sacrifice and a Gold Ring: Crisis and Reconciliation in the Book of Job Chapel Hill, North Carolina Portland, Maine Setauket, New York �PAMELA RACHEL KESSLER Explaining the Persian Defeat WILLIAM AINSWORTH KNIGHT The Lord Reckoned it to Him as Righteousness: Faith and the Ethical in S0ren Kierkegaard's Fear and Trembling MATTHEW ALAN LANCER Stephane Mallarme: The Absent Signified PHILIP JOSEPH LAZZARA The Biological Problem of Mind: An Examination of Mental Qualities and Their Development in The Descent of Man JUSTIN CHUN LEE Truth and Transcendence in CormacMcCarthy's The Crossing ALDEN THOMAS MACKEY The Poetry q/The Peloponnesian War: Thucydides' Use of Poetic License in the Context of the Historical Narrative SHUNJI MATSUZAWA Do We Have an Eschatological and Pleromatic Imperative to Know Ourselves and Each Other?: Jung's Integrative Psychology of Religion ELISABETH RENEE McCLURE "Merde!" in Victor Hugo's Les Miserables WILLIS KESTREL WRIGHT McCuMBER Beautiful Action and the Repudiation of Ownership in Faulkner's The Bear JEFFREY RYAN MC!LVAIN Building Bridges and Burning Them: On Greece's Failure to Destroy the Persian Empire Shelburne, Massachusetts Burke, Virginia Princeton, New Jersey Burr Ridge, Illinois Mililani, Hawaii Bainbridge Island, Washington Tokyo, Japan Georgetown, Texas Unity, New Hampshire Westminster, Maryland �BRYAN PATRICK MCNEILLY On the Unspeakable Atmosphere of Joseph Conrad's Heart of Darkness Woodway, Washington LAURENT DANIEL MERCERON Friendship Between Montaigne and His Reader Bloomington, Indiana ADAM Ross MEYERS "Is there a sound addressed not wholly to the ear?": Music and the Poet's Task in W. C. Williams' The Desert Music Kansas City, Missouri JOHN NEWTON The Union Shall Not Fail: Trying to Justify the Suspension of Habeas Corpus Oakland, California NICHOLAS JOSEPH NOVITSKI The Quest of the Philosopher in War and Peace Miami, Florida ClARAN SUALDAM O'BRIEN South Salem, New York The Beauty and Tragedy of Wildness in Shakespeare's Romeo and Juliet NATHANAEL DEHAUS OKHUYSEN Notions of Equilibrium: Balance, Tension, and Ethics SEAN GRANT PENNY Artistic Dualities and Uncertainties of Sight and Being in Mann's Death in Venice CORINNE DRUFFEL PETERS Affirming Existence in Kierkegaard's Fear and Trembling KARL LEE PETRICK Excellence Fallen: Heroism in the Aeneid and Paradise Lost Portsmouth, New Hampshire Ocala, Florida Cincinnati, Ohio Clearfield, Pennsylvania �* DAVID MICHAEL PINEDO Amsterdam, The Netherlands JOHN TRAVIS PITTMAN The Way to God in the Gospel According to John Williamsburg, Virginia LYDIA SPRAGUE PUTNAM The Man Behind the King: The Apprenticeship of Prince Hal Hatfield, Pennsylvania SANDRA IVELISSE QUINTANA Death is Beautiful: A Study of Contraries in Plato's Phaedo San Juan, Puerto Rico DANIEL STUART RANDLETT Self and State: Rousseau, The Arts, and Virtue Gainesville, Virginia DANIEL PHILIP REKSHAN Searchingfor the Spiritual Basis of a Painting: A Textual and Pictorial Inquiry into Kandinsky's On the Spiritual in Art, Improvisation 7, and Composition 6 Marquette, Michigan AURORA DARE RIVENDALE Wind, Women and Water Annapolis, Maryland LAUREN ELIZABETH ROBERTSON "Something Rich and Strange": Time, Place, and the Liberal Arts in The Tempest ASHLEY SABRINA ROURKE First Impressions: Which is Right and Which is an Illusion CLARE MYERS SAUNDERS Looking for Truth: The Role of Observation in Relativity and Quantum Theory CLARKE MATHEW-THOMAS SAYLOR Suffer An Hour, Live For An Age: The Struggle for Internal Peace in Tolstoy's War and Peace Sturgis, Michigan Pittsburgh, Pennsylvania Athens, Georgia Garrison, Maryland �STERLING ALEXANDER SCHLEGEL "A voice! a voice!": An Investigation of Narration within Joseph Conrad's Heart of Darkness ALEXANDRA VICTORIA SCHWAB Faith and Free Will in Tolstoy's War and Peace JESSICA CAROLINE SEILER The Failure of Reason and the Triumph of Philosophy SHANT RAFFIE SHAHRIGIAN The Hawthorn and the Orchid: On Love and Art in Swann's Way MATTHEW Louis SHEAR By the Dog, Socrates is Wrong: The Evolution of Tragic Art in Nietzsche's Birth of Tragedy DYLAN Ross SHERRY A World of Seduction: Examining Philosophy Using Wittgenstein's Philosophical Investigations VISHAL JITEN SHETH III Faith as Habit in Fear and Trembling: Or, How to Become a Bourgeois Philistine ANDREW PAUL CORCORAN SHIELDS Morality and Divinity JON KARA SYLVESTER-JOHNSON SHIELDS The Heart of a Hebrew King: An Analysis of the Story of David andBathsheba GREGORY Ross SINGER Cyclopes, Witches, and Fairies: co JLIOI eyco! Variations on oiTOCpccyoi in Homer's Odyssey: An Anthropological Inquiry GIOVANNI LYON ROGERS SMEDLEY Into Freedom 'sAir: Magic Mountain's Morals West River, Maryland Richmond, Virginia Los Angeles, California Annandale, Virginia Larchmont, New York Amherst, New Hampshire Bombay, India Willow Park, Texas Roanoke, Virginia Annapolis, Maryland Silver Spring, Maryland �BRYAN ARTHUR SMITH The Killing Ideal: Love and Art in Baudelaire's "Une Charogne" Americus, Georgia MAX BENTON SOCOL Gentleman, Fool: Changing Roles in As You Like It Greensboro, North Carolina ERICA LYNN STRATTON What Breeds About the Heart Morgantown, West Virginia THOMAS SCHUYLER STURM Aspects of War and Peace in Aristophanes' Peace, Hesiod's Works and Days and Thucydides' Peloponnesian War Lyndonville, Vermont HAYLEY VIRGINIA THOMPSON Heroics in History: A Study of Greatness and Heroism Looking at the Lives of Alexander, Cato the Younger, and Caesar Seattle, Washington ZACHARY DAN THROOP To the Elements: Freedom and the Dissolution of Art in The Tempest Woodstock, Georgia * ASHLEE DAWN TURNBULL Roeland Park, Kansas AMANDA MOORE VOELKER The Journey to Happiness: A Look at Society's Influence on Personal Happiness in Middlemarch Santa Rosa, California SARA MARIE WAGNER Copyrighted Material All Rights Reserved: ImageReflection and Authority in Milton's Eden JOHN PATRICK WELLER Metabolism and Mind: A Quantitative Irrelevancy of Cosmic Importance Pittsburgh, Pennsylvania Quakertown, Pennsylvania �DANIEL WILHELM WHEATLEY Once You 've Made Your City, You 'II Have to Lie in It: The Treatment of Lies in the Republic JENNIFER ASHLEY WRIGHT The Picture of Beauty: The Moral Implication of a Book on Dorian Gray SARA!EAN MARIE WRIGHT The Significance of Childhood * Upon completion of requirements Baltimore, Maryland Glencoe, Illinois Fort Collins, Colorado �MASTER OF ARTS IN LIBERAL ARTS DEGREE GRADUATE INSTITUTE IN LIBERAL EDUCATION BRIAN RICHARD BECKER Washington, District of Columbia TALITHA BENJAMIN Washington, District of Columbia JUSTIN SCOTT BIELER DONALD NEWTON BRIGGS KEVIN ARNOLD BROOKS FRANKLIN LER.OY CARROLL IV WALTER RODERICK COFIELD, JR. ZEBULIN Louis CULVER CARLY PHYSIOC Fox BILLI JACQUELYN LONDON GRAY MIRIAM SHULAMIT JACOBS AMY LEIGH LAUGHLIN JOHN TALBOT MANVEL, JR. Cincinnati, Ohio Emmitsburg, Maryland Rochester, Minnesota Fullerton, California Salisbury, Maryland Eugene, Oregon Fort Belvoir, Virginia Wylie, Texas Severna Park, Maryland Ada, Michigan Annapolis, Maryland LlSA MlCHELE McCoRKELL T\ilsa, Oklahoma CASEY DAVID McCoY Eugene, Oregon JOHN DAVID MC&NTY TRACI LEEANN MELLOR Philadelphia, Pennsylvania Reston, Virginia NICOLE PATRIECE MILLER Washington, District of Columbia DANIEL LOREN PETERSON West Chester, Pennsylvania MATTHEW DOUGLAS SANDWISCH LOUISE EUPHEMIA THOMAS GARETH THOMAS WILLIAMS Oak Harbor, Ohio Chicago, Illinois Towson, Maryland �PRIZES AND AWARDS COMMENCEMENT 2,008 To the member of the Senior Class who has written the best senior essay. Offered in memory of Susan Irene Roberts, of the class of 1966 "Merde!" in Victor Hugo's Les Miserables ELISABETH RENEE McCuiRE The Killing Ideal: Love and Art in Baudelaire's "Une Charogne" BRYAN ARTHUR SMITH HONORABLE MENTION A Tale as Dry as Esparto Grass: A True History of the Author, the Lover, and the Ingenious Gentleman SUSAN AUDREY HOLCOMB To the member of the Junior Class who has written the best annual essay. Offered by Mrs. Leslie Clark Stevens in memory of her daughter-in-law, Kathryn Mylorie Stevens Kantian Synthesis and Hume 's Chimera: The Unity of the Manifold • CLAIRE MURPHY GRIFFIN To the member of the Sophomore Class who has written the best annual essay. Offered under the will of the late Judge Walter I. Dawkins, of the Class of 1880 "What Is My End, That I Should Be Patient?" TAYLOR KENT REESE �HONORABLE MENTION Will and Faith in Augustine's Confessions RAPHAELA DORIS CASSANDRA To the member of the Freshman Class who has written the best annual essay. Offered in memory of Jacob Klein, Tutor Emeritus, and his wife, Else, by Dr. and Mrs. Stuart Walker Loving the Corruptible KAITLYN RITA SCHULER To the Graduate Institute student who has written a distinguished preceptorial essay in the year 2007. Offered by the Alumni Association Rereading Proust ABIGAIL FOOTE THOMAS HONORABLE MENTION Dante's Game ofHide-and-Seek DIAN OWEN VANDEMARK To a member of the Senior Class, for excellence in speaking. Offered in memory of Senator Millard E. Tydings of Maryland ELISABETH RENEE MCCLURE �To the student who submits the best English version of a Greek text. Offered in memory of John S. Kieffer, President Emeritus Text: Opening of Aeschylus 'Prometheus Bound JULIA CATHERINE PATTERSON HONORABLE MENTION BRADLEY JOHN VAN UDEN )K To the student who submits the best English version of a French poem. Offered by the Board of Visitors and Governors Text: Andre Chenier, "Hymne a la nuit" KAYLA JEAN GAMIN To the student who submits a fine original English poem. Offered by Dr. George Austin in memory of his brother, Henry "'Christine ' - 1 said, but you had closed the door " RACHEL MICHELLE BARTGIS To the student who submits a fine original musical composition. Offered in memory of Mary Joy Belknap "Serenade " LUKE ANTHONY RUSSELL �To the student who submits a fine essay on a piece of music. Offered in memory of Mary Joy Belknap On Repentance: An Examination and Comparison of the Repentance Arias of Judas and Peter in Bach 's St. Matthew Passion LUKE ANTHONY RUSSELL To the student who submits the most elegant solution of a geometrical problem. Offered by the Class of 1986 in honor of Bryce Jacobsen, of the Class of 1942, Tutor and Director of Athletics Emeritus ELIZABETH EMILY FLEMING To the student who submits the most elegant solution of an analytical problem. Offered in memory of James R. McClintock of the Class of 1965 No PRIZE AWARDED HONORABLE MENTION JOHN STEVEN SCHULER To the student who carries out a fine laboratory project. Making the Perfect Slide: Or, How I Learned to Stop Worrying and Love Chromosome Microscopy KATHERINE ELAINE HALE Metamorphosis o/'Abystoma Mexicanum: Experiment Using Thyroid Hormone Immersion JOHN THOMAS WELSH AND JEAN M. HOGAN �To the Senior man and woman who by their participation, leadership, and sportsmanship have contributed most to the College's athletic program, special blazers. Offered by the Alumni Association of St. John's College CHARLES HENRY FLEMING HAYLEY VIRGINIA THOMPSON To the member of the Senior Class who has contributed outstanding service to the Greater Annapolis Community. Offered by the Caritas Society of St. John's College No PRIZE AWARDED To the member of the Senior Class who has demonstrated the greatest care for and service to youth residing in the City of Annapolis. Offered by the friends and family of Marvin B. Cooper, of the Class of 1969 NO PRIZE AWARDED To the member of the Senior Class who submits the best work of visual art to the Community Art Exhibition, the Charles Vernon Moran Prize 3 Pieces of Cloth, 2 Apples, 1 Mango, oil on panel DANIEL PHILIP REKSHAN HONORABLE MENTION Untitled, ceramic SAMANTHA MARIE ENNS �Walter S. Baird Prize-for a Senior who has demonstrated excellence in the arts, literature, or sciences Untitled, digital photograph JUSTIN CHUN LEE �ENDOWED SCHOLARSHIPS St. John's College, Annapolis Leslie Milton Abrams, 1954 Helen de Aloia Dr. Granville Q. Adams, 192,9 Donna Marie Delattre Mildred Alexander Clarence L. Dickinson, 1911 Philip L. Alger, 1912 Richard A. Duhan, 1963 Alter Graduate Institute Scholarship Fund Martin Dyer Book Fund Faculty Scholarship Alumni Scholarship Ronald and Donna Fielding Annapolis Graduate Institute James H. Frame, 1950 Annapolis Self-Help Friends of St. John's George M. Austin, 1908 Harry Golding, Graduate Institute Walter S. Baird, 1930 George A. and Eveline T. Greenleaf Betty Beck Bennett, 1960 Edna G. and Roscoe E. Grove, 1910 Fred and Marion Billups Fund John T. and Gertrude L. Harrison, 1907 Ford K. Brown, Hyo John T. Harrison, Jr. Garitas Society of St. John's College Charles W. Hass, 1927 Gasasco Family Fund Richard H. Hodgson, 1906 Chicago Regional The Hodson Trust Mrs. Clyde Alvin Clapp Alfred and Ruth Houston, 1906 James T. Clark, 1928 Houston Regional Class of 1897 John Isaacs Class of 1898 J. Seward Johnson, Jr. Richard F. Cleveland, H54 Jesse H. and Mary Gibbs Jones Bernard Clorety, 1950 Dr. Charles C. Cook Col. Robert E. and Margaret Larsh Jones, 1909 Marvin Brent Cooper, 1969 Robert E. Kanode, 1939 The Joseph and Robert Cornell Memorial Foundation Dr. Simon and Fanny Kaplan, H84 Eugene N. (1929) and Robert G. (1963) Cozzolino John Spangler Kieffer, H7O, and Roxana White Kieffer, H84 Wiley and Helen Crawford Jacob Klein, H76 Cpl. George E. Cunniff III Korshin Family Fund Francis A. Katz, 1929 �Tom and Cathryn Krause Murray Joel and Julius Rosenberg, 1938 Arthur E. and Hilda Combs Landers, G. D. Searle/John E. Robson 193° Joseph LaPides Robson Family J. J. Salovaara Michael Littleton Memorial Flora Duvall Sayles Massachusetts Regional Hazel Norris and J. Graham Shannahan, 1908 James Matthews, Hgg Middendorf Foundation DougE. Sherr (1972) Memorial Martin Conrad Miller (1981) Book Fund Thomas J., H94, and Marion K. Slakey Paul Miller J. Winfree Smith, H8o Philip A. Myers II, 1938 James S. Spirer, 1970 NationsBank Foundation (Bank of America) C.V. Starr Foundation Rev. Theo O'Brien Harry S. and Vivian B. Spectre Book Fund O'Grady Memorial Jean Roberts Staylor Oklahoma Regional Andrew and Lenore Steiner Book Fund Norman G. Owens Clarence W. Stryker Dr. Thomas Parran and Thomas Parran, Jr. Karl and Evelyn Van Tassel Frederick J. Von Schwerdtner Passin Family Fund Mr. and Mrs. William J. Vanous The Duane and Clementine Peterson Charitable Fund Pattie Bourne Turner Walker, 1966 Richard D. Weigle, H49 Pittsburgh Regional John L. Williams, 1950 Reader's Digest Foundation Thomas J. and Marvil F. Williams J. Douglas Ramsey, 1937 Frank K. Wilson, 1935 Lenore B. Hinder Delores and Stephen Wolf Cleo Ritz Kathy and Jerry Wood Foundation Susan I. Roberts, 1966 St. John's College Alumni Association Clifton C. Roehle Joan and Bela Ronay �ANNUAL SCHOLARSHIPS St. John's College, Annapolis Estate of Eugene Adkins Huether-McClelland Foundation Maria Baker James M. Johnston Trust Baltimore Sun Media Group Larry Katz BB&T KAWG&F Beachley Foundation KCI Technologies, Inc. Bunting Family Foundation Campbell Foundation Ensign J. Markland Kelly, Jr. Memorial Foundation GareFirst BlueCross BlueShield KPMGLLP Garitas Society of St. John's College Lalley Charitable Fund Center for Funds & Foundations John Larson Chevy Chase Bank Legg Mason, Inc. Chimes International Limited John J. Leidy Foundation Comcast Cable Harvey M. and Lyn P. Meyerhoff Fund Lauren Connolly Estate of Paul Miller Richard & Rosalie C. Davison Foundation Number Ten Foundation Arthur & Isadora Dellheim Foundation Josephine and Harvey Poe Dixon Valve and Coupling Company Eliasberg Family Foundation, Inc. Procter & Gamble Cosmetics Foundation FOX45 RCM&D Foundation, Inc. Amy McConnell Franklin T. Rowe Price Associates Foundation Isadore and Bertha Gudelsky Foundation United Parcel Service PNC/Annapolis Banking and Trust LaVerna Hahn Charitable Trust Venable, Baetjer and Howard Foundation Henderson-Webb Victor Graphics Hoffberger Foundation The Whiting-Turner Contracting Company Harley Howell Charitable Foundation Henry H. Lewis Contractors, LLC Gifts received after April 15, 2008 are gratefully acknowledged and will be listed in the 2,009 Commencement 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 Commencement Programs and Addresses 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 Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 24 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2008-05-11 Identifier An unambiguous reference to the resource within a given context CommencementExercises2008 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 Description An account of the resource Program for the two hundred sixteenth commencement in the three hundred twelfth year of the college. Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Commencement Program, 2008 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c6a1ba28e3dce72a0cdabb74fca5f0c9.pdf 840beb1bb5e9f5bd42d06349e8f28a99 PDF Text Text STJOHN'S College A N N A P O L I S • S A N T A FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND SUNDAY, MAY THIRTEENTH Two THOUSAND AND SEVEN �PROGRAM FOR THE Two HUNDRED FIFTEENTH COMMENCEMENT IN THE THREE HUNDRED ELEVENTH YEAR OF THE COLLEGE CARROLLTON BRASS QUINTET PRELUDE ACADEMIC PROCESSION THE NATIONAL ANTHEM CARROLLTON BRASS QUINTET FRANCIS SCOTT KEY, ALUMNUS, CLASS OF 1796 WELCOME CHRISTOPHER B. NELSON PRESIDENT OF THE COLLEGE PRESIDENT NELSON ANNOUNCEMENT OF PRIZES AND AWARDS MICHAEL DINK DEAN OF THE COLLEGE ADDRESS TO THE GRADUATING CLASS LEON KASS UNIVERSITY OF CHICAGO CONFERRING OF UNDERGRADUATE DEGREES PRESIDENT NELSON DEAN DINK CONFERRING OF GRADUATE DEGREES PRESIDENT NELSON JOAN E. SILVER DIRECTOR OF THE GRADUATE INSTITUTE ACADEMIC RECESSION CARROLLTON BRASS QUINTET �BACHELOR OF ARTS DEGREE (with title of essay) CHRISTOPHER MICHAEL BAIR A World of Words: The Treacherous World of "Love" and "Nothing"in King Lear Basalt, Colorado CHELSEA RACHEL BATTEN Lyrical Absurdity: An Essay on Fear and Trembling San Diego,California CHRISTOPHER JOSEPH BEA Adventurous Beyond their Power and Daring Beyond their Judgement: The Athenian Character in Thucydides' Peloponnesian War Alexandria, Virginia ERICA MARIE BEALL "At War 'Twixt Will and Will Not": The Psychology of Politics and Human Justice in Measure for Measure Columbia, Maryland Li A ANNA MARINA BOYLE The Deluge: Man and the Tragic Experience LAURA LEE BRANNER Dreams of an Ingenious Gentleman: Zozobra inBorges' "The Other" GILLIAN BROCKETT Everything That Rises Must Converge: Wavicles and the Demise of Determinism COLIN DOUGLAS BROWN Honor in the Iliad: An Examination of Its Human Cost KATHERINE ANNE BRUBAKER An Investigation into the Foundations and Use of Equations Owings Mills, Maryland Athens, Ohio New Britain, Connecticut St. Charles, Illinois Santa Fe, New Mexico �PAUL ARNOLD BURKS The Correction of Necessity by Reason in Machiavelli's Discourses Norwood, Ohio ERIKA JAYNE BUSH How Are We to Understand Such a Man? A Journey through Moliere 's Misanthrope Tryon, North Carolina ASCHELY VAUGHAN CONE An Enquiry into the Work of Paul Cezanne with a Close Consideration of The Birth of Tragedy byFriedrich Nietzsche Fr e der icksburg, Texas RACHEL REBECCA COONCE An Exploration of Prince Andrey 's Idealism in Leo Tolstoy's War and Peace MARGARET ELEANOR CORTRIGHT "Man Was Made a Rebel; Can Rebels Be Happy?'' An Investigation into Ivan Karamazov 's Searchfor Suffering Gainesville, Florida Vallejo, California BENJAMIN DONALD CRANE The Pursuit of Happiness: What Is Fine Shines Through Springfield, Oregon MICHAEL TODD CROKER Hegel's Way of Despair: An Analysis of the Unhappy Consciousness Springfield, Oregon CHRISTOPHER CLAYTON CUDWORTH Listening to Bartok 's Concerto for Orchestra ELIZABETH RUTH CURRY "A Word Fitly Spoken ": Augustine on the Use and Abuse of Words Litchfield, Connecticut Windsor, Nova Scotia, Canada �RANJAN KUMAR DAS The World as Will to Power: An Exploration of Aphorism Thirty-six ofFriedrich Nietzsche's Beyond Good and Evil Katonah, New York ADA PEARL DAVIDOFF Don Quixote: The Tales of Christianity and the Religion of Knight Errantry Morristown, New Jersey ESTHER WRIGHT DAVIDOFF A King's Transformation to a Man: The Storm in King Lear Morristown, New Jersey ISAIAH KESEM DAVIDSON-WEISS An Attempt to Speak about Emerson's "Experience * JOHN CONSTANTINE BfiNTLY DODGE Somerville, Massachusetts Denver, Colorado Moliere Unmasked: The Comedic Lesson of Self-Portrayal in The Misanthrope * BRADLEY GALEN DOLLARD Cincinnati, Ohio SARAH MUELLER ELSE Hilton Head Island, South Carolina "Faith begins precisely ivhere thinking leaves off. " An Essay on Kierkegaard's Fear and Trembling DAVID FREDERICK ERDMAN Truth and the Work of Art in the Thought of Martin Heidegger AMY JOY FALK No Farther than Faith: Abraham's Journey to Mount Moriah Flat Rock, North Carolina Pittsburgh, Pennsylvania DAVID LUKE FERRELL Who Do You Say I Am? Maineville, Ohio CHRISTOPHER ANDREW FLETEZ-BRANT Who is 'Lear'? Phoenix, Arizona �JACQUELYN ERIN FRADETTE "Laugh to Scorn the Pow 'r of Man:' Macbeth and Man's Limitations LUKAS KARL GOODMUTH Beauty and Ennui in Les Fleurs du Mai RACHEL FRANCINE GOTTLIEB How Wretched Am I, Really? Grappling with Faith and Fear and Trembling RICHARD KEVIN GRAPE, JR. A Decryption of Stoic Doctrine and Its Necessity within Our Modern Society... "To stop talking about what the good man is like, and just be one. " ALAN LOCKHART HANDLEY Wholly at Liberty to Choose: Lobachevski and the Viability of Non-Euclidean Mathematics HILARY GERI HAWLEY The Power of the Educated Man NIKOLAS ROBIN HILGERDT Huckleberry Finn and the Searchfor the American Spirit Framington, Massachusetts Woodstock, Maryland Kernersville, North Carolina Brick, New Jersey Arlington, Virginia Manitowoc, Wisconsin Chestnut Ridge, New York GAITRIN REBECCA HILL Good and Evil: Which Is Better? Princeton, New Jersey SARAH ELIZABETH HOGAN The Temptation of the Novel: Anna Karenina 's Imitation of Art in Life Boston, Massachusetts MATTHEW THOMAS HORST World as Music, Music as World: Music in the Philosophical System of Arthur Schopenhauer Lancaster, Pennsylvania ROBERT MICHAEL JOHNSON HURST The Idolatrous Mind Morgantown, West Virginia �BRIAN PATRICK HUWE Being, Seemir* <*. and Consciousness: Scientific Thought and Explanation <,,„ Hegel's "Force and Understanding " and Quantum Mechanics Murfreesboro, Tennessee BRANDON GHAISON JANES IV Vision of Xanadu: A Poetic and Psychological Investigation of Samuel Taylor Coleridge's Imagination Austin, Texas ANNA LEE JOHNSON Taking Life Seriously: The Role of Humor in Moliere 's Le Misanthrope MIRA CAITLYN JOHNSON Guilty Woman: Penance, Penitence, and Hope in The Scarlet Letter Orrtanna, Pennsylvania Middletown, Pennsylvania EVELYN ANNE JOHNSTON "It is Impossible to Say Just What I Mean!": / AlfredPrufrock Asks an Overwhelming Question Atlanta, Georgia ANN KEATING The Murder of Don Quixote: The End of Myth in a Cartesian World Chicago, Illinois MIRIAM JOANNA KEIM The Devil and Ivan Karamazov WILLIAM RYAN KELLY Quantum Strangeness or How I Learned to Stop Worrying and Love the Uncertainty Principle CHARLES WESLEY KITCHEN Of Spartans and Savages: An Attempt at Understanding the Place of Sparta in Rousseau's Politics CHRISTOPHER REINHARDT KRUEGER Fundamental Interest, Proper Attention, and the Choice of a Companion: Adam's Change of Focus in Paradise Lost Salisbury, Maryland Westborough, Massachusetts Vienna, Virginia Chocowinity, North Carolina �NATHAN ABRAHAM LANDE Knowledge of Paradox and the Paradox of Knowing Arlington, Virginia ANNA LOUISE LARSON Bending the Mind: The Curved Lines ofApollonius ofPerga and Sir Isaac Newton Durham, North Carolina REHANA YASMINE MANEJWALA On the Nature of the Transfer of Electricity and Magnetism in Faraday's Experimental Researches Memphis, Tennessee MARCOS ALAN MAR "The Stream of Thought" and Pure Experience: The Foundations of Psychology as the Science of Intelligent Life MATTHEW CHRISTIAN McCLAY Cause and Skepticism: Classicism, Indeterminacy, and the Scientific Mind MATTHEW CHARLES McLEAN Transcendental Truth: Reasoning Beyond Experience in Hume's Dialogues TIMOTHY LEE MEWMAW Fear, Honor, and Interest: Motives for Empire CARTER WUERTENBAECHER MOORE Benito Cereno and the Deeper Shadows CHRISTOPHER RYAN MULES "Our souls are like those orphans:" Deprivation and Isolation in Melville's Moby-Dick JESSICA CHRISTINE NOHA Dostoevsky on Suffering, Morality, and God CHARLES FREDERICK OPALAK The Fruits of Suffering: A Study of the Unhappy Consciousness in Hegel's Phenomenology of Spirit San Antonio, Texas Northport, New York Lansdale, Pennsylvania Annapolis, Maryland St. Louis, Missouri Westminster, Maryland Swampscott, Massachusetts Fairneld, Connecticut �NATALIE ANN CROCKER PALEY A Matter of I ^ and Death: An Exploration of the Path to Universal JLove in War and Peace JUSTIN KEENELAND PHELPS Role of the Babel Incident in Genesis EMMA KATRINA PLAUT Something More Noble: Descartes' Triumph: A Look at the Method and the Math GEORGE JOHN POGIATZIS What Is Justice? BENJAMIN DANIEL RICHEDA The Outrageous Rapture: Baudelaire's Poet Oak Hill, Virginia Cincinnati, Ohio Longmeadow, Massachusetts North Hills, New York San Francisco, California MICHELLE LOUISA ROBBINS Consciousness Objectified: How Man Is Reflected in Time; A Reading of Kant's Anthropology Newton, Massachusetts ANDREW JOSEPH ROMITI The Symbolic Conceptualization of Modernity: Jacob Klein on the Rise of the General Number Concept Ellicott City, Maryland ANNA MICHAEL RUBIN Living Fragments and Happy Accidents: The Poetics of Paul Valery TOBIAS JOSEPH RUSSELL From Myth to Paradox, or, The Road to London: An Examination ofSoren Kierkegaard's Philosophical Fragments ANNA LEE SCHALL Boundlessness, Fear and Faith ELLEN HELM SCHEUERMANN Aesthetics, Tragedy and the Value of Suffering Neavitt, Maryland Annapolis, Maryland Maplewood, New Jersey Bethesda, Maryland �PAUL ROBERT SCHIEFFER Hope and the Toads of Reason DUSTIN ADAM SEBELL The Groundwork for Nietzsche's Theism FortWorth,Texas Wayland, Massachusetts REILLEY MARIE SHANNON Navigating the Labyrinth: Duty and Desire in Racine's Phedre Seattle, Washington APRIL NICHELLE SHARP Race, Sex, Fate, and Joe Christmas: Maybe He's Not So Terrible After All Flintstone, Georgia MARGARET RACHEL SHULTZ On Love and Beatrice's Identity in The Divine Comedy EVA LAURA SIEGEL On Experience, and Why We Should Embrace a Valueless Existence ELIZABETH MIRIAM SILVERMAN Pride and Morality in Gulliver's Travels ASHLEY LAUREN SMITH Fall to Faith: An Examination of Test, Suffering and Punishment LOGAN EMERSON SMITH Trial of the Sensualist: A Synthesis of the Physical and Spiritual through an Investigation of the Sensualist Perspective in Fyodor Dostoevsky's The Brothers Karamazov CHELSEA LYNN STIEGMAN The Birth of the Species Being: How the Dialectic Transforms the Face of Humanity Delmar, Maryland Minneapolis, Minnesota Baltimore, Maryland New Orleans, Louisiana Santa Rosa, California Lusby, Maryland �HILARY TERASE STIM A Poet and His City: Thoughts on Baudelaire's "Tableaux Parisiens " HANNAH ELISHEBA STONE Till Death Do Us Part: A Study of the Relationships in Pride and Prejudice DEBORAH CAROL STREUSAND Striving in the Little World of Man Austin, Texas Allentown, Pennsylvania North Potomac, Maryland DONALD MICHAEL SULLIVAN, JR. Love Through Commandments and Promise: The First Epistle of John Indianapolis, Indiana KATHRYN ASHLEY SULLIVAN Converging in the Tide Baltimore, Maryland SCOTT ALEXANDER TAYLOR An Essay on Sensibility in Non-Euclidean Geometry Woodside, New York ADAM ROBERT THIMMIG Blueprints & Burned Bridges: Analytic and Synthetic Judgments, their Importance in Modern Philosophy, and their Effect on a Skeptic Tiburon, California BLAIR ERIN THOMPSON Movement and Mortality: An Inquiry Into Living a Beautiful Life according to Michel de Montaigne Crofton, Maryland FREYA ELISE THOMPSON Fragments of Faith: Faith in the Individual vs. Faith in the Community St. Paul, Minnesota EMILY ROSE TORDO Waiting for the Denouement: The Life and Death of Anna Karenina ERIC BENJAMIN TORGERSON Liberty, the Last Luxury Ardmore, Pennsylvania Landover, Maryland �HOLLY ELIZABETH MARIE TORGERSON Babel's Ambition and Babel's Shame LESLIE S. Ujj On the Dangers of Living in a Literary World: Real Life and the Underground Man KYLE BENTON VARNER Friendship and Happiness in Aristotle's Nicomachean Ethics SERENA BUSH WASHINGTON Made in His Image: Love and Divinity in Songs of Innocence and of Experience by William Blake PAUL TERRY WILFORD The Making of a Moral Being ROBERT CALDER WILLIAMS Technology and Chthonic Nature in Sustainable Agriculture MAGDALEN KATHRYN WOLFE A Match Burning in a Crocus: Form, Meaning, and the Unifying Power of Language in Virginia Woolf's The Waves JAMES LOCKWOOD WRIGLEY Reconciling Marx's Ethical and Material Elements Nevada City, California Trenton, New Jersey Spokane, Washington Gainesville, Florida Charleston, South Carolina Rutherford, California Seattle, Washington Lexington, Massachusetts NICHOLAS KENNETH YOUNES The Sea and Moby-Dick Potomac, Maryland GEORGE J. ZAHRINGER IV The Beautiful Socrates: An Attempt at Initiation into the Mysteries of Eros Wellington, Florida * Upon completion of requirements �MASTER OF ARTS IN LIBERAL ARTS DEGREE GRADUATE INSTITUTE IN LIBERAL EDUCATION DONELLA LOUISE ADAMS PAIGE ABJUNA BARENT Baltimore, Maryland Berea, Ohio KEELEY DAWN BARRY Pine, Colorado MARY KATE BRENNAN Baltimore, Maryland WILLIAM PAUL BROADWAY WESLEY SCOTT BROWN St. Louis, Missouri Winterville, Georgia JESSICA ELIZABETH BURGARD Silver Spring, Maryland DAVID HARPER BYERS Silver Spring, Maryland PAUL DAVID CALVIN KELLEIGH ANN CUNNINGHAM PRISCILLA BURNS CUNNINGHAM JAMES RICHARD D ARCANGELO LILLIAN LOGAN THAYER DERRICK ZACHARY ANDREW DUNN ANDREW CHARLES EMERSON PETER PAUL GELZINIS IV Annapolis, Maryland Fryburg, Pennsylvania Fairfax Station, Virginia Dumfries, Virginia Baltimore, Maryland North Potomac, Maryland Lincoln, Maine South Boston, Massachusetts JONATHAN LEE GREEN Kansas City, Kansas COREY GENE HAYDEN Belleville, Illinois CORNELIUS JOSEPH HIGGINS KAREN CHARLOTTE IPPOLITO ROBERT PRICE IRONS III JILLIAN STEPHANIE JOHNSON DAVID A. KANE CHRISTOPHER WILLIAM KAUFFMAN Alexandria, Virginia Marblehead, Massachusetts Charlotte sville, Virginia Chagrin Falls, Ohio Green Bay, Wisconsin Reston, Virginia �DAVID THOMAS KEARNS Hershey, Pennsylvania DAVID MICHAEL KRAUS St. Louis, Missouri LEAH ELIZABETH LAVIN Signal Mountain, Tennessee COURTNEY MICHELLE LAWRENCE Baltimore, Maryland ROBERT SAMUEL LEIB Biglerville, Pennsylvania EMILY BONDO MAWHINNEY Ottawa, Ontario, Canada DANIEL PATRICK MCGARRON IRA MILLER Washington, District of Columbia Bethesda, Maryland KELLY JEAN NASH Rockford, Illinois JEFFREY MICHAEL PETERS Millers, Maryland RYAN THOMAS PHILLIPS BRIAN THOMAS PIETRAVALLE ELIJAH EVERETT REED Dublin, Ohio Washington, District of Columbia Scottsboro, Alabama ANTHONY SCOTT REINER Orlando, Florida MARK STEVEN RIPKA, JR. Tacoma, Washington LAUREN ELIZABETH ROBBINS JOSHUA MARC SAKS CRAIG EDWARD SWANSON CHARLES JAY THRONSON ARTHUR ANTHONY TORELLI Lexington, Virginia Philadelphia, Pennsylvania Denver City, Texas Gunnison, Colorado Neavitt, Maryland MATTHEW JOHN URBANSKI Findlay, Ohio DlAN OWEN VANDfiMARK Annapolis, Maryland JOEL EDGAR WILLIAMS Williamsburg, Virginia MARY ELIZABETH WINTERBOTTOM Ellicott City, Maryland �PRIZES AND AWARDS COMMENCEMENT 2007 To the member of the Senior Glass who has written the best senior essay. Offered in memory of Susan Irene Roberts, of the class of 1966 "At War 'Twixt Will and Will Not": The Psychology of Politics and Human Justice in Measure for Measure ERICA MARIE BEALL A Match Burning in a Crocus: Form, Meaning, and the Unifying Power of Language in Virginia Woolfs The Waves MAGDALEN KATHRYN WOLFE HONORABLE MENTION Being, Seeming, and Consciousness: Scientific Thought and Explanation in Hegel's "Force and Understanding " and Quantum Mechanics BRIAN PATRICK HUWE To the member of the Junior Class who has written the best annual essay. Offered by Mrs. Leslie Clark Stevens in memory of her daughter-in-law, Kathryn Mylorie Stevens Mortality and Progress in Gulliver's Travels STEVEN ROBERT FAIRCHILD Inward Sailing FABIO HULLEY LOMELINO �To the member of the Sophomore Class who has written the best annual essay. Offered under the will of the late Judge Walter I. Dawkins, of the Class of 1880 The Role of Gender, Nature and Politics in Chaucer's Canterbury Tales IAN KENNETH LINDQUIST To the member of the Freshman Class who has written the best annual essay. Offered in memory of Jacob Klein, Tutor Emeritus, and his wife, Else, by Dr. and Mrs. Stuart Walker Retracing the Divine? Logos in the Sophist CASSANDRA MICHELLE KREEK To the member of the January Freshman Class who has written the best annual essay in the 2005-2006 academic year. Offered in memory of Elizabeth "Betsy" Marta Smith, of the Class of 1993, by Robert Clinton Nease, of the Class of 1992 On Plato, Mathematics, and Knowledge KELVIN WAYGID CHUNG To the Graduate Institute student who has written a distinguished preceptorial essay in the year 2006. Offered by the Alumni Association Art in The Divine Comedy LISA MARIE McGovERN To a member of the Senior Class, for excellence in speaking. Offered in memory of Senator Millard E. Tydings of Maryland NICHOLAS KENNETH YOUNES �To the student who submits the best English version of a Greek text. Offered in memory of John S. Kieffer, President Emeritus Text: Opening Speech from Euripides ' Alcestis ANDREW JOSEPH ROMITI To the student who submits the best English version of a French poem. Offered by the Board of Visitors and Governors Text: Marie-Claire Bancquart, "Retour d'Ulysse, " KAYLA JEAN GAMIN To the student who submits a fine original English poem. Offered by Dr. George Austin in memory of his brother, Henry "Killing Time " ANN KEATING "He Slumbers, but the Woman Does Not Sleep " ALEXANDRA GRACE WALLING To the student who submits a fine original musical composition. Offered in memory of Mary Joy Belknap "Variations for Xylophone and Strings " ARIEL AVRAM WINNICK To the student who submits a fine essay on a piece of music. Offered in memory of Mary Joy Belknap No PRIZE AWARDED �To the student who submits the most elegant solution of a geometrical problem. Offered by the Class of 1986 in honor of Bryce Jacobsen, of the Class of 1942, Tutor and Director of Athletics Emeritus THEODORE JAMES SALWEN CLARE MYERS SAUNDERS HONORABLE MENTION WILLIAM RYAN KELLY MATTHEW CHARLES MCLEAN To the student who submits the most elegant solution of an analytical problem. Offered in memory of James R. McClintock of the Class of 1965 WILLIAM RYAN KELLY To the student who carries out a fine laboratory project. Exploring Experimental Design and Data Analysis Through a Study of the Growth Patterns o/Humex crispus ANNA LEE JOHNSON HONORABLE MENTION Romer 's Experiment BRIAN PATRICK HUWE �To the Senior man and woman who by their participation, leadership, and sportsmanship have contributed most to the College's athletic program, special blazers. Offered by the Alumni Association of St. John's College JAMES LOCKWOOD WRIGLEY EMMA KATRINA PLAUT )K To the member of the Senior Class who has contributed outstanding service to the Greater Annapolis Community. Offered by the Caritas Society of St. John's College No PRIZE AWARDED Walter S. Baird Prize-for a Senior who has demonstrated excellence in the arts, literature, or sciences Collection of Shakespearian sonnets, illuminated & calligraphed AMY JOY FALK To the member of the Senior Class who has demonstrated the greatest care for and service to youth residing in the City of Annapolis. Offered by the friends and family of Marvin B. Cooper, of the Class of 1969 No PRIZE AWARDED �To the member of the Senior Class whose work in the St. John's College Community Art Exhibition demonstrates mastery of technique and original thought. Icon of St. Michael Written Under the Prospon School, painting JOHN CONSTANTINE BENTLY DODGE Lighter-than-Air Cathedral, ink and watercolor LUKAS KARL GOODMUTH HONORABLE MENTION The Rise and Fall of Shu, scroll painting DAVID LUKE FERRELL �ENDOWED SCHOLARSHIPS St. John's College, Annapolis Leslie Milton Abrams, 1954 Dr. Granville Q. Adams, 1929 John D. Alexander, 1920 Philip L. Alger, 1912 Alter Graduate Institute Scholarship Fund Alumni Scholarship Annapolis Graduate Institute Annapolis Self-Help George M. Austin, 1908 Walter S. Baird, 1930 Betty Beck Bennett, 1960 Fred and Marion Billups Fund Ford K. Brown, H70 Garitas Society of St. John's College Casasco Family Fund Chicago Regional Mrs. Clyde Alvin Clapp James T. Clark, 1928 Class of 1897 Class of 1898 Richard F. Cleveland, H54 Bernard Clorety, 1950 Dr. Charles C. Cook Marvin Brent Cooper, 1969 The Joseph and Robert Cornell Memorial Foundation Eugene N. (1929) and Robert G. (1963) Cozzolino Wiley and Helen Crawford Cpl. George E. Cunniff III Donna Marie Delattre Clarence L. Dickinson, 1911 Richard A. Duhan, 1963 Martin Dyer Book Fund Faculty Scholarship Ronald Fielding Scholarships James H. Frame, 1950 Friends of St. John's Harry Golding, Graduate Institute George A. and Eveline T. Greenleaf Edna G. and Roscoe E. Grove, 1910 John T. and Gertrude L. Harrison, 1907 John T. Harrison, Jr. Charles W. Hass, 1927 Richard H. Hodgson, 1906 The Hodson Trust Alfred and Ruth Houston, 1906 Houston Regional John Isaacs J. Seward Johnson, Jr. Jesse H. and Mary Gibbs Jones Col. Robert E. and Margaret Larsh Jones, 1909 Robert E. Kanode, 1939 Dr. Simon and Fanny Kaplan, H84 Francis A. Katz, 1929 John Spangler Kieffer, H70, and Roxana White Kieffer, H84 Jacob Klein, H76 Korshin Family Fund Tom and Cathryn Krause Arthur E. and Hilda Combs Landers, 1930 Joseph LaPides Michael Littleton Memorial John D. Mack, 1945 Massachusetts Regional James Matthews, H99 Martin Conrad Miller (1981) Book Fund Philip A. Myers II, 1938 NationsBank Foundation (Bank of America) Rev. Theo O'Brien O'Grady Memorial Oklahoma Regional Norman G. Owens Dr. Thomas Parran and Thomas Parran, Jr. Passin Family Fund The Duane and Clementine Peterson Charitable Fund Pittsburgh Regional Reader's Digest Foundation J. Douglas Ramsey, 1937 Lenore B. Binder Charles & Cleo Ritz Susan I. Roberts, 1966 Clifton C.Roehle Joan and Bela Ronay Murray Joel and Julius Rosenberg, 1938 G. D. Searle/John E. Robson Rob son Family J. J. Salovaara Flora Duvall Sayles Hazel Norris and J. Graham Shannahan, 1908 DougE. Sherr (1972) Memorial Thomas J., H94, and Marion K. Slakey J. Winfree Smith, H80 James S. Spirer, 1970 C.V. Starr Foundation Harry S. and Vivian B. Spectre Book Fund Jean Roberts Staylor Andrew and Lenore Steiner Book Fund Clarence W.Stryker Karl and Evelyn Van Tassel Frederick J. Von Schwerdtner Mr. and Mrs. William J. Vanous Pattie Bourne Turner Walker, 1966 Richard D. Weigle, H49 John L.Williams, 1950 Thomas J. and Marvil F. Williams Frank K. Wilson, 1935 St. John's College St. John's College Alumni Association �ANNUAL SCHOLARSHIPS St. John's College, Annapolis AAI Corporation Abell Foundation Estate of Eugene Adkins AT&T Bank of America Batza Family Foundation Beaehley Foundation, Inc. Bunting Family Foundation CACI Estate of Namaddis Caembeneay Campbell Foundation, Inc. Canusa Corporation Caritas Society of St. John's College Annie E. Casey Foundation Mr. Donald W. Chamberlain Corporate Office Properties Trust CSC Richard & Rosalie C. Davison Foundation Arthur & Isadora Dellheim Foundation Dixon Valve and Coupling Company Eliasberg Family Foundation Essex Corporation GE Foundation General Dynamics-Advanced Information Systems Isadore and Bertha Gudelsky Foundation, Inc. LaVerna Hahn Charitable Trust Henderson-Webb, Inc. David and Barbara Hirschhorn Foundation Hoffberger Foundation Harley Howell Charitable Foundation Huether-McClelland Foundation, Inc. James M. Johnston Trust Larry Katz KAWG&F Ensign J. Markland Kelly Jr. Memorial Foundation Lalley Charitable Fund John J. Leidy Foundation Estate of Barbara Leonard Lockheed Martin Integrated Systems & Solutions Lord Baltimore Capital Corporation Macht Philanthropic Fund Miles & Stockbridge Foundation Northrop Grumman Number Ten Foundation, Inc. Mr. E. Magmder Passano, Jr. Procter & Gamble Cosmetics Foundation, Inc. Raytheon Systems Estate of Ann D.H. Rich Mr. William R. Snyder St. Paul Travelers Foundation T. Rowe Price Associates Foundation, Inc. Venable, Baetjer and Howard Foundation, Inc. Verizon Federal Network Systems Victor Graphics, Inc. Mr. Ronald J. Volpe Thomas von Foerster Delores E. Wolf Gifts received after April 15, 2007 are gratefully acknowledged and will be listed in the 2008 Commencement 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 Commencement Programs and Addresses 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 Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 23 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2007-05-13 Identifier An unambiguous reference to the resource within a given context CommencementExercises2007 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 Description An account of the resource Program for the two hundred fifteenth commencement in the three hundred eleventh year of the college. Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Commencement Program, 2007 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d4910a19d783cc6c785647d8fc84de3c.pdf 6aefbec12684e982d975d86b2134486f PDF Text Text STJOHN'S College COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND SUNDAY, MAY FOURTEENTH Two THOUSAND AND six �PROGRAM FOR THE TWO HUNDRED FOURTEENTH COMMENCEMENT IN THE THREE HUNDRED TENTH YEAR OF THE COLLEGE PRELUDE CARROLLTON BRASS QUINTET ACADEMIC PROCESSION CARROLLTON BRASS QUINTET THE NATIONAL ANTHEM FRANCIS SCOTT KEY, ALUMNUS, GLASS OF 1796 WELCOME CHRISTOPHER B. NELSON PRESIDENT OF THE COLLEGE PRESIDENT NELSON ANNOUNCEMENT OF PRIZES AND AWARDS MICHAEL DINK DEAN OF THE COLLEGE ADDRESS TO THE GRADUATING CLASS JUDITH SEEGER ASSISTANT DEAN CONFERRING OF UNDERGRADUATE DEGREES PRESIDENT NELSON DEAN DINK CONFERRING OF GRADUATE DEGREES PRESIDENT NELSON JOAN E. SILVER DIRECTOR OF THE GRADUATE INSTITUTE ACADEMIC RECESSION CARROLLTON BRASS QUINTET �BACHELOR OF ARTS DEGREE (with title of essay) ANNA AMBROSE AHERN The Complexities of Decision-Making in War and Peace ARTHUR CHARLES ALLEN Andrei Tarkovsky's Andrei Rublev: An Argument for Art PHILIP GLENDEN ARCHER Light-Footed Ulysses: The Wandering Consciousness in James Joyce 9s Ulysses MARGOT FORSCHER BEHREND Voyage into "Le Voyage " BRIANNE AMELIA BELL Theotokos: Mary's Conflict in Mantegna 's Madonna with Sleeping Christ Child MAUREEN ELIZABETH BOWERS Le Monstre: An Exploration of Love in Racine's Phedre AARON GOLDING BRAGER The Little Engine That Could: Communism as a Lockean Government ANNA DOROTHEY BREON Education and the Rights of Woman in Middlemarch MICHAEL BRIGHT "Who is Odysseus?99: Tracing the Roots of Identity SHILO SHADID BROOKS The Cosmology ofXenophon 's Socrates: A Reading of Chapters 1.4 andlV.s ofXenophon's Memorabilia Lubbock, Texas Mukilteo, Washington Oakland, California Pittsburgh, Pennsylvania Tacoma, Washington Virginia Beach, Virginia Baltimore, Maryland Jersey Shore, Pennsylvania Ann Arbor, Michigan Lubbock, Texas �AARON KEITH BRUMLEY Anticipation and Interpretation in the New Organon and Advancement of Learning, Book One LORD THOMAS ALTON BURBRIDGE Man in the City: Encountering Rousseau's Discourse on the Origin and the Foundation of Inequality Among Men ERIN LEE CALLAHAN Overseas: A Study of Travel and Traveler Through the Eyes of Gulliver DAVID SCOTT CANTINE "For Your Maker is Your Husband": Reflections on Marriage and the Character of God SARAH ELIZABETH CHAVEZ Physical Analogy: Science of the Likely Story ELEANOR ANNE CLARK A Pattern for Forgiveness: A Parable of Forgiveness in Tolstoy'sWai and Peace Topeka, Kansas Austin, Texas Falls Church, Virginia Northumberland, Pennsylvania Helotes, Texas Berlin, Germany ALEXANDER GREGORY CLAXTON No End in Sight: An Exploration of Teleology in Darwinism Annapolis, Maryland STEPHEN ROOKE GLOSS On Montaigne: The Value of Writing As a Means of Self-Creation Los Altos, California JONATHAN DAVID COPPADGE Deception and Divinity: The Self and Amour-Propre in Pascal and La Rochefoucauld CLARE CATHERINE LEA ALOHA CORTRIGHT From Love to Rage and Back Again Liberty, Pennsylvania Vallejo, California �KATHRYN NICOLE COURTRIGHT Everyday Enigmas: An Exploration of the Seemingly Opposed Notions of Continuity and Infinitesimals GEREMY LEE COY "The Other Side of Silence": Significance in George Eliot's Middlemarch BENJAMIN JAMES CROMARTIE Point of Rocks, Maryland Oklahoma City, Oklahoma Egg Harbor City, New Jersey The Shield of Achilles: Divine Views of Human Life in the Iliad JOSEPH PAUL DANIELS The Glory of the Living Christ New Bern, North Carolina MARY REBECCA DAVENPORT Jesus or You: Choosing a Path in Flannery O 'Connor's The Violent Bear it Away Eagle River, Alaska JOSHUA ALAN DAVIDSON Faith and Resignation: A Study of the Religious Individual in S0ren Kierkegaard's Fear and Trembling Snow Hill, Maryland EMILY KYLE DfiBusK Life, London, This Moment in June: The Sense of Life in Mrs. Dalloway AILEEN SAMANTHA EDANA DICKEY Montaigne, Au Naturel: It's Either That or He Eats People MICHAEL MACDONALD DOBBYN The Many Ways of Man in Homer's Odyssey Elkton, Maryland Tucson, Arizona Alexandria, Virginia THOMAS COVINGTON DYER Leo Tolstoy and Inner Peace Potomac, Maryland JENNIFER ELIZABETH FAIT Imitating Justice: A Discussion of Education and Lying in Plato's Republic Mequon, Wisconsin �ELIJAH KIRK FERBRACHE "That They May Be One as We Are": Oneness in Jesus' Last Supper Discourse ERICA SCHILLER FREEMAN The Force of Physics: The Truth of Modern Science in Hegel's Phenomenology ALEXIS CLARE FRUECHTING Guided by Leo Tolstoy: Investigating What is Art? ERIKK MICHAEL GEANNIKIS The Kingdoms of Power and Wisdom: Cartesian and Leibnizian Physics, Metaphysics, and Investigation in the Historical Development of Quantum Mechanics RACHEL GABRIELLE GILLIS The Dreams Stuff is Made Of: A Look at the Mathematical Language of Nature in Light of Quantum Mechanics in Heisenberg's Physics and Philosophy SHOSHANA RUTH GOLDSTEIN Finding the Territory Ahead of the Rest REBECCA EMILY GREEN Fear of the Lord: The Significance of Absolute Fear in Hegel's Phenomenology of Spirit THOMAS GROVER GREEN Abstraction and Imperfection in Galileo's Two New Sciences KEVIN THOMAS GRIZZARD Francis Bacon, Ancient Science, and the Attempt to Understand Nature CAMERON DONALD HEALY Stylish Science: Faraday's 28th Series, Newton's System of the World Barnesville, Ohio Roselle Park, New Jersey Dallas, Texas Baldwin, New York Peakville, New York Highland Park, New Jersey Rockville, Maryland Portland, Oregon Midlothian, Virginia St. Michaels, Maryland �ALLISON HOPE HENNIGAN Beaute: A Foray into the Question of Whether Beauty is Good or Evil in Baudelaire's Les Fleurs du Mai GENEVA KATHRYN HINKLE A Princely Virtue: Seeking the Good in MachiavellVs Prince Decatur, Alabama Greenfield Center, New York DANIEL RUSSELL HOUCK What's Up, Baudelaire?From the Highs to the Lows of Elevation, Curiosity, and Ennui Mesa, Arizona SAMUEL PAUL HUCKINS EssentialReflexivity: The Role of Perspective in Describing Universal Development Fairmont, West Virginia JULIE ANNE JANICKI Children of Pride and Fear: An Investigation into How Man 9s Natural Condition Necessitates an Artificial Solution LUKE RAVI JAYAPALAN Deeper Shadows: The Unsettling Inscrutability q/*Benito Cereno BRIAN TED JONES War in Richard III ALEXANDER COPLAND KAST Misanthropic Motive Forces in Moliere's Misanthrope CATHERINE GRACE KEENE The Kindness of a Convict: A Look at Compassion in Les Miserables IAN JOSEPH KING Contemplative Action: Xenophon 's Will to Power Gainesville, Florida Buffalo Grove, Illinois Talihina, Oklahoma Gharlottesville, Virginia Tunkhannock, Pennsylvania Mount Wolf, Pennsylvania �BENJAMIN CHARLES KLOCH What Makes a Man? Meaningful Associations in the Nicomachean Ethics Hurlock, Maryland MAX ISAAC THOMAS KRONBERG Abba, Father: Gethsemane and the Dual Nature of Jesus Leesburg, Virginia WILLIAM RAYMOND LADD-CAWTHORNE Discourse on Methods: Searching/or Truth in the Unknown; or, The Passion of What Is ERIC WAYNE LASILOO An Essay on Descartes 'Interest in Pappus's Problem JEFFREY DAVID LEE RaskolnikoVy or On Pushing-Through GARRETT HAMILTON LEWIS Appearances and Isolation: The Experience of Reading Heart of Darkness or I Drink Alone JENNIFER GRACE LOWE Sum Pius Aeneas: Piety, Rage, and the Making of a New Kind of Hero ANDREW CRAIG MACKINLAY Maxwell's Mathematical Machine MATTHEW DAVID MANGOLD Prosperous Garments: Time and Transformations in The Tempest DEBORAH GRACE MANGUM Meaningless! Meaningless! The Suspension of Causality CHESTER PAUL MARTIN Achilles: The Hero and His Relation to the Community Pittsboro, North Carolina Ramah, New Mexico Atascadero, California Anacortes, Washington St. Louis, Missouri Malvern, Pennsylvania Winfield, Kansas Pflugerville, Texas Hinesburg, Vermont �JOHN STEWART MASAR Closing the Gap: An Examination of the Separation Between Religion and Science Through the Work of Hegel and Kierkegaard Silver Spring, Maryland KERRY MERTENS MORSE Augustine's Song of Change Bozeman, Montana SAMANTHA ANNE MOYERMAN The Role of Angels in Maimonides' Guide of the Perplexed St. Louis, Missouri MICHAEL NICHOLAS MUNTERS The Machine That Makes Itself SARAH LYNNE NAVARRE The Community and the Anomaly: Finding Balance in Job ALEXIS KENNEDY NEMER What Shall We Do? EMILY ANNE NISCH God in Creation: Words and the Word in the Gospel of John KATHERYN LOUISE NORRIS The Tripartite Soul in Plato's Republic: The Result of Composition or Corruption Alexandria, Virginia Urbana, Ohio Mill Valley, California Bloomfield Hills, Michigan Lakewood, Ohio MOIRA KRISTIN O'SHEA Giving An Onion: How Salvation Can Be Born Of Despair in The Brothers Karamazov New Paltz, New York TODD BENJAMIN PARKER Free Will in C.S. Lewis: A Treatise on The Human Will in the Writings of C.S. Lewis (in Two Parts) Salisbury, Maryland PAUL NATHAN PATRONE Contemplation Through Action: Athens and the Sea Rocky Mount, North Carolina �LAURA JEANNE PINSON The Phenomenology of SanchoPanza; or, How to Tell a Story CATHERINE MARY PISHA Words and Fire: Intimacy with God in Pascal's Memorial Wilmington, Delaware Nanuet, New York BRIAN GROUSE QUINN Are the Blinders On? Misunderstanding Jesus in the Gospel of John Pittsburgh, Pennsylvania MICHAEL DMITRY RASHKIN The Anti- "Key to All Mythologies ": Feeling Versus the Intellect in George Eliot's Middlemarch San Francisco, California DANIEL Louis RERA An Inquiry into the Connexion and Interaction Between Political Structures and Commerce YONATAN SCHREIBER Buffalo, New York Arlington, Massachusetts Socrates in a Life Better Than Ruling GREGORY MOERLEIN SCHROEDER The Greater Number: Popular Government andPublius' Leviathan DANIEL SCHWARTZ On Communicating to Cavemen: Plato, Francis Bacon, and the Problems of Didactic Persuasion ELIZABETH DUHRING SCOTT On Happiness, Freedom and Morality: Toward an Apology for Kant's Position in "On a Supposed Right to Liefor Philanthropic Reasons " ANNE NELLIE SHELLITO Recollecting in Plato's Meno Cincinnati, Ohio Coral Springs, Florida Richmond, Virginia New Orleans, Louisiana �JENNIFER ELIZABETH SILGALS Expectancy and Faith: The Fatherhood of Abraham NICHOLAS JAMES STEINER A City in Mid-Voyage: The Course of Athens During the Peloponnesian War DONALD JOSEPH STONE Odysseus and His Name CHRISTOPHER JAMES STUART Revolution and Reconstitution: How the Declaration of Independence Informs the U.S. Constitution Summerviile, South Carolina Vandalia, Missouri Southington, Connecticut Bethlehem, Pennsylvania PATRICK COLUM SULLIVAN Understanding Feeling in The Adventures of Huckleberry Finn Midland, Michigan JENNIFER KAY SWEENEY On the Role of Experience in Living a Beautiful Life Using Michel de Montaigne's "Of 'Experience " Juneau, Wisconsin CHRISTOPHER BENJAMIN UTTER Imitation, Salvation, and the Return to Poetry in Republic X MICHAEL GREGORY VECCHIOLLA Eros, The Greatest Beguikr of Men: The Contest Between Wisdom and Pleasure Through the Speeches ofAgathon, Socrates, and Alcibiades in Plato's Symposium MATTHEW CAILEN WARD The Living Text and the Texture of the Living: Love, Writing, and the City in Plato's Phaedrus MICHAEL-DOUGLAS RODGERS WARD From Experience to Measurement: An Investigation ofBrunelleschVs Order Cleveland Heights, Ohio St. Charles, Illinois Sacramento, California Tacoma, Washington �SAMANTHA SIGNA WEAVER Friendship vs. Citizenship in The Adventures of Huckleberry Finn Kensington, California JAMES TUCKER WHITE The Portrait Baudelaire Paints of Beauty: Hot Damn Carlisle, Pennsylvania SARAH PATRICIA WHITFIELD Making Man Worthy of Happiness: The Role of Moral Law and Nature in The Perfection of Man Byram, Mississippi SARAH STEELE WILSON Unifying the Soul: The Place of Poetry in Plato's Republic Yardley, Pennsylvania WEBSTER YE The Notion of Judgment in The Merchant of Venice McLean, Virginia AMY ELISE YOUNGKIN ".. Condemning shadows quite." The Bounds of Emulation and Imagination in Shakespeare's Antony and Cleopatra Austin, Texas NECHAMA ZAKHEIM The Life and Moral Education of the Hippocratic Physician New York, New York ' �MASTER OF ARTS IN LIBERAL ARTS DEGREE GRADUATE INSTITUTE IN LIBERAL EDUCATION NORMAN ROBERT ALLEN SHANNON HOUSTON ANDRUS Washington, District of Columbia Lafayette, Louisiana GEOFFREY SCOTT BAGWELL Portland, Oregon WILLIAM PAUL BINDER, JR. Chicago, Illinois JOANNA JANE BUTCHER PAUL BRYAN COOPER Colorado Springs, Colorado University Park, Maryland THOMAS CLINE DABNEY Alexandria, Virginia SHEILA ANN DICKERSON Baton Rouge, Louisiana PATRICK JOHN FARRELL, JR. Coeymans, New York WILLIAM MARTIN FERRELL Chapel Hill, North Carolina CHANDRA SOPHIA HANSON Burlington, Vermont DONALD Louis HITT Ann Arbor, Michigan RACHEL HOFMANN DENISE CANCIENNE KAHM BRETT LEWIS KELLER MICHAEL WILLIAM KELLY JACQUELINE KENNEDY LAUREN ANN KOPAJTIC Scotts Valley, California Belle Rose, Louisiana Gurnee, Illinois Baltimore, Maryland Lompoc, California Jarrettsville, Maryland �COREY WAYNE LONEY Hartselle, Alabama KELVIN VICTOR LUCAS Downingtown, Pennsylvania ERIC LINN MATTHEWS Orange Park, Florida DAVID COLE METCALF Richmond, Virginia JONATHAN EDWARD MILLBURN ALLISON BROOKE OWENS Cambridge, Maryland Highland Village, Texas VASHTI ELIZABETH PEARSON Birmingham, Alabama MATTHEW ALEXANDER RAREY Franklin Park, Illinois LYNN ELEANOR ROMANO Annapolis, Maryland S. FORD ROWAN Annapolis, Maryland CHAD SCHROCK Annapolis, Maryland ANDREW WARHOL SERIO DAVID BRENTON SPEER CHRISTOPHER ROBERT STRAUSS SUSAN MERRIE SWIER GREGORY GRANT WILLIAMS Davidsonville, Maryland Dalhart, Texas Lancaster, Pennsylvania Annapolis, Maryland Bay Area, California �PRIZES AND AWARDS COMMENCEMENT 2,006 To the member of the Senior Class who has written the best senior essay. Offered in memory of Susan Irene Roberts, of the class of 1966 From Love to Rage and Back Again CLARE CATHERINE LEA ALOHA CORTRIGHT Words and Fire: Intimacy with God in Pascal's Memorial CATHERINE MARY PISHA HONORABLE MENTION On Happiness, Freedom and Morality: Toward an Apology for Kant's Position in "On a Supposed Right to Liefor Philanthropic Reasons " ELIZABETH DUHRING SCOTT To the member of the Junior Class who has written the best annual essay. Offered by Mrs. Leslie Clark Stevens in memory of her daughter-in-law, Kathryn Mylorie Stevens Imagination 's Indispensable Synthesis: An Interpretation of the Groundwork for Kant's 'Deduction' ERICA MARIE BEALL The Greater Self- An Investigation of Hume's Vision of Sympathy ANN ELIZABETH KEATING �To the member of the Sophomore Class who has written the best annual essay. Offered under the will of the late Judge Walter I. Dawkins, of the Class of 1880 Body, Mind and Heart: The Pilgrimage to God In Augustine's Confessions FABIO HULLEY LOMELINO To the member of the Freshman Class who has written the best annual essay. Offered in memory of Jacob Klein, Tutor Emeritus, and his wife, Else, by Dr. and Mrs. Stuart Walker Identifying What One Has Never Seen: Recognition and Knowledge in Plato's Theaetetus NATHAN SHOLES GATES HONORABLE MENTION Language and Form LAURA LOGAN JOHNS To the member of the January Freshman Class who has written the best annual essay in the 2004-2005 academic year. Offered in memory of Elizabeth "Betsy" Marta Smith, of the Class of 1993, by Robert Clinton Nease, of the Class of 1993 Homophrosynen: The Like-Minded ness of Penelope and Odysseus LAUREN MICHELLE GOODMAN To the Graduate Institute student who has written a distinguished preceptorial essay in the year 2005. Offered by the Alumni Association Poetic Language, Immortality, and the Beloved ROBERT PRICE IRONS, III . �To a member of the Senior Class, for excellence in speaking. Offered in memory of Senator Millard E. Tydings of Maryland LUKE RAVI JAYAPALAN To the student who submits the best English version of a Greek text. Offered in memory of John S. Kieffer, President Emeritus Text: Opening Speech from Euripides ' Cyclops MATTHEW DAVID MANGOLD To the student who submits the best English version of a French poem. Offered by the Board of Visitors and Governors Text: Gidllaume Apollinaire, "A Madeleine" KAYLA JEAN GAMIN )K To the student who submits a fine original English poem. Offered by Dr. George Austin in memory of his brother, Henry The Resurrection Sonnets: A Cycle in Three Parts DAVID LUKE FERRELL To the student who submits a fine original musical composition. Offered in memory of Mary Joy Belknap "Romances" LUKE ANTHONY RUSSELL �To the student who submits a fine essay on a piece of music. Offered in memory of Mary Joy Belknap The Freedom of Man in Mozart's Don Giovanni APRIL NICHELLE SHARP To the student who submits the most elegant solution of a geometrical problem. Offered by the Class of 1986 in honor of Bryce Jacobsen, of the Class of 1942, Tutor and Director of Athletics Emeritus WILLIAM RYAN KELLY HONORABLE MENTION: KATHRYN NICOLE COURTRIGHT CLARE MYERS SAUNDERS To the student who submits the most elegant solution of an analytical problem. Offered in memory of James R. McClintock of the Class of 1965 No PRIZE HONORABLE MENTION WILLIAM RYAN KELLY To the student who carries out a fine laboratory project. Electrolytic Fluid Flow Induced by Currents and Magnets. NICHOLAS KENNETH YOUNES �To the Senior man and woman who by their participation, leadership, and sportsmanship have contributed most to the College's athletic program, special blazers. Offered by the Alumni Association of St. John's College THOMAS COVINGTON DYER ANNA AMBROSE AHERN To the member of the Senior Class who has contributed outstanding service to the Greater Annapolis Community. Offered by the Caritas Society of St. John's College DONALD JOSEPH STONE To the member of the Senior Class who has demonstrated the greatest care for and service to youth residing in the City of Annapolis. Offered by the friends and family of Marvin B. Cooper, of the Class of 1969 MICHAEL MACDONALD DOBBYN JULIE ANNE JANICKI To the member of the Senior Glass who submits the best work of visual art to the Community Art Exhibition, the Charles Vernon Moran Prize "Lemma II" From Isaac Newton's Principia, ceramic MICHAEL-DOUGLAS RODGERS WARD Walter S. Baird Prize-for a Senior who has demonstrated excellence in the arts, literature, or sciences "Lemma II" From Isaac Newton's Principia, ceramic MICHAEL-DOUGLAS RODGERS WARD �ENDOWED SCHOLARSHIPS St. John's College, Annapolis Leslie Milton Abrams, 1954 Dr. Granville Q. Adams, 1929 Mildred Alexander Philip L. Alger, 1912 Alter Graduate Institute Scholarship Fund Alumni Scholarship Annapolis Graduate Institute Annapolis Self-Help George M. Austin, 1908 Walter S. Baird, 1930 Betty Beck Bennett, 1960 Fred and Marion Billups Fund Ford K-Brown, H70 Caritas Society of St. John's College Gasasco Family Fund Chicago Regional Mrs. Clyde Alvin Qapp James T.Clark, 1928 Class of 1897 Class of 1898 Richard F. Cleveland, H$4 Bernard Clorety, 1950 Dr. Charles C. Cook Marvin Brent Cooper, 1969 The Joseph and Robert Cornell Memorial Foundation Eugene N. (1929) and Robert G. (1963) Cozzolino Wiley and Helen Crawford Cpl. George E. Cunniff III Donna Marie Delattre Clarence L. Dickinson, 1911 Richard A. Duhan, 1963 Martin Dyer Book Fund Faculty Scholarship Ronald Fielding Scholarships James H. Frame, 1950 Friends of St. John's Harry Golding, Graduate Institute George A. and Eveline T. Greenleaf Edna G. and Roscoe E. Grove, 1910 John T. and Gertrude L. Harrison, 1907 John T. Harrison, Jr. Charles W. Hass, 1927 Richard H. Hodgson, 1906 The Hodson Trust Alfred and Ruth Houston, 1906 Houston Regional John Isaacs J. Seward Johnson, Jr. Jesse H. and Mary Gibbs Jones Col. Robert E. and Margaret Larsh Jones, 1909 Robert E. Kanode, 1939 Dr. Simon and Fanny Kaplan, H&4 Francis A. Katz, 1929 John Spangler Kieffer, H7O, and Roxana White Kieffer, H84 Jacob Klein, H76 Korshin Family Fund Arthur E. and Hilda Combs Landers, 1930 Joseph LaPides Michael Littleton Memorial Massachusetts Regional James Matthews, Hgg Martin Conrad Miller (1981) Book Fund Philip A. Myers II, 1938 NationsBank Foundation (Bank of America) Rev. Theo O'Brien O'Grady Memorial Oklahoma Regional Norman G. Owens Dr. Thomas Parran and Thomas Parran, Jr. Passin Family Fund The Duane and Clementine Peterson Charitable Fund Pittsburgh Regional Reader's Digest Foundation J. Douglas Ramsey, 1937 Lenore B. Hinder Cleo Ritz Susan I. Roberts, 1966 Clifton C. Roehle Joan and Bela Ronay Murray Joel and Julius Rosenberg, 1938 G. D. Searle/John E. Robson Robson Family J.J.Salovaara Flora Duvall Sayles Hazel Norris and J. Graham Shannahan, 1908 Doug E. Sherr (1972) Memorial Thomas J., Hg4, and Marion K. Slakey J. Winfree Smith, H8o James S. Spirer, 1970 C.V. Starr Foundation Harry S. and Vivian B. Spectre Book Fund Jean Roberts Staylor Andrew and Lenore Steiner Book Fund Clarence W.Stryfcer Karl and Evelyn Van Tassel Frederick J. Von Schwerdtner Mr. and Mrs. William J. Vanous Pattie Bourne Turner Walker, 1966 Richard D. Weigle, H49 John L. Williams, 1950 Thomas J. and Marvil F. Williams Frank K. Wilson, 1935 St. John's College St. John's College Alumni Association �ANNUAL SCHOLARSHIPS St. John's College, Annapolis Alex Brown & Sons Charitable Foundation, Inc. Allegis Group Batza Family Foundation Mrs. Martha Bier CACI Caritas Society of St. John's College Annie E. Casey Foundation Chevy Chase Bank C,SC Erickson Retirement Communities General Dynamics-Advanced Information Isadore and Bertha Gudelsky Foundation, Inc. Harris Corporation Mr. Thomas P. Healy David and Barbara Hirschhorn Foundation The Hodson Scholarship Foundation Hoffberger Foundation I-Fund Larry Katz Mr. Peter E. Keith The Ensign C. Markland Kelly, Jr. Memorial Foundation Arthur E. and Hilda Combs Landers Charitable Trust The John J. Leidy Foundation Barbara Leonard (Hss) Lockheed Martin Corporation Lord Baltimore Capital Corporation Dr. Kevin Manning Dr. Lois M. Meszaros Harvey M. and Lynn P. Meyerhoff Fund Joseph Meyerhoff Fund Miles & Stockbridge Foundation Monumental Life Insurance & AEGON USA Myerberg Foundation, Inc. Nationwide Foundation Nationwide Insurance Mr. Harry O'Mealia Provident Bank Raytheon Systems Mrs. Ann D. H. Rich Cleo Ritz Mr. Mitchell Schmale Mr. John F. Simanski Ms. Rachel B. Smith T. Rowe Price Associates Foundation, Inc. Ms. Cindy Thompson United Parcel Services WBFF/WNUV Ms. Sharon Christopher Wylie HaidiZech Gifts received after April 15, aoo6 are gratefully acknowledged and will be listed in the 2007 Commencement 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 Commencement Programs and Addresses 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 Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 22 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2006-05-14 Identifier An unambiguous reference to the resource within a given context CommencementExercises2006 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 Description An account of the resource Program for the two hundred fourteenth commencement in the three hundred tenth year of the college. Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Commencement Program, 2006 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ea9b43ac26268c1f2895ea6781e6a18e.pdf 92dc1e165f679abc91bd83ecd87ce35e PDF Text Text SIJOHN'S College A N N A P O L I S • SANTA FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND SUNDAY, MAY FIFTEENTH Two THOUSAND AND FIVE �PROGRAM FOR THE TWO HUNDRED THIRTEENTH COMMENCEMENT IN THE THREE HUNDRED NINTH YEAR OF THE COLLEGE CARROLLTON BRASS QUINTET PRELUDE ACADEMIC PROCESSION CARROLLTON BRASS QUINTET THE NATIONAL ANTHEM FRANCIS SCOTT KEY, ALUMNUS, GLASS OF 1796 CHRISTOPHER B. NELSON PRESIDENT OF THE COLLEGE WELCOME PRESIDENT NELSON ANNOUNCEMENT OF PRIZES AND AWARDS HARVEY FLAUMENHAFT DEAN OF THE COLLEGE JOSEPH MACFARLAND TUTOR, ST. JOHN'S COLLEGE ADDRESS TO THE GRADUATING CLASS CONFERRING OF UNDERGRADUATE DEGREES PRESIDENT NELSON DEAN FLAUMENHAFT CONFERRING OF GRADUATE DEGREES PRESIDENT NELSON JOAN E. SILVER DIRECTOR OF THE GRADUATE INSTITUTE ACADEMIC RECESSION CARROLLTON BRASS QUINTET �BACHELOR OF ARTS DEGREE (with title of essay) PRANKIE-SlOBHAN MlLLAY AlTC HI SON-CLARK Leucadia, California Anticipating the Whole in The Brothers Karamazov MARGARET LILLIAN ALEXANDER On Negativity in the Phenomenology SARAH EMILY ALTMAN An Investigation Concerning Methods of Knowing (By Way of Aristotle's Physics,) CHARLES ARNOTT Salvation Among the Damned: Dante's Realization of the Nature of Sin in the Inferno LINDSEY ELIZABETH BARNES An Inquiry of the History and of Its Possible Use IAN MATTHEW BLAUSTEIN Seeing Other People: On the Necessity of Moral Action in Kant's Groundwork of the Metaphysics of Morals SAMANTHA KIMBERLY BUKER Death and the Maiden: The Courtship of AleksandrPushkin's Tatiana and Onegin SIR ROBERT GAYLORD BURBRIDGE Lost in Translation—A Critical Analysis of Critical Analysis: The Continuity of Matter, Space-Time, and Reason TOBIAS DAVID BURRESS 1 Eatontown, New Jersey Palm Beach, Florida Easton, Maryland Kentfield, California Chagrin Falls, Ohio Baltimore, Maryland Austin, Texas Middletown, Rhode Island �* ELIZABETH BOWLING COOK CAVANAUGH-O'KEEFE Joy in Wretchedness: Pascal's Roadmap to Everlasting Joy MATTHEW BRYAN CLIFFORD Theatrical Morals: Paradoxes of Self-Awareness in King Lear ANN MARIE COCCONI An Exploration of the Use and Existence of the Infinite in Mathematics NICHOLAS JEREMY COLTEN The Missing Middle MICHAEL ROBERT CONBOY Going Beyond Non-Contradiction: Views of the True in Hegel and Kierkegaard ALEXANDER HAMILTON CONSTANTINE Prime Mover and Being: A Comparison of Aristotle and Parmenides Laytonsville, Maryland Hamilton, New Jersey Wheaton, Illinois St. Paul, Minnesota Golden Valley, Minnesota Rochester, New York STEPHEN WESLEY COONCE The Fall and Rise of Man in the Book o/^Genesis Hawthorne, Florida SANDEEP SHEKHAR DAS The Only Thing Harder Than Killing Your God is Killing Yourself: An Examination of Shortcuts to Happiness in Dostoevsky's Demons Katonah, New York JANAE LEANNA DECKER In Black and White: Demystifying Moby Dick MARSHALL KINCAID DERKS The Ladder and the Path: Education in Plato's Republic JOSEPH VINCENT DOBBYN The Pedagogy of Parables Portland, Oregon Columbia, South Carolina Alexandria, Virginia �ELIZABETH ALISON DURHAM Fools, Liars, and Madmen: A Search for Wisdom in Shakespeare's Twelfth Night LAWRENCE RYEN DWYER Is Leibniz an Idealist? COOPER NATHANIEL GALLIMORE One Noble Aim: The Search for Meaning and the Great-SouledMan in Hobbes's Leviathan Portland, Oregon Kalamazoo, Michigan Charlotte, North Carolina THOMAS AUGUSTUS GALLO Washington, District of Columbia The Wealth of Exchange and Men: An Inquiry into the Fate of Free Pursuit JORDAN BERNARD GANNON O Memory, What Shall I Make of Thee? Gridley, California ADAM BENJAMIN GARBER A Look at the Spiritual Relationship Between Community and Individual; or, Jonah Gets a Timeout to Grow Atlanta, Georgia MATTHEW BOGAN GATES Transcending Historical Aporia EILEEN SUZANNE GATEWOOD First Principles in Aristotle's Physics and Newton's Principia JOHN FUREY GERARD And he said, "Here lam ": The Dialectical Struggle of Faith in Kierkegaard's Fear and Trembling Lancaster, Pennsylvania Grants, New Mexico Princeton, New Jersey ERIC WILLIAM GLEYSTEEN Moving Meter and The Wearied Mind Highland, Maryland LEE THOMAS GOLDSMITH Why Is It Called Phedre? or, The Inward Hero for Racine's Inward Tragedy Media, Pennsylvania �LAURA ANN GREENWOLD Overcoming Luther's Leviathan: The Relationship Between Faith and Man in Luther's The Freedom of a Christian Columbia, South Carolina GWENDOLYN GREER GURLEY Degeneration, Dignity, and Deception: Battling Human Nature in Swift's Gulliver's Travels Frederick, Maryland RACHEL SARAH HALL Happiness Through Opposition: The Natural Man in Rousseau's Second Discourse Fargo, North Dakota JAMES Me KAY HARRISON Beauty and the Aesthetic in Action in Friedrich Schiller's Letters on the Aesthetic Education of Man Park City, Utah JOAN BRIANT HENRIKSEN Divine Absurdity: Man's Relationship with God Springfield, Illinois TOBIN JAMES HERRINGSHAW Tragedy and Transformation: Aristotle's Poetics Bay City, Michigan at Work in ANDREA SUSANA HINES What Connubial Felicity Really Was ELIZABETH WRAY HOHN Fear and Courage in the Nicomachean Ethics JOHANNES JAMES BROWNLOW HUESSY Sovereignty in Confederation: The Independence of States in Political Union in The Spirit of the Laws, The Federalist and The Draft EU Constitution ERIN FARRIS HUGHEY-COMMERS Seeing the Sky: Joy and Oblivion in Tolstoy's War and Peace Annapolis, Maryland Oberlin, Ohio Norwich, Vermont Lovingston, Virginia �Ross RICHARDSON HUNT Cyrus the Elder and the Beautiful in Xenophon 's Kurou Paideia THOMAS BULEN JACOBS Son ofPeleus NORA ELISA KELLEHER A Hidden Miracle: Alyosha 's Discovery in The Brothers Karamazov KATHERINE LEIGH KELLY Justice in the Balance: On the Oresteia DWIGHT THOMAS KNOLL The Kingdom of Heaven in The Sermon on the Mount VERA SERGEEVNA KOSHKINA The Necessity of Self-Education in Rousseau's Emile KYRA ALEXIS KOZEMCHAK Misinterpretation CARA FRANCES LAMMEY Our Spoonful of Sugar: An Examination of Rousseau Js Cosmopolitan Soul JUSTIN DALE LANIER On the Erotic Geometer: How Nothing Can Guide Our Actions Here Below; or, A Groundwork for the Mathematics of Morals NATHAN COE MARSH Unnatural Obsession: Imagination, Mathematical Reason, and the Cult of Objectivity FRANCIS TINGLER MC€ANN On the Nature of Freedom in the Best of All Possible Worlds Santa Fe, New Mexico Fairfax Station, Virginia New York, New York Bel Air, Maryland Stephenville, Texas Chicago, Illinois Falls Church, Virginia West Grove, Pennsylvania Lake Charles, Louisiana Tampa, Florida Leavenworth, Kansas �IAN CHRISTOPHER McMuRTRY The Cultural Assimilation of Lawrence of Arabia Newfield, New York MATTHEW DORRINGTON MIHLON Approaches to Truth and Life in Beyond Good and Evil Tujunga, California SIMEON ANDREW MORBEY Taming Apollo: Justice's Connection to Morality in the Oresteia BRENT EDWARD MORRIS Pure Reason and Its End CHRISTOPHER THAIN MUSCARELLA The Shapes You Take Are Endless: Women, Lies, and Storytelling in the Odyssey ERICA BETH AANA NAONE The Word and the Image: Investigating Straightness AIDAN FRANCIS O'FLYNN Darwin and the Evolution of Scientific Consciousness MICHAEL MIKHAILOVITCH OSSORGIN VIII The Death of Pride: Bearing Fruit in the World SHAKTI CHRISTINE PEARCE The Voice of Meaning: Song, Word, and World in Wallace Stevens's Poem "The Idea of Order at Key West" JAMES MICHAEL PEARSON The Patient Agent: Musings on Odyssean Activity and Passivity JOHN MATTHEW PETERSON Impious Youths and Divine Puppets: Politics in Plato's Laws Minneapolis, Minnesota Oakland, New Jersey Framingham, Massachusetts DeLand, Florida Hamilton, New York Santa Fe, New Mexico Faber, Virginia Russell, Pennsylvania Owego, New York �SPENCER BRYANT POTTER The Obscuring Power of Theatrics in Benito Cereno AUDRA LOUISE PRICE On Principle and Passion: Moral Education and Unlikely Heroism in Mansfield Park Alexandria, Virginia Grand Junction, Colorado MATTHEW LAWRENCE REINER The Discord of Friendship and Justice in Book One of Plato's Republic Annapolis, Maryland NATALIE SUSAN RINN The Union of Fanny Price and Mansfield Park St. Cloud, Minnesota DARLENE BETH ROGERS On the Fictionalization of Historically Great Men Egremont, Massachusetts ERVIN FAURICIO ROMERO Sin, Law, and Faith —An Exploration of Conflict in the Individual: Paul's Epistle to the Romans North Hills, California JEROD JAMES RULEAUX Alone in the Dark: The Deadly Fruits of Isolation in The Brothers Karamazov Bozeman, Montana DANIEL TYLER RUSSELL On Justice in Book I of Plato's Republic JULIE ANN SAROWSKI Perfection of Man in Society Annapolis, Maryland Shawnee Mission, Kansas LAUREN WESLEY SHERMAN "... but now my eyes have seen You ": An Exploration of Job's Emerging Insight Throughout the Book of Job Pittsburgh, Pennsylvania JILLIAN MARY Sico On Sympathy and Divine Union: An Exploration of Music and the St. Matthew Passion Mount Holly, New Jersey �BETH ANN SIEKIERA The Life of Dorothea Brooke in George Eliot's Middlemarch: A Study of Greatness in Provincial Life MELISSA ANN SKOOG From Here to There—Knowing in Part with the Hope of Knowing Fully Some Day: An Examination ofSocratic and Christian Ideas Presented in Plato's Phaedo, Kierkegaard's Philosophical Fragments, and the New Testament ERIC FuRIN SLOAT East Windsor, Connecticut Troy, Ohio Ann Arbor, Michigan The Sorrow of Change: Some Thoughts About Baudelaire's Poem "Le Cygne " JOSHUA PAUL SuiCH Lakeland, Florida "You Can Kill the Messenger'1: From Prophecy to Messiah and Apostles to Martyrs—A Synthetic Inquiry of Their Foundations in the Old and New Testaments MATTHEW ARTHUR TALAMINI On the Analogy of the City and the Soul in the Republic and Other Similar Analogies AMY ELIZABETH TAYLOR A Meditation on Johannes Climacus JACOB JESSE THOMAS Timonium, Maryland Littleton, Colorado Cameron, West Virginia Condemnation and Redemption: Polyphony and Later Sacred Music in Light of St. Augustine's Confessions OLETA LOUISE THOMAS Falls Church, Virginia Plato's Forms and Language LAURA ELANOR TRAINA O Heavy Vice, Thinking Wicked What is Nice: Suppression and Elevation of the Soul As Indicative of Good and Evil in Shakespeare's Othello Cherry Hill, New Jersey �SEAN ALEJANDRO VALLES Castles Made of Sand: Atomism and Building Knowledge from Assumption in the Works of Antoine Lavoisier and Michael Faraday CHRISTOPHER WILLIAM WALKER What is Knowledge? or, The Triumph of Faith in an Uncertain World VINCENT WANG Rousseau and The Myth of the Fall: An Investigation of Man \s Fall from the State of Nature ISAAC JOSEPH WEINER The Knot and the Lock JOSHUA MARK WEINSTEIN Nietzsche's Ebb and Flow WILLIAM LAMAR WELLS What, Then, is Money? An Examination of Value and Money in the Works of Karl Marx, Adam Smith, John Locke, and Aristotle ofMacedon NICHOLAS DAVID WHITTIER The Rise and Fall of the Beautiful Soul Newton, Massachusetts Woodbridge, Virginia San Marino, California High Falls, New York Lititz, Pennsylvania Jamesville, New York Dover, Pennsylvania JARED COLLIN WILK What Does it Mean for Jesus to Fulfill the Law and the Prophets? Corvallis, Oregon JESSE TWAIN WORDEN Socrates, What's Your Point? Mt. Desert, Maine NICOLE ASHER YOUNG Between Nature and Freedom: Natural and Artistic Beauty in Kant's Critique of Judgment Acworth, Georgia ROY LAVI ZAIDENBERG The Cedar Tree Door: How Gilgamesh Approached Immortality and Retained his Humanity Tel Aviv, Israel �MASTER OF ARTS IN LIBERAL ARTS DEGREE GRADUATE INSTITUTE IN LIBERAL EDUCATION GREGORY WAYNE BAIR II CYNTHIA MARY BARRY MELVIN BENDER MADI BOBB DIMITRA CHRISTINA BOLGER CHARLA ANN GROVER BURT DANIEL TYREE CALLIS, JR. DANIEL MORGAN CLARK AMY LUCILE CLITHERO STEPHANIE NICHOLE DENNY JOSHUA MATTHEW GROSSMAN PETER BURNELL HANSEN MELISSA SUE HELEN HILL JOHN ANDREW Izzo RYAN CARL JENSEN JENNIFER LYNN JOHNSON Hanover, Pennsylvania Annapolis, Maryland Arnold, Maryland The Gambia, West Africa Glenview, Illinois Sandpoint, Idaho Washington, District of Columbia Boyds, Maryland Lewisville, North Carolina Pleasant View, Tennessee Youngstown, Ohio Austin, Texas Latrobe, Pennsylvania Mt. Ephraim, New Jersey Washington, District of Columbia Minot, North Dakota NICHOLAS JOHAN KAHM Stamford, Connecticut JENNY CAMPBELL KAWA Athens, Georgia JOSEPH WILLIAM KEARNS Hershey, Pennsylvania JOHN McLfioo LANKFORD Frederick, Maryland JEFFREY ALAN LEWIS Annapolis, Maryland RAYMOND HEATH LINAM THOMAS CHARLES LIZARDO Ponder, Texas Fairfax, Virginia LINDA MARY LOUGHREY Severna Park, Maryland MICHAEL JOHN MARTENS High Wycombe, England TIMOTHY M. MASON Ashtabula, Ohio KEYLLA MORILLO-SMITH Annapolis, Maryland KATHRYN MARIE PATTON Baltimore, Maryland KERI BETH PETERSON Annapolis, Maryland GREGORY ROBERTSON Bridgeport, Connecticut �JERRY D. SALYER CYNTHIA DU PONT TOBIAS JOHN TERRIELL WOODS, JR. Salyersville, Kentucky Chadds Ford, Pennsylvania Pasadena, Maryland �PRIZES AND AWARDS COMMENCEMENT 2,005 To the member of the Senior Class who has written the best senior essay. Offered in memory of Susan Irene Roberts, of the class of 1966 The Word and the Image: Investigating Straightness ERICA BETH AANA NAONE HONORABLE MENTION The Voice of Meaning: Song, Word, and World in Wallace Stevens's Poem "The Idea of Order at Key West" SHAKTI CHRISTINE PEARCE On Sympathy and Divine Union: An Exploration of Music and the St. Matthew Passion JILLIAN MARY Sico Seeing Other People: On the Necessity of Moral Action in Kant's Groundwork of the Metaphysics of Morals IAN MATTHEW BLAUSTEIN To the member of the Junior Class who has written the best annual essay. Offered by Mrs. Leslie Clark Stevens in memory of her daughter-in-law, Kathryn Mylorie Stevens Failure in George Eliot's Middlemarch GEREMY LEE COY HONORABLE MENTION uAnyHope of Subduing Him is False ": Motion and Passion in Hobbes 's Leviathan SARAH LYNNE NAVARRE �To the member of the Sophomore Class who has written the best annual essay. Offered under the will of the late Judge Walter I. Dawkins, of the Class of 1880 Questioning Moses: An Essay on Book XI of St. Augustine's Confessions CHELSEA RACHEL BATTEN HONORABLE MENTION Breaking Boundaries and the Limits of Nature: An Interpretation of the Ode to Man PAUL TERRY WILFORD To the member of the Freshman Class who has written the best annual essay. Offered in memory of Jacob Klein, Tutor Emeritus, and his wife, Else, by Dr. and Mrs. Stuart Walker Socrates in the Symposium: A Love Letter KATRINA THERESE GERSIE HONORABLE MENTION Luck Be a Lady SUSAN AUDREY HOLCOMB To the member of the January Freshman Class who has written the best annual essay in the 2003-2004 academic year. Offered in memory of Elizabeth "Betsy" Marta Smith, of the Class of 1993, by Robert Clinton Nease, of the Class of 1992 "The Coin for Which All Things Are Exchanged": Socrates' Defense of Argument in the Phaedo SARAH ELIZABETH HOGAN �To the Graduate Institute student who has written a distinguished preceptorial essay in the year 2004. Offered by the Alumni Association What Does "I" Mean? Examining Kant's Thoughts on the Synthetic Unity of Apperception NEIL ANTHONY BATT To a member of the Senior Class, for excellence in speaking. Offered in memory of Senator Millard E. Tydings of Maryland LEE THOMAS GOLDSMITH HONORABLE MENTION ERICA BETH AANA NAONE To the student who submits the best English version of a Greek text. Offered in memory of John S. Kieffer, President Emeritus Text: Chorusfrom Euripides ' Hercales ANDREW JOSEPH ROMITI To the student who submits the best English version of a French poem. Offered by the Board of Visitors and Governors Text: Jean de La Fontaine, " Volupte " NORA ELISA KELLEHER DANIEL SCHWARTZ �To the student who submits a fine original English poem. Offered by Dr. George Austin in memory of his brother, Henry "A Current Past" KATRINA THERESE GERSIE To the student who submits a fine original musical composition. Offered in memory of Mary Joy Belknap "Chopinesque " THOMAS BULEN JACOBS Musical Composition for Piano TOBIAS JOSEPH RUSSELL To the student who submits a fine essay on a piece of music. Offered in memory of Mary Joy Belknap On Sympathy and Divine Union: An Exploration of Music and the St. Matthew Passion JILLIAN MARY Sico On the Finale to Don Giovanni ARTHUR CHARLES ALLEN HONORABLE MENTION Bach's Incarnation of the Word in Sound SAMANTHA KIMBERLY BUKER �To the student who submits the most elegant solution of a geometrical problem. Offered by the Class of 1986 in honor of Bryce Jacobsen, of the Glass of 1942, Tutor and Director of Athletics Emeritus No PRIZE HONORABLE MENTION ANDREW CRAIG MACKINLAY To the student who submits the most elegant solution of an analytical problem. Offered in memory of James R. McClintock of the Class of 1965 No PRIZE To the student who carries out a fine laboratory project. No PRIZE To the Senior man and woman who by their participation, leadership, and sportsmanship have contributed most to the College's athletic program, special blazers. Offered by the Alumni Association of St. John's College NICHOLAS DAVID WHITTIER JOAN BRIANT HENRIKSEN NATALIE SUSAN RINN To the member of the Senior Class who has demonstrated the greatest care for and service to youth residing in the City of Annapolis. Offered by the friends and family of Marvin B. Cooper, of the Class of 1969 JACOB JESSE THOMAS �To the member of the Senior Class who submits the best work of visual art to the Community Art Exhibition, the Charles Vernon Moran Prize No PRIZE Walter S. Baird Prize-for a Senior who has demonstrated excellence in the arts, literature, or sciences Story of Adam and Eve, 2-Dimensional Work of Visual Art SAMANTHA KIMBERLY BUKER Maryland State Archives Internship BETH ANN SIEKIERA �ENDOWED SCHOLARSHIPS St. John's College, Annapolis Leslie Milton Abrams, 1954 Dr. Granville Q. Adams, 1929 John D. Alexander, Sr., 1920 Philip L.Alger, 1912 Alter Graduate Institute Scholarship Fund Annapolis Graduate Institute Annapolis Self-Help George M. Austin, 1908 Walter S. Baird, 1930 Bank of America Betty Beck Bennett, 1960 Ford K. Brown, H'70 Chicago Regional Mrs. Clyde Alvin Clapp James T.Clark, 1928 Class of 1897 Class of 1898 Richard F. Cleveland, H'54 Bernard Clorety, 1950 Dr. Charles C. Cook Marvin Brent Cooper, 1969 The Joseph and Robert Cornell Memorial Foundation Eugene N.( 1929)and RobertG. (1963) Cozzolino Wiley and Helen Crawford Cpl. George E. Cunniff III Donna Marie Delattre Clarence L. Dickinson, 1911 Richard A. Duhan, 1963 Martin Dyer Book Fund Faculty Scholarship James H. Frame, 1950 Friends of St. John's Harry Golding, Graduate Institute George A. and Eveline T. Greenleaf Edna G. and Roscoe E. Grove, 1910 John T. and Gertrude L. Harrison, 1907 John T. Harrison, Jr. Charles W. Hass, 1927 Richard H. Hodgson, 1906 The Hodson Trust Alfred and Ruth Houston, 1906 Houston Regional John Isaacs J. Seward Johnson, Jr. Jesse H. and Mary Gibbs Jones Col. Robert E. and Margaret Larsh Jones, 1909 Robert E. Kanode, 1939 Dr. Simon and Fanny Kaplan, H'84 Francis A. Katz, 1929 John Spangler Kieffer, H'70 and Roxana White Kieffer, H'84 Jacob Klein, H'76 Korshin Family Fund Arthur E. and Hilda Combs Landers, 1930 Joseph LaPides Michael Littleton Memorial Fund Massachusetts Regional James Matthews, H'99 Martin Conrad Miller (1981) Book Fund Philip A. Myers II, 1938 NationsBank Foundation (Bank of America) Rev. Theo O'Brien Oklahoma Regional Norman G. Owens Dr. Thomas Parran and Thomas Parran, Jr. The Duane and Clementine Peterson Charitable Fund Pittsburgh Regional Reader's Digest Foundation J. Douglas Ramsey, 1937 Lenore B. Hinder Susan I. Roberts, 1966 Clifton C. Roehle Joan and Bela Ronay Murray Joel and Julius Rosenberg, 1938 G. D. Searle/John E. Robson Robson Family J. J. Salovaara Flora Duvall Sayles Hazel Norris and J. Graham Shannahan, 1908 DougE. Sherr (1972) Memorial J.Winfree Smith, H'80 James S. Spirer, 1970 C.V. Starr Foundation Harry S. and Vivian B. Spectre Book Fund Jean Roberts Staylor Andrew and Lenore Steiner Book Fund Clarence W.Stryker Karl and Evelyn Van Tassel Frederick J. Von Schwerdtner Mr. and Mrs. William J. Vanous Pattie Bourne Turner Walker, 1966 Richard D. Weigle, H'49 John L. Williams, 1950 Thomas J. and Marvil F. Williams Frank K. Wilson, 1935 St. John's College St. John's College Alumni Association �ANNUAL SCHOLARSHIPS St. John's College, Annapolis AES Warrior Run Alcoa Eastalco Works Annapolis Banking and Trust ARINC, Inc. The Baltimore Sun BB&T Charitable Foundation Butler Capital Corporation Carrollton Bank Chevy Chase Bank Clark-Winchole Foundation Computer Sciences Corporation Constellation Energy Group Erickson Retirement Communities Estate of Mildred E. Alexander Estate of Albert Pagano, Jr. Estate of Thomas B. Turner Farmers Insurance Group, Inc. Gallagher, Evelius, & Jones LLP Glenn L. Martin Foundation Goldsmith Family Foundation The Isadore and Bertha Gudelsky Foundation, Inc. LaVerna Hahn Charitable Trust The Hodson Scholarship Foundation Hub Labels, Inc. Independent College Fund of Maryland Larry Katz The Ensign C. Markland Kelly, Jr. Memorial Foundation The John J. Leidy Foundation Barbara Leonard Legg Mason, Inc. Mercantile Fund Miles & Stockbridge Nationwide Foundation Nationwide Insurance RCM&D Royal Folly Bed & Breakfast The St. Paul Companies, Inc. Foundation SunTrust Bank Susquehanna Bank T. Rowe Price Associates Foundation, Inc. Verizon-Maryland Whiteford, Taylor & Preston Haidi Zech Gifts received after April 15, 2005 are gratefully acknowledged and will be listed in the 2006 Commencement 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 Commencement Programs and Addresses 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 Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 22 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2005-05-15 Identifier An unambiguous reference to the resource within a given context CommencementExercises2005 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 Description An account of the resource Program for the two hundred thirteenth commencement in the three hundred ninth year of the college. Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Commencement Program, 2005 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/73397a9f79ac2f40f2bb0e1ec19c105a.pdf 4b79ba6dba0b7d3d1fe45c63576b3678 PDF Text Text SIJOHN'S College A N N A P O L I S • S A N T A FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND SUNDAY, MAY SIXTEENTH Two THOUSAND AND FOUR �PROGRAM FOR THE TWO HUNDRED TWELFTH COMMENCEMENT IN THE THREE HUNDRED EIGHTH YEAR OF THE COLLEGE CARROLLTON BRASS QUINTET PRELUDE ACADEMIC PROCESSION THE NATIONAL ANTHEM CARROLLTON BRASS QUINTET FRANCIS SCOTT KEY, ALUMNUS, CLASS OF 1796 WELCOME CHRISTOPHER B. NELSON PRESIDENT OF THE COLLEGE ANNOUNCEMENT OF PRIZES AND AWARDS PRESIDENT NELSON HARVEY FLAUMENHAFT DEAN OF THE COLLEGE ADDRESS TO THE GRADUATING CLASS CHESTER W. BURKE TUTOR, ST. JOHN'S COLLEGE CONFERRING OF UNDERGRADUATE DEGREES PRESIDENT NELSON DEAN FLAUMENHAFT CONFERRING OF GRADUATE DEGREES PRESIDENT NELSON WILLIAM PASTILLE DIRECTOR OF THE GRADUATE INSTITUTE ACADEMIC RECESSION CARROLLTON BRASS QUINTET �BACHELOR OF ARTS DEGREE (with title of essay) ROBERT CHARLES ABBOTT, JR. Herodotus VIII. 55 Alexandria. Virginia CHARLES OLIVER ANDERSON ''Sewer Rats May Taste Like Pumpkin Pie... v: The Ethics of Eating Baltimore, Maryland MARTIN JANIS ANDERSON In Search of Dignity: An Analysis of Sin and Social Corruption in Genesis Rockville, Maryland JEFFREY LYLE ARMEL History, Husserl, and the. Crisis LINDSEY STUART BANNAN For the City or For the Man: The Motivations of the Athenian Democracy in Policy-Ma king During the Peloponnesian War ANTON BARBA-KAY The Noble Science of Retreating Well: A Structural Account of Plato \s Laches ROBERT EDWARD BENNING An Examination of Philosophical Transitions in Tolstoy "s War and Peace Seal Beach. California Anchorage. Alaska Olympia, Washington Nashville. Tennessee JUSTIN VIKRAM BERRIER The Almond Rod and the Boiling Pot: A. Struggle Between Faith and Doubt in Jeremiah, Gods Most Tormented Prophet Wynnewood, Pennsylvania JENNIFER ALEXANDRA BISHOP The Problem of Hierarchy in Paradise Lost Cleveland, South Carolina �ANDREW CRAIG VINCENT BRISTOR The End of justice in the Aristotelian State Lutherville. Maryland HAYDEN McCLURE BROCKETT Nobility and Friendship in Plato \s Gorgias New Britain, Connecticut KIMBERLY ANNE BRYAN Oh, That "s a Likely Story: An Exploration of True Opinion and Faith in Plato's Timaeus MATTHEW JOSEPH BUBAN A Student's Understanding of Lemma Three from the First Section of the First Book Within Newton's Principia KASIMIR CHRISTIAN BUJAK The Action of Mercy: Love and Suffering in The Brothers Karamazov Chatsworth, California Terrace Park, Ohio Palmyra, New Jersey AURORA JEAN CASSELLS The Mirage of Right Action Shepherdstown, West Virginia PROSE LYSANDRA CASSELLS Philosophical Playfulness: An Exploration of Playfulness in Plato's Phaedrus Shepherdstown, West Virginia MARY ELIZABETH COCKEY The Loneliness in Freedom: An Examination of Huckleberry Fin ?i as a Ghost in the World of the Living REBEKAH ELEANOR COLEMAN A Science of the Self SHANNA KATHLEEN COLEMAN "BeautifulLives": The Feminine Tragedy of Absalom, Absalom! PAMELA LINDA CONNOR How Grand We Are This Morning: The Ordinary Becomes Extraordinary in James Joyce's Ulysses Salisbury, Maryland Tulsa, Oklahoma Derry, New Hampshire Favetteville, New York �ENJOLI OLEETA COOKE 77/6* Third Person of God: Epitomes of God's Love, Gift, and Holy Spirit Annapolis, Maryland ANDREA CHRISTEN Cox Freedom of Life: Pierre's Passage Through War and Peace Alton, Wyoming ROBERT ANTHONY CULBERT Self Discovery Through Justice in the Iliad of Homer JILL BAKER DELSTON What is Transcendental Phenomenology? Santa Fe, New Mexico Washington, District of Columbia RHIANNON LEE BOWLING Pigs, Paradise, and the Vision of a Child in Flannery O'Connor's The River Eldershurg, Maryland MARY FITZGERALD DUFFY Saying the Ineffable: Translating Poetry Oxford. Pennsylvania ELIZABETH COLE EDWARDS Ecstasy Sterling. Virginia KENNETH BERESFORD ERKENBRACK The Power of Bach *s B Minor Mass Denver, Colorado PATRICK NATHANIEL EVANS Know Thyself: an Exploration of Human Nature and Sociability in Rousseau Iy Second Discourse Nokesville, Virginia KATRIN FINCK Ideal Imperfection: Governing Man with and for His Natural Inclinations Neubrandenburg, Germany BRYSON WEST FlNKLEA The Proper Place of a Scientist: A Reconciliation Between an Academic Scientist and a Thoughtful Layman Mocksville. North Carolina �MARGARET B RICH AM FLEMING The End of an Odyssey RHONDA COLLEEN FRANKLIN The Education to Virtue in Mansfield Park NICHOLAS ALEXANDER GARKLAVS 7ragedy in Twilight: A Reading of William Faulkner's The Sound and the Fury MARTIN ROBERT GAUDINSKI A Therapy of Logos: An Account of Psychoanalysis and a Reflection on the Power of its Dialectic BLAKE ELIZABETH GREGORY The Magnitude-Number Split: Examining the Evolution of the Number Line JOSEPH MARTIN GULHAUGEN Freedom is Coming: The Growth of the Individual and the Search for Freedom in Mark Twain's Adventures of Huckleberry Finn LISA MARIE HABEGGER On Sin and the Self in Purgatorio THEODORE HADZI-ANTICH, JR. Justice and Paradox: Exploring Book One of Plato 's Republic TATIANA MONIQUE HAMBOYAN Locked in Marx: An Exploration of How Differences in Property and Labor Result in Different Communities in Locke and Marx JOSEPH HAIM HAY Hieros Gamos: God, Nature, and the Reality of the Soul in the Works ofC. G. Jung Gaithersburg, Maryland Albany, Oregon East Meadow, New York Marlborough, Connecticut Dallas, Texas Neenah, Wisconsin Lebanon, Pennsylvania Williainsville, New York Newburyport, Massachusetts Indianapolis, Indiana �CHRISTOPHER VEATCHEL HENDERSON, JR. The Fate of the. Ideal in the Aristotelian State AMANDA DAWN HINTON Merry Learning: An Inquiry into the Themes of Integration and Interpretation in Rabelais' Gargantua KlRSTEN AlSTNE-LlSE HlPSKY Evansville, Indiana Morristown, Tennessee Racine, Wisconsin Hack Finn and Qualities of the Superstitious ANDREW CAMERON HORNBECK Exterminating the Bug MACKENZIE HOLAWAY HUDSON An Investigation of Judas and Betrayal in Bach V St. Matthew Passion ROBIN BROOKE HUGENS The Ardent Way ofDlscipleship: Jesus and His Followers in the Sermon on the Mount BENJAMIN BEARDSLEY JASNOW Mud to Gold: Baudelaire's Poetic Devotion HELEN EDITH KONGSGAARD A Space in Verse: Passing Through Baudelaire's Correspondences PATRICIA KOSCINSKI The White Elephant: Examining the Role of Greatness in the Fall of Athens MEREDITH JEAN LICARI Unfolding the Folds of the Dual Universe in Liebniz DANIEL EVAN MALKIEL Hyperbolic Misgivings Scarsdale, New York Atlantic Beach, Florida Suwanee, Georgia Bethesda. Maryland St. Helena, California Walnutport, Pennsylvania Timonium. Maryland Columbia. Maryland �MICHAEL WHELPLEY MALONE Infinitesimals: A Little Look at Little Things Jenkintown, Pennsylvania LAURA ANNE MANGUM The Dialectic of Faith in Fear and Trembling Pflugerville, Texas LAURA MARIE MANION Understanding Faction in The Federalist, Paper Ten RYAN JAMES MAWHAR A Philosophical Triangulation of the Relationship Between Mathematics and Physics COURTNEY WAINWRIGHT MAY A Faction Reaction: The Electoral College IAN CRISTIAN MC€RACKEN The Relation of Taste to Morality in Kant *s Third Critique Olney, Maryland Kwajalein, Marshall Islands McLean, Virginia Herndon, Virginia SEAN ALEXANDER McLAiN Effectual Truth and Virtue in Machiavelli's The Prince Irving, Texas KRISTI DEANNA MEADOR Rightly Spoken Misunderstanding: Speech and Silence in the Book of Job Lexington, Kentucky JOSEPH CAIN METHOD Washington, District of Columbia The Truth About Parables: An Engagement with the Kafka Parable The Truth About Sancho Panza REBECCA KATE MITCHESON Doubting God's Justice on One Leg: Ahab in Moby Dick Winchester, Massachusetts TEASEL ELIZABETH MUIR-HARMONY The Beautiful Death of a Courageous Man Bernardston, Massachusetts �JACKSON SWAGGERT O'BRIEN On Beautiful Music KELLEY CLARK O'DONNELL Ahead of the Rest: The Final Departure of Huckleberry Finn Nashville, Tennessee Ascot Berks, United Kingdom JOHN LAZEAR OKRENT Sunlight on Water; or, What a Poet Makes: An Essay on Paul Valery's Le Cimetiere Marin New York, New York ERIN MICHELLE PAGE A Reasonable God: The Role of Reason in the Study of God in Aquinas Alexandria, Virginia GABRIELLE PASTENKOS Go Down, Moses, And Set My People Free Ramsey, New Jersey ZACHARY ROBERT PERRON The Importance of Being Sensuous: Appearance and Self-Deception as Described by Baudelaire ROBERT MARSHALL POLLACK Being in Flesh: Jesus and Religious Criticism in the Gospel of John DANIEL RAYMOND RESSLER The Value and Function of Asceticism Mooers Forks, New York Concord, California Lancaster, Pennsylvania KATHERINE ANNE ROACH GodeVs Incompleteness Theorem: The Limitations of Formal Logic Newark. Delaware SARAH ELIZABETH ROBERTS Rendering the Universe Less Hideous and the Moments Less Difficult: An Examination of Beauty, Morality, and Ennui in Charles Baudelaire's Les Fleurs du Mai Poolesville, Maryland �ALEXANDRA LEE ROBINS Pericles and the Duality of Word and Deed TODD ROBINSON The Civil Philosophy of Thomas Hobbes: Essay on the Empowerment of Man Through Self-Knowledge as a Means of Achieving Peaceful Community Great Neck, New York Hamburg, Pennsylvania MARY IRENE RUFFIN ''Do Androids Dream of Electric Sheep?" An Analysis of the Mechanics of Freud's Mind Bowie, Maryland RYAN DOUGLAS BARNES RYLEE Odyssey and Union Prescott, Arizona EMILY MERIAM SCHRICK Marx and the Drowning Man: The Individual in a Communist Society Loomis, California BRIANNE LEIGH SEYMOUR Julius Caesar: The Virtue of Brutus JAIME CELESTE SMITH Why Opposites Don V Necessarily Attract: A Look at the Marriage ofDesdemona and Othello in Shakespeare's Othello SAMUEL LEE SPALDING On the Necessity and Utility of the Graphic Imagination for Geometry NATHAN PAUL STALNAKER An Insensible Man: An Inquiry into the Nature of Pure Intuitions in Light of the Non-Euclidean Revolution TRISTAN MICHAEL STANI The Question of Temporal Self-Consciousness Snow Hill, Maryland Freeport, Maine Huntsville, Alabama Ann Arbor, Michigan �SARAH ELIZABETH STICKNEY Sweetest Nut Hath Sourest Rind, Such a Nut is Rosalind JEREMY MlCHAEL STRYER Santa Fe, New Mexic Framingham, Massachusetts 7, Oedipus: A Story of Fatherhood and Fading Away in Oedipus Tyrannus RANDALL GARY SULLIVAN Self-Mastery and Hope - the Price of Free Will Placerville, California KATHERINE COLLINS SYKORA An Exploration of Faith in Fear and Trembling Chagrin Falls, Ohio ANDERSON RUSSELL TALLENT Defending Socrates'Legacy: Appearance, Speech, and Philosophy in Plato *s Theaetetus Lake Marv, Florida CHARLENE LOUISE TAYLOR-BURNS Seeing God in the Dark: Ivan's Answers to the Eternal Questions in The Brothers Karamazov Agua Dulce, California MELISSA ANN THOMAS Reconciling Faith with Action Decatur, Nebraska MATTHEW CHRISTIAN THOMPSON The Comedy of Antony and Cleopatra Youngstown, Ohio JOHANNA LYNN THRALL Naked & Afraid: The Fear of God in Genesis JOSEPH GERARD TOENJES Adam Smith "s Invisible Hand: How the Nation Benefits at the Expense of the Individual MARY MORRISON TOWNSEND The Question of Soul in Plato's Phaedrus JUSTIN EDWARD MONTGOMERY TRIEVEL The Passionate Faith of Abraham Chapel Hill, North Carolina Topeka, Kansas Lake Charles, Louisiana Utica, New York �DOUGLAS CLIFTON TURNER A Thing by Nature Prodigal: On Fear and Hope in Thucydides DAWN ELLEN WADE The Merchant of Venice: A Portrayal of Disorder in the Human Soul and Social Interaction Caused by the Love of Money, Differences in Race and Creed, and Love DAVID JOSEPH WHITE All in the Family: An Investigation of the Spirit of Sparta Groton, New York New Albany, Indiana Keyser, West Virginia ROSEANNA MARIE WHITE Learning Through Lear What Language Must Obey, "Speak What We Feel Not What We Ought to Say. " Wiley Ford, West Virginia WILLIAM BOYD WHITTAKER, JR. "Stronger, More Evil and More Profound?": The Boundaries of Cultural Perspectives and the Self-Overcoming of the Type "Man" in Beyond Good and Evil. Union, Missouri NAMIR SINCOFF YEDID The Sound of Silence: A Meditation on God, Abraham, and the Binding of Isaac Del Mar, California �MASTER OF ARTS IN LIBERAL ARTS DEGREE GRADUATE INSTITUTE IN LIBERAL EDUCATION MATTHEW CURTIS BALTENSPERGER JAMUNA MERIUM BASTIANPILLAI ANN SLANE BAUM JOHN RANDOL BERGQUIST LAWRENCE PAYNE BLACK ELI COHEN JUSTIN LEE CORDER RACHEL ALEXANDRA YELLIN DARROW JOHN CHRISTOPHER DUPUY HANNAH ELIZABETH EAGLESON STEVANNE ANTOINETTE ELLIS WILLIAM JERED FAIRES JEANNE HELEN FAUCHEUX BRAD RICHARD CLAZA NINA LEE CUISE-GERRITY SIRI ELIZABETH HARDING WILLIAM JOHN HAWKINS IV MEREDITH JUNE HAWORTH JAY RICHARD HENNICKE BREANNE YVETTE HERRERA STEPHEN MATTHEW JOYCE AARON JAMES KIPFER SARA REBECCA LEMMOND MICHAEL JOHN LOOFT SEAN MICHAEL MADDEN Denton, Texas Toronto, Canada Baltimore, Maryland Birmingham, Alabama Alexandria, Virginia Shelburne Falls, Massachusetts Harrisonbnrg, Virginia Riva, Maryland St. Louis, Missouri Hershey, Pennsylvania Greenville, Texas Charlotte, North Carolina Reston, Virginia Bay City, Michigan Baltimore, Maryland Livermore, California Portland, Oregon San Jose, California Montville, New Jersey Albuquerque, New Mexico Pepper Pike, Ohio Peoria, Illinois Silver Spring, Maryland Annapolis, Maryland Mayfield, East Sussex, United Kingdom MARY LIN MARTIN MEGAN KATHERINE McBRiDE REGINA CONNOR MIANTE ELIZABETH HOWELL NEAL Berne, Indiana Langhorne, Pennsylvania Annapolis, Maryland Nashville, Tennessee �DAVID PAUL RAMSEY BRIAN NATHANIEL RlCE RYAN ALAN RISING Conyers, Georgia Kennesaw, Georgia Winfield, Kansas THEODORE COURTNEY ROGERS New York, New York ALANA LEAH ROTH Baltimore, Maryland DEREK ALAN SHARP Knoxville, Tennessee EDMUND HAL STERN Edgewater, Maryland BENJAMIN ROBIN STRICKLAND AMANDA JEAN SUTTLES NATHANIEL LEE WHITMAN SLAVKA KOSTADINOVA ZLATKOVA Santa Fe, Tennessee Houston, Texas Adams, Massachusetts Pernik, Bulgaria �PRIZES AND AWARDS COMMENCEMENT 2,004 To the member of the Senior Class who has written the best senior essay. Offered in memory of Susan Irene Roberts, of the class of 1966 Herodotus VIII. 55 ROBERT CHARLES ABBOTT, JR. The Third Person of God: Epitomes of God's Love, Gift, and Holy Spirit ENJOLI OLEETA COOKE HONORABLE MENTION The Noble Science of Retreating Well: A Structural Account of Plato ly Laches ANTON BARBA-KAY Sunlight on Water; or, Wliat a Poet Makes: An Essay On Paul Valery's Le Cimetiere Marin JOHN LAZEAR OKRENT Defending Socrates*Legacy: Appearance, Speech, and Philosophy in Plato's Theaetetus ANDERSON RUSSELL TALLENT To the member of the Junior Class who has written the best annual essay. Offered by Mrs. Leslie Clark Stevens in memory of her daughter-in-law, Kathryn Mylorie Stevens Two Political Machines: How the Social Compact Goes Beyond the Leviathan Ross RICHARDSON HUNT �* Happier Far?' The Duality of the Fall in Milton's Paradise Lost TIMOTHY EDWARDS KILE HONORABLE MENTION Faith From Physics: The Continuum of Physics and Metaphysics for Leibniz LEE THOMAS GOLDSMITH The Two Lights of Nature and Grace JILLIAN MARY Sico To the member of the Sophomore Class who has written the best annual essay. Offered under the will of the late Judge Walter I. Dawkins, of the Class of 1880 Calamity, Proclamation, Solace, and Salvation: The Lot of the Prophet ERIKK MICHAEL GEANNIKIS HONORABLE MENTION On the Substance of Love's Equilibrium in The Knight's Tale MICHAEL NICHOLAS MUNTERS )K To the member of the Freshman Class who has written the best annual essay. Offered in memory of Jacob Klein, Tutor Emeritus, and his wife, Else, by Dr. and Mrs. Stuart Walker On the Composition of the Phaedrus JANE LOUISE BLAKE The Way of Truth NICHOLAS KENNETH YOUNES �To the member of the January Freshman Glass who has written the best annual essay in the 2002-2003 academic year. Offered in memory of Elizabeth "Betsy" Marta Smith, of the Class of 1993, by Robert Clinton Nease, of the Class of 1992 On Justice in Plato 's Republic: A Comparison of Virtue in the Individual and the Collective ERICA SCHILLER FREEMAN To the Graduate Institute student who has written a distinguished preceptorial essay in the year 2003. Offered by the Alumni Association The Menis of Achilles SARAH ELIZABETH HERBERT To a member of the Senior Class, for excellence in speaking. Offered in memory of Senator Millard E. Tydings of Maryland KELLEY CLARK O'DONNELL To the student who submits the best English version of a Greek text. Offered in memory of John S. Kieffer, President Emeritus Text: Demosthenes., Against Meidias ANTON BARBA-KAY To the student who submits the best English version of a French poem. Offered by the Board of Visitors and Governors Text: Hugo, 'Apres une Lecture de Dante " IAN CRISTIAN McCRACKEN �To the student who submits a fine original English poem. Offered by Dr. George Austin in memory of his brother, Henry "Astyanax " JOHN LAZEAR OKRENT HONORABLE MENTION "Plaaskind" ELEANOR ANNE CLARK "To the American Girl in Rome, 1951' MARY FITZGERALD DUFFY "Cherry Spring " SARAH ELIZABETH STICKNEY To the student who submits a fine original musical composition. Offered in memory of Mary Joy Belknap "Bottle of Tears" JENNIFER GRACE LOWE To the student who submits a fine essay on a piece of music. Offered in memory of Mary Joy Belknap On the Inevitably Human ISAAC JOSEPH WEINER HONORABLE MENTION Ave Verum PAUL NATHAN PATRONE �To the student who submits the most elegant solution of a geometrical problem. Offered by the Class of 1986 in honor of Bryce Jacobsen, of the Class of 1942, Tutor and Director of Athletics Emeritus SIR ROBERT GAYLORD BURBRIDGE To the student who submits the most elegant solution of an analytical problem. Offered in memory of James R. McClintock of the Class of 1965 BRYSON WEST FINKLEA HONORABLE MENTION ANTON BARBA-KAY SIR ROBERT GAYLORD BURBRIDGE JUSTIN DALE LANIER To the student who carries out a fine laboratory project. Construction of an Electron Microscope MICHAEL WHELPLEY MALONE To the Senior man and woman who by their participation, leadership, and sportsmanship have contributed most to the College's athletic program, special blazers. Offered by the Alumni Association of St. John's College MICHAEL WHELPLEY MALONE BLAKE ELIZABETH GREGORY �To the member of the Senior Class who has demonstrated the greatest care for and service to youth residing in the City of Annapolis. Offered by the friends and family of Marvin B. Cooper, of the Class of 1969 BRYSON WEST FINKLEA To the member of the Senior Class who submits the best work of visual art to the Community Art Exhibition, the Charles Vernon Moran Prize Un titled, Alabaster Sculpture TEASEL ELIZABETH MUIR-HARMONY Walter S. Baird Prize-for a Senior who has demonstrated excellence in the arts, literature, or sciences Seven Poems MARY FITZGERALD DUFFY A Collection of 11 Poems JOHN LAZEAR OKRENT Urban Teaching Scholarship JACOB JESSE THOMAS MATTHEW DAVID MANGOLD Mercantile Bank Scholarship JENNIFER KAY SWEENEY �ENDOWED SCHOLARSHIPS St. John's College, Annapolis Leslie Milton Abrams, 1954 Dr. Granville Q. Adams, 1929 Philip L. Alger, 1912 Alter Graduate Institute Scholarship Fund Annapolis Graduate Institute Annapolis Self-Help George M. Austin, 1908 Waiter S. Baird, 1930 Bank of America Betty Beck Bennett, 1960 Ford K. Brown, H'70 Chicago Regional Mrs. Clyde Alvin Clapp James T. Clark, 1928 Class of 1897 Class of 1898 Richard F. Cleveland, H'54 Bernard Clorety, 1950 Dr. Charles C. Cook Marvin Brent Cooper, 1969 The Joseph and Robert Cornell Memorial Foundation Eugene N. (1929) and Robert G. (1963) Cozzolino Wiley and Helen Crawford Cpl. George E. Cunniff III Donna Marie Delattre Clarence L. Dickinson, 1911 Richard A. Duhan, 1963 Martin Dyer Book Fund Faculty Scholarship James H. Frame, 1950 Harry Golding, Graduate Institute Edna G. and Roscoe E. Grove, 1910 John T. and Gertrude L. Harrison, 1907 John T. Harrison, Jr. Charles W. Hass, 1927 Richard H. Hodgson, 1906 The Hodson Trust Alfred and Ruth Houston, 1906 Houston Regional J. Seward Johnson, Jr. Jesse H. and Mary Gibbs Jones Robert E. and Margaret Larsh Jones, 1909 Robert E.Kanode, 1939 Dr. Simon and Fanny Kaplan, H'84 Francis A. Katz, 1929 John Spangler Kieffer, H'70 and Roxana White Kieffer, H'84 Jacob Klein, H'76 Korshin Family Fund Arthur E. and Hilda Combs Landers, 1930 Joseph LaPides Michael Littleton Memorial Fund Massachusetts Regional James Matthews, H'99 Martin Conrad Miller (1981) Book Fund Philip A. Myers II, 1938 Rev. Theo O'Brien Oklahoma Regional Norman G. Owens Dr. Thomas Parran and Thomas Par ran. Jr. The Duane and Clementine Peterson Charitable Fund Pittsburgh Regional Reader's Digest Foundation J. Douglas Ramsey, 1937 Leanore B. Rinder Susan I. Roberts, 1966 Clifton C. Roehle Joan and Be la Ron ay Murray Joel and Julius Rosenberg, 1938 G. D. Searle/John E. Robson Robson Family J. J. Salovaara Flora Duvall Sayles Hazel Morris and J. Graham Shannahan, 1908 Doug E. Sherr (1972) Memorial J. Winfree Smith, H'8() James S. Spirer, 1970 C.V. Starr Foundation Harry S. and Vivian B. Spectre Book Fund Jean Roberts Staylor Andrew and Leonore Steiner Book Fund Clarence W. Stryker Karl and Evelyn Van Tassel Frederick J. Von Schwerdtner Mr. and Mrs. William J. Various Pattie Bourne Turner Walker, 1966 Richard D. Weigle, H'49 John L. Williams, 1950 Thomas J. and Marvil F. Williams Frank K. Wilson, 1935 St. John's College St. John's College Alumni Association �ANNUAL SCHOLARSHIPS St. John's College, Annapolis Aegon TransAmerica Foundation Annapolis Banking & Trust Company Anonymous ARINC B B & T Corporation Baltimore Life Insurance Company The John Bickford Foundation Bunting Family Foundation Campbell Foundation, Inc. Arthur & Isadora Dellheim Foundation Deutsche Bank Alex Brown Charitable Foundation Dry Family Charitable Foundation Estate of Joseph L. Bean Gallagher Evelius & Jones Glenn L. Martin Harley W. Howell Charitable Foundation JJ. Raines Foundation, Inc. The Estate of Elizabeth J. Hodges Kiplinger Foundation The Hodson Scholarship Foundation Independent College Fund of Maryland Larry W.Katz Ensign C. Markland Kelly, Jr. Memorial Foundation Morton & Sophia Macht Philanthropic Fund Legg Mason, Inc. The John J. Leidy Foundation McCormick & Company Procter & Gamble Cosmetics Foundation Rosemore, Inc. Saul Ewing LLP T. Rowe Price Associates Foundation, Inc. United Parcel Service Verizon - Maryland : Wachovia Corporation Whiting Turner Contracting Company Gifts received after April 15, 2004 are gratefully acknowledged and will be listed in the 2005 Commencement 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 Commencement Programs and Addresses 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 Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 23 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/. Date A point or period of time associated with an event in the lifecycle of the resource 2004-05-16 Identifier An unambiguous reference to the resource within a given context CommencementExercises2004 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 Creator An entity primarily responsible for making the resource St. John's College Description An account of the resource Program for the two hundred twelfth commencement in the three hundred eighth year of the college. Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Commencement Program, 2004 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/23aac1369544476b36b7c254b622047b.pdf 5b0f52076da9471034a1d67dcf7bc1c6 PDF Text Text SIJOHN'S College A N N A P O L I S • SANTA FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND SUNDAY, MAY ELEVENTH Two THOUSAND AND THREE �PROGRAM FOR THE TWO HUNDRED ELEVENTH COMMENCEMENT IN THE THREE HUNDRED SEVENTH YEAR OF THE COLLEGE FANFARE SYMPHONY No. 5 BY WILLIAM BOYCE ST. JOHN'S COLLEGE CHAMBER ORCHESTRA PRELUDE CARROLLTON BRASS QUINTET ACADEMIC PROCESSION THE NATIONAL ANTHEM FRANCIS SCOTT KEY, ALUMNUS, CLASS OF 1796 WELCOME ANNOUNCEMENT OF PRIZES AND AWARDS CARROLLTON BRASS QUINTET CHRISTOPHER B. NELSON PRESIDENT OF THE COLLEGE PRESIDENT NELSON HARVEY FLAUMENHAFT DEAN OF THE COLLEGE ADDRESS TO THE GRADUATING CLASS LEWIS H. LAPHAM ESSAYIST, AUTHOR, AND EDITOR OF HARPER 's MAGAZINE CONFERRING OF UNDERGRADUATE DEGREES PRESIDENT NELSON DEAN FLAUMENHAFT CONFERRING OF GRADUATE DEGREES PRESIDENT NELSON WILLIAM PASTILLE DIRECTOR OF THE GRADUATE INSTITUTE ACADEMIC RECESSION CARROLLTON BRASS QUINTET �BACHELOR OF ARTS DEGREE (with title of essay) ADITYA ADHIKARI In the City of Dereliction: Alienation, Art and Ideal in Baudelaire's Tableaux Parisians Kathmandu, Nepal MAYA JESSICA ALAPIN Halifax, Nova Scotia, Canada The City and the Soul as Circles: An Image of the Best Life from Plato's Republic JESSICA LEIGH ALEXANDER "No Human Heart Changes Half So Fast as the Shape of a City": Charles Baudelaire's Duality of Man and Art VIRGINIA ESTHER CECELIA ALLEN "Through the Mists I See the Sky": Finding a Way Out in Racine's Phedre EastAmherst, New York Berryville, Virginia EMILY LYDEN BALDWIN Washington, District of Columbia A Kaleidoscope Gifted with Consciousness: The Role of the Artist as Seen in the Works of Charles Baudelaire CHRISTOPHER SILAS BAREFORD Blameless and Upright Concord, Massachusetts MEREDITH ENA BARTON Aristotle's Investigation: A Look into the Method of Inquiry in Parts of Animals Baltimore, Maryland AMANDA KAY BELL The Dream of Dmitri Karamazov Irmo, South Carolina ELIZABETH ADA BOYCE "Natura non Facit Saltum": Discovering the Persuasiveness and Self-Consistency of Darwin's Argument in the Origin of Species Aspen, Colorado �MICHAEL JAMES BRIDGE God's Thumb: The Political Discourse of The Federalist Fairfax, Virginia GINA MARIE BRILLANTE Desire, the One True Teacher: The Investigation of Love Within Plato's Symposium College Park, Maryland ALEXANDRA RICABLANCA BROSEUS The Devil's in the Details: An Examination of Time and Faith in Hieronymus Bosch's Prado Epiphany Bethesda, Maryland RENZO BRUN DEL RE Smitten with Smith LADY ELIZABETH PINKLYN BURBRIDGE Newton's Calculus: The Conduit Between Man's Mind and the World KATHRYN DAWN BUSH "As You See, It Is Really All Very Simple": A Discussion of the Quantum Mechanics of P.A.M. Dirac STEVEN DOUGLAS BUSH The Return to Society: An Investigation into Rousseau's Idealization of the Savage State in the Second Discourse TRACY LAUREN CAIN Time, Laughter, and the Absurd, or Faith: A Reflection Upon Fear and Trembling by Soren Kierkegaard writing as Johannes de Silentio MARION FIFE COOK Stories of Faith and the Finite in Kierkegaard's Fear and Trembling KAGAN ERIC COUGHLIN A Modest Approach to Science Through Analogy Catonsville, Maryland Austin, Texas Green Creek, North Carolina Laguna Hills, California Canton, Ohio Houston, Texas Springfield, Vermont �MATTHEW ALLYN CROSIER Death and the Possibility of Life-A Russian Moral Bath: An Examination of Pierre Bezukhov in Tolstoy's War and Peace ELIZABETH CAULFIELD CUMMING The U.S. Marshal and the Smell of Gunsmoke: The Mythology of Justice from Athens to Shinbone ADAM CHRISTOPHER DAWSON A Confession of the Confessions THOMAS RYAN DEVINE All is One: The Quest to Resolve the Many into the One in Physics JESSICA LYON DIAMOND Telling the Truth About Eros: The Speech of Socrates in Plato's Symposium Lubbock, Texas Towson, Maryland Leavenworth, Kansas Fairmont, West Virginia Columbia, Maryland JOHN WESLEY DIXON Locke and Aristotle on Property and Nature Dewey, Oklahoma MARY Jo LEONHARDI DOKTER "And God Said": The Power and Community Displayed by Speech in Genesis Dearborn, Michigan AUDREY ANNE DOLGINOFF Pilgrimage: Dante's Love for Beatrice by Way of His Imagination WlLSON MCCLELLAND DUNLAVEY Las Vegas, Nevada Sarasota, Florida An Experience with Language: Coming to Terms with Sense-Certainty in Hegel's Phenomenology of Spirit NATHANAEL ALAN EAGLE The Eternal Silence of These Infinite Spaces: An Exegesis of Baudelaire's Le Gouffre^ Au Lecteur, and Correspondences Graham, Washington �NICHOLAS ANTHONY EMBIRICOS Livy's Historical Method: His Use of Exemplars, How They Work, and Why He Uses Them London, England ANNA GAIL FAGERGREN The Art of Beauty: A Discussion of Duality in To the Lighthouse Olympia, Washington TESSA ANNE FALLON Morality, Faith, and Meaning: Raskolnikov's Struggle in Crime and Punishment Miller Place, New York AARON JAMES FOSTER The Perfect Proteus: Inspiration and a Crisis of Self in Plato's Ion LYDIA ELEANOR FREWEN The Ait of The Waves ANN-THERESE HATFIELD GARDNER Socrates and Theaetetus NOAM ARIEH GEDALOF Plato's Historical Art: The Socratic Writings ADAM MICHAEL GIES The World as a Will and an Interpretation: On the Will to Power and Epistemological Politics REBEKAH NEELY GOTTLOB Proust's Doctrine of Recollection STEPHANIE WYNNE GRIMMETT Proof of Progress: Hegel's Self-Examination Through Human History ZOE AUGUSTINA HAMSTEAD Wanted: Guilty For All Philadelphia, Pennsylvania Auburn, Maine Brookfield, Wisconsin Jerusalem, Israel Spokane, Washington St. George, Virginia Sundance, Wyoming Kearneysville, West Virginia �TAMARA KARA HARDISON Who is God?: Interpreting God Through His Paradoxical Actions as Presented in the Book of Isaiah DANIEL GREGORY HARMON Following Our Heart: A Quest for Certainty in The Brothers Karamazov EMILY HANNA HAWORTH The Divine Tragedy: An Unmasking of Dante's Ulysses MARGARET ELIZABETH HEJTMANCIK A Difficult Shade of White: Alcibiades' Impasse in the Presence of an Erotic Philosopher in Plato's Symposium BRIANA LEIGH HENDERSON Black Magic Woman: An Exploration of Euripides' Medea Augusta, Maine San Francisco, California Cumberland, Maryland Derwood, Maryland San Antonio, Texas SETH LORENZ HEFNER The Meeting of Two Non-Cutting Lines of Thought: Accommodating Lobachevski's Geometry in Kant's Transcendental Philosophy Berlin, Germany JASON NOEL HINOJOSA No Apologies from the Rough: The Rejection of Philosophy and the Movement Toward Love and Nature in Walt Whitman's Leaves of Grass Dallas, Texas JOHN MACLIN HORTON Canst Thou Tame the Leviathan?: On the Debate Concerning Darwin's Origin of Species NICHOLAS STEUART HUDSON Moral Teleology and Practical Proofs Fairhope, Alabama Ghent, New York �WILLIAM ALLEN HUDSON Mt. Pleasant, South Carolina Zosima's Joy and Ivan's Suffering: Answering Some Important Questions in The Brothers Karamazov ANDREW GRAHAM HUNT Responsible Ecology: An Ethical Approach to the Natural World JOSEPH LUCAS HYDE The Fool in His Own House: Hamlet's Reason in Madness JUSTIN MATTHEW JONES Dante's Education: His Moral and Poetic Perfection THOMAS ALEXANDER JUSKEVICH Mind and Structure in Metaphysical Speculation: A Thematic Discussion on the Nature of the Universe and Its Relation to Human Experience KATHLEEN CAMPBELL KELLEY "Hast Thou Found Me, O Mine Enemy?": Stephen Dedalus Fights off Time, Memory, and the World in James Joyce's Ulysses JOSEPH MICHAEL KING Two Apparent Trifurcations of Need and the Secret to Life JOHN THOMAS KOVACIK The Fall of Rome and One Man's Chance to Save It Bethesda, Maryland Raleigh, North Carolina Rochester, New York Virginia Beach, Virginia Columbia, Maryland Tampa, Florida Denver, Colorado MICHAEL WILLIAM KRELL Zeal and Despair: On the Persuasive Power of Hegelian Dialectic Hagerstown, Maryland BEKIR HARUN KugiJK The Harmony of La Rochefoucauld's Diverse Maxims: An Inquiry into the Problem of Self-Knowledge in the Maximes Istanbul, Turkey �RACHEL LA PRADE Friday Harbor, Washington Children are the Best Teachers: An Examination of the Relationship Between God and Man DAVID FOSTER LEVY On Nietzsche's Genealogy Towson, Maryland AARON BOYD MACLEAN Motion as a Kind of Life: On Aristotle's Discussion of the Void Burke, Virginia FRANCIS CHESTER MANHEIM Quid Pro Quo-Self-interest and Its Restraint: An Essay on the Affinity Between Economics and the Moral Sentiments in Adam Smith's The Wealth of Nations and The Theory of Moral Sentiments London, England KYLE JOSEPH MARQUIS Williamsburg, Massachusetts Montaigne's Path to Wisdom; or, How Not to Miss the Point Entirely RICHARD ROBIN MARTELL Benevolent Neutrality: John Locke, the Supreme Court, and the Freedom of Religion DARREN PAUL MAYBERRY The Rhetoric of Shame: An Examination of Shame in Plato's Gorgias Germantown, Maryland Falmouth, Maine KELLY LYNN McCoLLUM Above All, Aristotle: An Exposition of the Importance of What is Commonly Said to Aristotle's Method of Investigation into Nature OldLyme, Connecticut KELLIE MARIE McCoY Looking into Nothing: A Journey into Conrad's Heart of Darkness Tarpon Springs, Florida �JOHN JAMES McNuLTY Crime and the State; or, How Two Wrongs Make a Philosophy of Right MATTHEW DAVID MOKEY Beholding "The Bear": An Exploration of the Imagery and Life in William Faulkner's Story "The Bear" McLean, Virginia CASEY CHERI MOORE The Trees Are Not Willing to Teach Me Anything: Philosophic Conversation in the Phaedrus TRAVIS JOHN MULROY The Crime of Philosophy: An Essay on Plato's Theages KATHERINE ELIZABETH NEHRING What Took Place Between the Readers and the Authors of Don Quixote, Together with Other Veracious Events Highly Relevant to this History; or, This is An Essay Laguna Niguel, California Berlin, Connecticut Washington, District of Columbia ROBERT VINCENT O'BRIEN III Understanding Material Order: A Discussion of the Foundations of Modern Chemistry COLIN Ross O'NEILL The First Three Speeches of Plato's Phaedrus Fairhope, Alabama Milwaukee, Wisconsin DANIEL ROBERT NEAL "Is It Worth It, Is It Worth It?": The Problem of Suffering in The Brothers Karamazov BRENDAN ROWAN NORWOOD A Little Rebellion Now and Then: Melville's One-Man Revolution Rapid City, South Dakota Vashon, Washington Winchester, Massachusetts �MICHELLE KAY PAINE The Amorous Unknown: Love and the Leap of Philosophy in Kierkegaard's Philosophical Fragments AMY MICHELLE PHILLIPS An Inquiry into the Foundation of Newton's Principia STEPHANIE LYNN PORCARO The Waves, Friendship, and Self-Identity Delaplane, Virginia Gloucester Point, Virginia The Dalles, Oregon BENNET BRISTOL PORTER What, Me Worry?: The Journey of Self-Deception in Cervantes's Don Quixote Falmouth, Massachusetts RUSSELL ROBERT RAMSEY Paul's Gospel: The Worlds of Adam and Christ in Romans Columbus, Georgia KATHERINE MARIE REDDING On Thoughtfulness and Healthy Philosophy in Plato's Charmides JOHN FRANKLIN THOMSON REED Close Friends, Worlds Apart: An Analysis of Andrew and Pierre in Leo Tolstoy's War and Peace CHRISTY LYNN RHOTON Just a Little Taste: An Exploration of the Fall of Man in Genesis TRENT STEVEN RINEY Evolution and Economics: Searching for a Pattern of Thought in Darwin and Smith ALEXANDER SCHAAN RINN Frege's Philosophy of Mathematics Westminster, Maryland Alexandria, Virginia Columbus, Ohio Lebanon, Kentucky St. Cloud, Minnesota �ISADORA ROSE SAGENG The Tragedy of Terrible Justice in the Agamemnon Annapolis, Maryland CHRISTOPHER ROBERTSON SCHOR Beyond Discord-The Evolution of Dissonance: An Analysis of Octatonicism within Stravinsky's Music Cherry Hilly New Jersey CHRISTINA LYNN SERVETNICK The Calm Temples of Truth: On Serenity and the Nature of Things JUSTIN SAYRE SHEPHERD The Generation of Peace Through War Pittsburgh, Pennsylvania Washington, District of Columbia KATHERINE ANNE SHERMAN The Being of a Poet: An Examination of Charles Baudelaire's Les Fleurs du Mai LEWIS MARK SLAWSKY Contradiction in the City: An Examination of Book I of Plato's Republic Niskayuna, New York Edmonton, Alberta, Canada IAN MICHAEL SMITH With Respect of Size: Euclid, Dedekind, and the Theory of Number Spokane, Washington ISAAC STEPHEN SMITH "My Atoms Are Determined, But My Will's Another Case": An Essay on the Differentiation of Theoretical and Practical Reasoning Myersvitte, Maryland STEPHEN GUSTAV STEIM Facing the Dragon: Spiritual Violence in Flannery O'Connor's The Violent Bear It Away Oak Park, Illinois ARTHUR WENDEL STOUT IV The Powers of Government New Orleans, Louisiana �EMILY IRENE STRICKLAND Out, Out Brief Quentin!: Inheriting the Southern Ideal Through Story and Paradox JULIA MARIE STRICKLER Experiencing Incommensurability ANNA REYNIS STRYKER Trial of Faith in Pursuit of an Idle Dream: An Examination of "The Story of the Man Who Couldn't Keep from Prying" in Cervantes' Don Quixote Jefferson City, Missouri Garland, Texas Alameda, New Mexico BRIAN OWEN SUMNER The Fullness of Life: The Transformation of Achilles in The Iliad Rising Sun, Maryland THOMAS GLENN SZERECZ Language in Beyond Good and Evil: An Instrument for Change in the Hands of the Philosopher Annapolis, Maryland MICHAEL ZEPHYR TEREBEY Being Numbers: Some Consequences of Formal Undecidability AMANDA BETH TREADWELL The Restoration of Morality: Hume's Defense of a Secular, Disinterested Moral Sentiment TIFFANY ELLEN TYRRELL Some Are Born Great, Some Achieve Greatness: A Study of Heroic Excellence NATASHA VERMAAK In Pursuit of Clytemnestra ABIGAIL SHIRKLEY VINES Faith in Soren Kierkegaard's Fear and Trembling: On Being at Home in the World Bozman, Maryland South Windsor, Connecticut Lewisberry, Pennsylvania Ashland, Wisconsin Hampton, Virginia �ELIZABETH ANNE WAGNER Visible Manifestations of the Invisible in Parker's Back Charlotte, North Carolina ALEXANDER EMERSON WALL The Human World: An Interpretation of Plato's Gorgias Toronto, Ontario, Canada SAMANTHA MAY WARBURTON Transcendental Philosophy: The Solution to Metaphysics in Kant's Critique of Pure Reason WHITNEY ELIZABETH WELSH History's Realization of Freedom: A Look at the Rise of the West IAN PATRICK WHITNEY The True, the Good, and the Shoes to Match: Observations on Flannery O'Connor's "The Lame Shall Enter First" DEBRA KIM WILKINSON Reason and Revelation in Augustine's Confessions Sewanee, Tennessee Uniontown, Ohio Fresno, California Tiverton, Rhode Island LEAH COLLEEN WILLCOX Speak What We Feel: A Call to Ethics Through Catharsis in William Shakespeare's King Lear Roseboom, New York SCOTT FERNON WILLIAMSON Persuasion: Making the Weaker Argument the Stronger; or, Partners with Reason Alexandria, Virginia SARA WHITE WILSON Pay Attention to the Girl Bearing Fruits: The Emergence of Images in Our Mind and the World in Hegel's Phenomenology of Spirit Hopewell, New Jersey KATHERINE JENNY WINDSTRUP Laughing at Love; or, The School for Cynics: An Examination of Don Alfonso in Cosifan tutte Belmont, California �SONIA PARONIAN WISNIEWSKI To Live Life as a Dangerous Experiment: Nietzsche's The Gay Science WILLIAM SAMUEL YOUNG Whose Spirit is This?: On Reconciling Genius and Freedom in Kant's First and Third Critiques SCOTT ANTHONY ZOLLNER The Cultivation of the Spirit in Nietzsche's Beyond Good and Evil Bolingbrook, Illinois Boston, Massachusetts Cumberland, Maryland �MASTER OF ARTS IN LIBERAL ARTS DEGREE GRADUATE INSTITUTE IN LIBERAL EDUCATION DEREK MICHAEL AGGLETON Ossining, New York SUSAN McDoNOUGH BISHOP Arnold, Maryland JOYCE LEONARD BRAVO Bethesda, Maryland JAN SYLVIA CARPENTER Melrose, Montana NINA MARIE CARRIERI Berkeley, California MICHAEL JOSEPH COLOMBO Baltimore, Maryland NICHOLAS Louis DiNuNzio Reading, Pennsylvania JAMES PATRICK EGAN SARAH ELIZABETH HERBERT RYAN ERIC JOHNSON AARON NOAH KREMPA EDMUND FRANCIS KURYLA II Walnut Creek, California Arlington, Virginia Annapolis, Maryland Bath, Pennsylvania Fort Worth, Texas AUSTIN DANIEL LAGRONE Shreveport, Louisiana FRANCES JENNIFER LIMON Mexico City, Mexico �MARK HOWARD MACLEAN Lawrenceville, New Jersey BRIAN EDWARD MANNING Baltimore, Maryland SCOTT MILLER MC€URLEY Annapolis, Maryland MARK DAVIS MOORMAN San Francisco, California SERGEY MICHAEL NEDELSKY Sioux Falls, South Dakota MICHAEL JAMES O'DONNELL Brooklyn, New York DEBORAH JANE ROBERGE SHANNON MARIE SAIA DANIEL ERIC SHATTUCK MEREDITH ELIZABETH SMITH JENNY REBECCA ST. MARTIN MATTHEW SCOTT VEST JEFFREY GRANT ZWILLENBERG Doylestown, Pennsylvania Indian Head, Maryland Annapolis, Maryland Middlesboro, Kentucky Fairfax, Virginia Birmingham, Alabama Kansas City, Kansas �PRIZES AND AWARDS COMMENCEMENT 2,003 To the member of the Senior Class who has written the best senior essay. Offered in memory of Susan Irene Roberts, of the class of 1966 Zeal and Despair: On the Persuasive Power of Hegelian Dialectic Motion as a Kind of Life: On Aristotle's Discussion of the Void HONORABLE MENTION "Hast Thou Found Me, O Mine Enemy?": Stephen Dedalus Fights off Time, Memory, and the World in James Joyce's Ulysses Being Numbers: Some Consequences of Formal Undecidability To the member of the Junior Class who has written the best annual essay. Offered by Mrs. Leslie Clark Stevens in memory of her daughter-in-law, Kathryn Mylorie Stevens The Philosophical Principles in the Newtonian Universe To the member of the Sophomore Class who has written the best annual essay. Offered under the will of the late Judge Walter I. Dawkins, of the Class of 1880 Launcelot is Dead: The Consolation of Chaucer's Prodigal Knight The Necessity of the Generation Toward Evil in Plotinus MICHAEL WILLIAM KRELL AARON BOYD MACLEAN KATHLEEN CAMPBELL KELLEY MICHAEL ZEPHYR TEREBEY MEREDITH JEAN LICARI MICHAEL ROBERT CONBOY JILLIAN MARY Sico �To the member of the Freshman Class who has written the best annual essay. Offered in memory of Jacob Klein, Tutor Emeritus, and his wife, Else, by Dr. and Mrs. Stuart Walker What Antigone Would Be CLARE CATHERINE CORTRIGHT Elements of Happiness: An Examination of the Complete Virtuous Life in Aristotle's Nichomachean Ethics To the member of the January Freshman Class who has written the best annual essay in the 2001-2002 academic year. Offered in memory of Elizabeth "Betsy" Marta Smith, of the Class of 1993, by Robert Clinton Nease, of the Class of 1992 To the Graduate Institute student who has written a distinguished preceptorial essay in the year 2002. Offered by the Alumni Association What I Can Say - What You Can See What There Can Be: More or Less about the Nature of Scientific Explanation and its Epistemological and Ontological Implications Thrinakia: The Rift Between Odysseus and his Companions To a member of the Senior Class, for excellence in speaking. Offered in memory of Senator Millard E. Tydings of Maryland To the student who submits the best English version of a Greek text. Offered in memory of John S. Kieffer, President Emeritus Text: Epigrams ofAsklepiades JENNIFER ELIZABETH FAIT No PRIZE WILLIAM THOMAS GROUSE ROGER MARCUS JACKSON ALEXANDER EMERSON WALL ANTON BARBA-KAY �To the student who submits the best English version of a French poem. Offered by the Board of Visitors and Governors Text: "Dante " To the student who submits a fine original English poem. Offered by Dr. George Austin in memory of his brother, Henry "Night Flight Along the East Coast" ALEXANDRA LEE ROBINS KATHERINE ELIZABETH NEHRING HONORABLE MENTION "Poems " "Vers toi (de vous) " "Although Tilted" To the student who submits a fine original musical composition. Offered in memory of Mary Joy Belknap "The Hamlet Suite " To the student who submits a fine essay on a piece of music. Offered in memory of Mary Joy Belknap Acts of Listening: Representation Through Music in Mozart's Don Giovanni To the student who submits the most elegant solution of a geometrical problem. Offered by the Class of 1986 in honor of Bryee Jacobsen, of the Class of 1942, Tutor and Director of Athletics Emeritus To the student who submits the most elegant solution of an analytical problem. Offered in memory of James R. McClintock of the Class of 1965 HONORABLE MENTION JOSEPH LUCAS HYDE JOHN ANGUS MAC€AULL CASEY CHERI MOORE THOMAS BULEN JACOBS HELEN EDITH KONGSGAARD ANTON BARBA-KAY BRYSON WEST FINKLEA JUSTIN DALE LANIER ANTON BARBA-KAY �To the student who carries out a fine laboratory project Investigating the Seed Germination Pattern of Rumex crispus under Standard Laboratory Conditions MEREDITH ENA BARTON HONORABLE MENTION False Starts: An Attempt at a Prologue to Faraday's Chemical History of a Candle To the Senior man and woman who by their participation, leadership, and sportsmanship have contributed most to the College's athletic program, special blazers. Offered by the Alumni Association of St. John's College MICHAEL WHELPLEY MALONE ADAM CHRISTOPHER DAWSON MARY Jo LEONHARDI DOKTER To the member of the Senior Class who has demonstrated the greatest care for and service to youth residing in the City of Annapolis. Offered by the friends and family of Marvin B. Cooper, of the Class of 1969 RUSSELL ROBERT RAMSEY To the member of the Senior Class who submits the best work of visual art to the Community Art Exhibition, the Charles Vernon Moran Prize Handcrafted violin bow LYDIA ELEANOR FREWEN Bloody Bay, Tobago, black and white photograph Walter S. Baird Prize-for a Senior who has demonstrated excellence in the arts, literature, or sciences "How to Carry It, "short story Groundworks, series of photographs SARA WHITE WILSON KATHLEEN CAMPBELL KELLEY KATHERINE ANNE SHERMAN Marshall Scholarship AARON BOYD MACLEAN National Science Foundation Research Experience for Undergraduates (in mathematical sciences) BRYSON WEST FINKLEA National Security Scholarship and Internship DANIEL EVAN MALKIEL �ENDOWED SCHOLARSHIPS St. John's College, Annapolis Leslie Milton Abrams, 1954 Dr. Granville Q. Adams, 1929 Philip L. Alger, 1912 Annapolis Graduate Institute Annapolis Self-Help George M. Austin, 1908 Walter S. Baird, 1930 Bank of America Betty Beck Bennett, 1960 Ford K. Brown, H'70 Chicago Regional Mrs. Clyde Alvin Clapp James T.Clark, 1928 Class of 1897 Class of 1898 Richard F. Cleveland, H'54 Bernard Clorety, 1950 Dr. Charles C. Cook Marvin Brent Cooper, 1969 The Joseph and Robert Cornell Memorial Foundation Eugene N.( 1929) and Robert G. (1963) Cozzolino Wiley and Helen Crawford Cpl. George E. Cunniff III Donna Marie Delattre Clarence L. Dickinson, 1911 Richard A. Duhan, 1963 Martin Dyer Book Fund Faculty Scholarship James H. Frame, 1950 Harry Golding, Graduate Institute Edna G. and Roscoe E. Grove, 1910 John T. and Gertrude L. Harrison, 1907 John T. Harrison, Jr. Charles W. Hass, 1927 Richard H. Hodgson, 1906 The Hodson Trust Alfred and Ruth Houston, 1906 Houston Regional J. Seward Johnson, Jr. Jesse H. and Mary Gibbs Jones Robert E. and Margaret Larsh Jones, 1909 Robert E. Kanode, 1939 Dr. Simon and Fanny Kaplan, H'84 Francis A. Katz, 1929 John Spangler Kieffer, H'70 and Roxana White Kieffer, H'84 Jacob Klein, H'76 Korshin Family Fund Arthur E. and Hilda Combs Landers, 1930 Joseph LaPides Michael Littleton Memorial Fund Massachusetts Regional James Matthews, H '99 Philip A. Myers II, 1938 Rev. Theo O'Brien Oklahoma Regional Norman G. Owens Dr. Thomas Par ran and Thomas Parran, Jr. The Duane and Clementine Peterson Charitable Fund Pittsburgh Regional Reader's Digest Foundation J. Douglas Ramsey, 1937 Lenore B. Hinder Susan I. Roberts, 1966 Clifton C.Roehle Joan and Bela Ronay Murray Joel and Julius Rosenberg, 1938 G.D. Searle/John E. Robson Robson Family J. J. Salovaara Flora Duvall Sayles Hazel Norris and J. Graham Shannahan, 1908 Doug E. Sherr (1972) Memorial J. Winfree Smith, H'80 James S. Spirer, 1970 C. V. Starr Foundation Harry S. and Vivian B. Spectre Book Fund Jean Roberts Staylor Andrew and Leonore Steiner Book Fund Clarence W.Stryker Karl and Evelyn Van Tassel Frederick J. Von Schwerdtner Mr. and Mrs. William J. Vanous Pattie Bourne Turner Walker, 1966 Richard D. Weigle, H'49 John L. Williams, 1950 Thomas J. and Marvil F. Williams Frank K. Wilson, 1935 St. John's College St. John's College Alumni Association �ANNUAL SCHOLARSHIPS St. John's College, Annapolis AAI Corporation Aegon TransAmerica Foundation AES Warrior Run Alex Brown & Sons Charitable Foundation Allfirst Financial Inc. Annapolis Banking & Trust Company Baltimore Life Insurance Company The John Bickford Foundation Boeing Company Booz, Allen & Hamilton Bozzuto Group Bunting Family Foundation Butler Capital Class of 1992 CSC's Defense Group Richard & Rosalee C. Davison Foundation DelaPlaine Foundation Dixon Valve & Coupling Company Dunbar Armored Express Eliasberg Family Foundation, Inc. Farmers National Bank of Maryland/First Virginia Banks Ferris Baker Watts Inc. Fidelity & Deposit Company of Maryland Miss Charlotte Fletcher Gallagher Evelius & Jones The Gazette General Dynamics/Government Systems Corporation Gordon Feinblatt Rothman Hoffberg JJ. Haines Foundation, Inc. Hecht-Levi Foundation, Inc. Hedwin Corporation Henderson-Webb, Inc. The Estate of Elizabeth Hodges The Hodson Scholarship Foundation Hoffberger Foundation, Inc. Honeywell Technology Solutions Harley W. Howell Charitable Foundation J.M. Huber Independent Can Company Independent College Fund of Maryland The James M. Johnston Trust for Charitable and Educational Purposes Larry W.Katz Katz, Abosch, Windesheim, Gershman & Freedman, PA KCI Technologies, Inc. Ensign C. Markland Kelly, Jr. Memorial Foundation Kiplinger Foundation L-3 Communications System Lalley Charitable Fund Legg Mason, Inc. The John J. Leidy Foundation Lockheed Martin Corporation Lucent Technologies Macht Philanthropic Fund Glenn L. Martin Foundation McCormick & Company Joseph Meyerhoff Fund, Inc Miles & Stockbridge Foundation Northrup Grumman Number Ten Foundation, Inc. Potomac Electric Power Company Procter & Gamble Cosmetics Foundation Provident Bank of Maryland Raytheon Systems Company The Estate of Mary Reever Riggs, Counselman, Michaels and Downes SAIC Saul Ewing LLP Semmes, Bowen & Semmes Foundation Shockley Honda William Smith Scholarship Fund State Farm Insurance Companies Stieff Foundation, Inc. St. Paul Companies Sun Trust T. Rowe Price Associates Foundation, Inc. United Parcel Service Verizon - Maryland Victor Graphics, Inc. Wachovia Corporation Whiting Turner Contracting Company Gifts received after April 15, 2003are gratefullyacknowledged and will be listed in the 2004 Commencement 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 Commencement Programs and Addresses 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 Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 24 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/. Date A point or period of time associated with an event in the lifecycle of the resource 2003-05-11 Identifier An unambiguous reference to the resource within a given context CommencementExercises2003 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 Creator An entity primarily responsible for making the resource St. John's College Description An account of the resource Program for the two hundred eleventh commencement in the three hundred seventh year of the college. Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Commencement Program, 2003 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/81c805f7f792d6c21e2a876e13baead1.pdf abd578be01c4d1f56fca9e1213df1dc4 PDF Text Text STJOHN'S College ANNAPOLIS « S A N T A FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND SUNDAY, MAY TWELFTH Two THOUSAND AND Two �PROGRAM FOR THE TWO HUNDRED TENTH COMMENCEMENT IN THE THREE HUNDRED SIXTH YEAR OF THE COLLEGE CARROLLTON BRASS QUINTET PRELUDE ACADEMIC PROCESSION CARROLLTON BRASS QUINTET THE NATIONAL ANTHEM CHRISTOPHER B. NELSON PRESIDENT OF THE COLLEGE WELCOME PRESIDENT NELSON ANNOUNCEMENT OF PRIZES AND AWARDS HARVEY FLAUMENHAFT DEAN OF THE COLLEGE VICTOR DAVIS HANSON ADDRESS TO THE GRADUATING CLASS AUTHOR, MILITARY HISTORIAN AND CLASSICIST CONFERRING OF UNDERGRADUATE DEGREES PRESIDENT NELSON DEAN FLAUMENHAFT CONFERRING OF GRADUATE DEGREES PRESIDENT NELSON WILLIAM PASTILLE DIRECTOR OF THE GRADUATE INSTITUTE ACADEMIC RECESSION CARROLLTON BRASS QUINTET �BACHELOR OF ARTS DEGREE (with title of essay) AMELIA ANN ADAMS Considering Phlebas: Life and Death in T.S. Eliot's The Wasteland Normal, Illinois STEPHANIE ELISE ADAMS For Love of Sophie: The Socialization of Natural Man Yorktown, Virginia MATTHEW ALBANESE All in the Family: The Julio-Claudian Transition Toms River, New Jersey NICHOLAS SYLVAN ALEXANDRA Hobbes' Noble Lie: An Examination of How Hobbes' Formulation of Human Nature Shapes His Description of the Commonwealth Spring Valley, New York MONICA PEREZ ANATALIO How Does the "Faint Voice of Conscience" Affect Free Choice and Self-Awareness in St. Augustine's Confessions and Kant's Grounding for the Metaphysics of "Morals? Manassas, Virginia STEPHEN CONRAD BAPPERT A Portrait of the Artist's City: Images of Societal Disease in James Joyce's Dubliners PETER LANGFORD BEARDEN The Ark of the Covenant KATHRYN TAYLOR BENSON The Journey to Self-Realization: An "Hegelian" Account of Self-Consciousness in Milton's Paradise Lost JOSHUA DAVID BLISTEIN The Strength and Innocence of Humanity in Camus' The Plague Coldwater, Michigan Chatham, New Jersey Warminster, Pennsylvania Annapolis, Maryland �RAQUEL BROMBERG The Road to Delphi Sharon, Massachusetts SARAH FAY BURNHAM King Saul Stillwater, Oklahoma AARON STARR BUTLER Things Better Left Unsaid: Socrates' Defense and Conviction in The Apologia San Diego, California ALAN BRIAN CARLSON Eros or Empire? An Inquiry Concerning the Life of Marcus Antonius, Rome's Great Statesman, General, and Lover, from Plutarch's Life of Antony ESTHER JUNG EUN CHAI Fyodor Dostoevsky's The Brothers Karamazov ALEKSAJNDER HAYDN CHANCE Spirits in the Temple of Nature: Baudelaire's Search for Paradise ERIK JOHN CHILD The Nature of God in the Book of Exodus London, New Hampshire Ogden, Kansas Bellingham, Washington Tokyo, Japan ISABEL HANSBROUGH CLARK The Consciousness of a Christian: A Study of the Role of Food in the Bible Severna Park, Maryland JONATHAN GREGORY COOPER Conscience and the Constant Conflict Needham, Massachusetts JOHN KELSEY COTTRELL The Cult of the Untrue: Reverence and Art in Nietzsche's Thought Alexandria, Virginia CATHERINE MARY Cox Aristotle's Mirror: The Relationship between Men and Law Ellicott City, Maryland �GEORGE THOMAS DEANS II Dogma's Downfall: Looking at Socrates' Defeat in Plato's Parmenides Topsham, Maine ARIANNE THERESE DOROTHEA DEMPSEY Hastings-on-Hudson, New York The Restless Heart: An Examination of the WiU through Rest and Motion in St. Augustine's Confessions PAUL EDWARD DETCHEMENDY Becoming and Denying Christ: Stavrogin's Demon Forgiveness JOHN RICHARD DOBBYN, JR. The Birth of a Nation Virginia Beach, Virginia Alexandria, Virginia RACHEL PAGE DUDIK The Longing for Mortal Wisdom: An Inquiry into the Right Sort of Curiosity Necessary for Seeking Wisdom in an Analysis of The Confessions of St. Augustine Centre Hall, Pennsylvania TERENCE JAMES DUVALL Shakespeare's Othello: A Look at One That Lov'd Not Wisely, But Too Well OldBrookville, New York ROSHINI EBENEZER An Analysis of Burke's Primary Concern in Reflections on the Revolution in France MICHAEL JOHN ESTERHELD All of These Look to You: An Inquiry into Seeing in the Book of Job JOSEPH JAMES FERRARA "In Our Image, After Our Likeness": An Exploration of Separation in Genesis Dehra-Dun, Uttaranchal, India Bowie, Maryland New Fairfield, Connecticut �NICOLE MARIE FISHER On Pineapple Compote and Other Such Evils: The Seeds of Atheism and Immorality in The Brothers Karamazov LUCAS TIMOTHY FORD Man Made Man JOHN THOMAS FRENCH The Job of the Job: Finding Purpose in Job's Suffering DAVID WILLARD GEDDES That Last Stride JAMES FRASER GILMORE The Mythology of Life and Self CARA LYNN GORMALLY "Good Intentions": The Irony of Appearance and Reality in Kafka's Metamorphosis LIAM BRENDAN GRADY (Essay previously completed) Sparks, Maryland Yardley, Pennsylvania New Fairfield, Connecticut Derwood, Maryland Mt. Desert, Maine Litchfield, Connecticut Washington, District of Columbia MEGAN MARIE GRAFF History's Heirs: The Burden of Time Past and Time Future in the Four Quartets Baltimore, Maryland EMILY ALLISON GRAZE The Golden Day: An Analysis of Ralph Ellison's Invisible Man Norwood, Maryland PETER MURPHY HEYNEMAN The Comic Spirit ANDREW YEUNG-BUN Hui "Putting Polycletus and Nature to Shame": Transformation, Transcendence, and the End of Art in Dante's Purgatorio, X-XII Silver Spring, Maryland Garland, Texas �GABRIELA JANINE QUERCIA HURWITZ What Does It Mean to be a Creation of God? TIFFANY MONIQUE JOLY Emile's Cake DENIS ALEXANDROVICH KALIAGUIN Aristotle on the Dual Origins of the City WARD SHIRO KASHIWA* SARAH ELIZABETH KELLY Love and Betrayal in the Garden of Eden McLean, Virginia Barnstable, Massachusetts Moscow, Russia Honolulu, Hawaii Pasadena, Maryland WILLIAM RAIGHNE KIRK Doylestown, Pennsylvania The Whole Picture: An Essay on the Role of Christianity and Platon Karataev in War and Peace MICHAEL CHRISTOPHER KLIM * KRISTINA MARIE KORONA Discovery of Poetic Wisdom by Giambattista Vico Rendering the Proper Understanding of the Mind Louis EDWARD KOVACS Time and Curiosity in Baudelaire's Le Voyage ERIN KATHLEEN KRASNIEWICZ Night and Day in Adventures of Huckleberry Finn LOGAN MONROE LAUBACH Traveling Without Moving: An Ascent of the Soul According to Plotinus LAURA LEIGH LYON The Curse of Compassion MICHAEL EARL MAGUIRE II A Village Paralyzed by Fear Arnold, Maryland Wayne, Michigan White Plains, Maryland Riverside, Connecticut Hughesville, Pennsylvania Omaha, Nebraska South Newfane, Vermont �DAVID SHEFFIELD MARTIN, JR. Wilderness and Humanity in Joseph Conrad's Heart of Darkness Atlanta, Georgia MEGAN HEATHER MAXWELL-SMITH The Discovery of Death: Prince Andrew's Motion Towards Knowing in War and Peace Studio City, California BARON GENE MEDENWALD The Long Road to Happiness: A Study of the Acquisition of Virtue in Aristotle's Nicomachean Ethics Fort Collins, Colorado SARAH CAMP MUGFORD An Examination of the Arguments of the Crito and How the Laws' Speech Benefits Socrates and Crito White Hall, Maryland JUSTIN MATTHEW NAYLOR Toward the Hope of an Excellent Republic (On Tocqueville and the Possibilities for Democracy) Wilmington, Delaware GEORGE JOSEPH NELSON How Does Reason Overcome the Animal in Man? An Analysis of Aristotle's Ethics and Politics LORETTA O'CONNOR The Clothes Make the Man: Exploring the Dialectic of Social Materialism KATHERINE AMY OEHLBERG A Nature Within and Without: An Inquiry into the Evolution of the Moral Sense Kalispell, Montana Charlottesville, Virginia Naperville, Illinois Calvert County, Maryland JOHN THOMAS OSBORNE An Argument for an Aesthetic Education: Schiller's Letters on the Aesthetic Education of Man and Wallenstein Trilogy �QUINBY MITCHELL OWEN The Prophet's Purpose: An Examination of Flannery O'Connor's The Violent Bear It Away RANDALL WITMAN PENNELL Huckleberry Finn: Wild and Uncultivated SARAH VIRGINIA PETERS Mirror or Mirage ? Temporal Motion and Meaning in One Hundred Years of Solitude Woodstock, Virginia Nottingham, Pennsylvania Lodi, California LARS ANDREW PETERSON Monsters of the Cloth in Les Fleurs Du Mai Owego, New York BLAKELY LAUREN PHILLIPS "Of Insight and Not of Tradition": The Foundations of the Creative Capacity in Emerson's Nature Woodstock, Georgia CAROLINE JOHNSTON PICARD The Song of the Ostrich JONATHAN THOMAS POLK Going the Wrong Way on the Wrong Courses: The Obstacles of Homecoming RACHEL AVIVA POLLACK In Search of a "Great Man": An Inquiry into Leo Tolstoy's War and Peace ALICIA MEREDITH POTEE Fearing God Wisely: Freedom, Love, and Science in Spinozan Democracy HIRAM KISTLER POWERS Freedom and Necessity: An Historical Examination of Tolstoy's War and Peace JEFFREY RAMSEY The Revelation of Eros in Plato's Symposium Lake Tahoe, California Athens, Georgia Silver Spring, Maryland Lutherville, Maryland Washington, District of Columbia West Chester, Pennsylvania �DAVID TOWNSEND REINER The Teaching of Lies: Socrates and Hippias West Friendship, Maryland LEE THOMAS ROACH A Responsibility to Self and to Country: The Authors of The Federalist RACHEL MARIE ROCCIA Bread as a Biblical Symbol for the Human Condition Easton, Connecticut Mechanicsburg, Pennsylvania NIKKI JANE ROSENBERG "Visions and Revisions": A Comparison of J. Alfred Prufrock and Hamlet, Prince of Denmark ARIEL JULIE Ross Confused Speeches: Poetic Experience in Les Fleurs du Mai SEAN ALAN Ross Jesus' Message of the New Life in the Gospel of Matthew PETER FREDERICK SCHADLER Faith Unseen: A Study of Faith and How We Come to It in the Gospel of Matthew RACHEL ELLEN SEAY "To Weep and Be Thrilled": Music in War and Peace AUSTIN MORRISON SETH Augustine's Restlessness: What Can Be Known Through Reason and Grace? LAUREN MICHELLE SHOFER Concealment in Darkness: A Process of Gaining a Deeper Understanding of Invisibility Houston, Texas Carbondale, Colorado Stoneville, North Carolina Washington, District of Columbia Denver, Colorado Richmond, Virginia Crownsville, Maryland �PETER COON SKADOW "I Am Too Hot and Burned by My Own Thoughts; Often It Nearly Takes My Breath Away" Tryon, North Carolina PETER NOLAN SPEER A Teleological Suspension of the Ethical Garden City, New York GRETCHEN VALERIE STILTNER The Significance of the Moment in Kierkegaard's Philosophical Fragments Baltimore, Maryland LAURA JEAN STRACHE Toward a Second Sailing in Search of Truth: A Platonic Reading of Heisenberg's Indeterminacy Principle Sherman, Texas Jo ELLA STRALEY Transmuting the Bread of Daily Experience ANNA ELIZABETH STUBNA An Interpretation of Religion Throughout Thomas More's Utopia MICHAEL BYRON SULLIVAN The Intellect in St. Thomas Aquinas ERIK KENDALL THOMPSON "The Lord Liveth": David, a Psalm, and the Love of Life MATTHEW JOHN TINQ Transcending Christian Faith: The Christian's Fascination and Difficulty with Absolute Knowing in Hegel's Phenomenology of Spirit St. Paul, Minnesota Oakdale, Pennsylvania Placerville, California Binghamton, New York ElPaso, Texas MARGARETTA AMELIA TOBIAS Chadds Ford, Pennsylvania Love and Laugh at Thy Neighbor: An Examination of Laughter in Pride and Prejudice �STEPHEN JAMES TRAVIS The Foundation and Movement of the Acts of the Apostles BENJAMIN LAUGHLIN TRUESDALE A Sacrifice to Eros MEGAN KYOMI UMEMOTO Beauty and the Beast: The Union of Jane Austen and Martin Heidegger Redlands, California Hopkinton, New Hampshire Parker, Colorado CHRISTOPHER JOHN WARNAGIRIS East Stroudsburg, Pennsylvania Reason at All Cost: The Defining Human Quality in Epictetus' Discourses CAROL ANN WETHERELL Has Job Sinned in His Heart? Whether Job's Relationship to His Children Emulates His Relationship to God DAVID WARD WILSON Marlow the Philosopher Trenton, Missouri Owings Mills, Maryland ANNA LORRAINE WORKS "Of the Truth of Which We Can Assert Nothing, Whatever We May Say or Think of Its Probability": An Exploration of Faraday's Method Townshend, Vermont MARIAM GULREZ YAZDANI Conflict of the Common Good and the Individual as Seen through Alexis de Tocqueville's Democracy in America Islamabad, Pakistan CHRISTIAN PATRICK YODER Moving Towards a State of Motion: Galileo's Contribution to the Development of the Concept of Inertia * upon completion of requirements Belleville, Pennsylvania �MASTER OF ARTS IN LIBERAL ARTS DEGREE GRADUATE INSTITUTE IN LIBERAL EDUCATION ZAHERALLY KASSAMALLY AHAMED Nairobi, Kenya BENJAMIN WILLIAM ANDERSON Holden, Maine CAROLINE ELIZABETH BRANCH Atlanta, Georgia DESIREE EVE BYKER SALLY McCiAiN CHOATE WILLIAM THOMAS GROUSE THEA HADJICONSTANDI DELBALZO Atlanta, Georgia Annapolis, Maryland Riva, Maryland PENELOPE GWYNN DONNELLY Berkley, Michigan WILLIAM RAYMOND GEISLER* Meade, Kansas CHARLES SAMUEL A. GREEN Westlake Village, California PETER JAMES OLEN HANNAH Monterey, California CHRISTOPHER RYAN HART San Diego, California AUSTIN EDWARD JOSEPH HATCH Falls Church, Virginia ARELI ALLENE HERRING REBECCA THOMAS HUDSON ROGER MARCUS JACKSON ESTHER VICTORIA KAY KATHERINE MARION LEWIS Bristol, Tennessee Ellicott City, Maryland Cleveland, Tennessee Amherst, Virginia St. Paul, Minnesota �STEVE CHU-CHEN LIN Ross HALE MACKENZIE High Bridge, New Jersey Annapolis, Maryland MICHAEL LEE MCDONALD Columbia, Maryland HUGH BARNES MC!NTOSH Washington, District of Columbia GERALD PETER MIANTE ANNE WHITMAN MILLER Stevensville, Maryland Derwood, Maryland ALLYSON WILLIAMS MOWER Richfield, Utah EILEEN FRANCES MURPHY Baltimore, Maryland JASON WILLIAM OCKER Knoxville, Maryland RONALD ELLIOTT OSBORN Silver Spring, Maryland Brookings, South Dakota ROBIN LEAH RIETZ LORI LYNN RUBBLING Emmitsburg, Maryland STEPHEN MICHAEL SELF Sacramento, California MARY RUESEN STRAUSS Davidsonville, Maryland Arlington, Virginia JAMES PATRICK TERP Irving, Texas DAVID MICHAEL WILLIAMS MELODIE LOUISE WILSON-VELASCO FRANZ RHEINHARDT WISE +degree requirements Albuquerque, New Mexico Baltimore, Maryland met in Annapolis, graduating in Santa Fe �PRIZES AND AWARDS COMMENCEMENT 2002 To the member of the Senior Glass who has written the best senior essay. Offered in memory of Susan Irene Roberts, of the class of 1966 A Nature Within and Without: An Inquiry into the Evolution of the Moral Sense HONORABLE MENTION "Putting Polycletus and Nature to Shame": Transformation, Transcendence, and the End of Art in Dante's Purgatorio, X-XII KATHERINE AMY OEHLBERG ANDREW YEUNG-BUN Hui To the member of the Junior Glass who has written the best annual essay. Offered by Mrs. Leslie Clark Stevens in memory of her daughter-in-law, Kathryn Mylorie Stevens The Machine: Pascal's Path to Salvation MICHELLE KAY PAINE HONORABLE MENTION Looking Forward by Looking Backward: Mapping Out the Development of the Human Soul in Rousseau's Discourse on the Origin and Foundations of Inequality Among Men MAYA JESSICA ALAPIN To the member of the Sophomore Class who has written the best annual essay. Offered under the will of the late Judge Walter I. Dawkins, of the Class of 1880 Richard's Tragedy Telling Time by the Moon MATTHEW BRYAN CLIFFORD MATTHEW CHRISTIAN THOMPSON �To the member of the Freshman Class who has written the best annual essay. Offered in memory of Jacob Klein, Tutor Emeritus, and his wife, Else, by the Dean Wining, Dining, and Opining ' To the member of the January Freshman Glass who has written the best annual essay in the 2000-2001 academic year. Offered in memory of Elizabeth "Betsy" Marta Smith, of the Class of 1993, by Robert Clinton Nease, of the Class of 1992 To the Graduate Institute student who has written a distinguished preceptorial essay in the year 2001. Offered by the Alumni Association Mastered by Images: Understanding Socrates' Criticism of the Poets in Plato's Republic To a member of the Senior Glass, for excellence in speaking. Offered in memory of Senator Millard E. Tydings of Maryland To the student who submits the best English version of a Greek text. Offered in memory of John S. Kieffer, President Emeritus Text: Plato, Laws 887C-888B JOSHUA MARK WEINSTEIN No PRIZE CHRISTOPHER RYAN HART JONATHAN THOMAS POLK JEFFREY RAMSEY To the student who submits the best English version of a French poem. Offered by the Board of Visitors and Governors Text: Leconte deLisle, "Midi" KATHERINE ELIZABETH NEHRING �To the student who submits a fine original English poem. Offered by Dr. George Austin in memory of his brother, Henry "OfPapercuts and Pollen " To the student who submits a fine original musical composition. Offered in memory of Mary Joy Belknap "Jubilate Deo: A Motet for Three Voices " ALICIA MEREDITH POTEE ERIN MICHELLE PAGE To the student who submits a fine essay on a piece of music. Offered in memory of Mary Joy Belknap The Contrapuntal Soul ofLassus' "Beatus Vir" ANTON BARBA-KAY To the student who submits the most elegant solution of a geometrical problem. Offered by the Glass of 1986 in honor of Bryce Jacobsen, of the Class of 1942, Tutor and Director of Athletics Emeritus BENNET BRISTOL PORTER HONORABLE MENTION ANTON BARBA-KAY To the student who submits the most elegant solution of an analytical problem. Offered in memory of James R. McGlintock MARY Jo LEONHARDI DOKTER of the Glass of 1965 To the student who carries out a fine laboratory project. An Investigation of the Phenomenon of Imposed Dormancy in the Seeds of Rumex crispus GARA LYNN GORMALLY HONORABLE MENTION On the Reduction of Water through Electrolysis MICHAEL WHELPLEY MALONE �To the Senior man and woman who by their participation, leadership, and sportsmanship have contributed most to the College's athletic program, special blazers. Offered by the Alumni Association of St. John's College Louis EDWARD KOVACS MEGAN HEATHER MAXWELL-SMITH To the member of the Senior Class who has demonstrated the greatest care for and service to youth residing in the City of Annapolis. Offered by the friends and family of Marvin B. Cooper, of the Class of 1969 ERIN KATHLEEN KRASNIEWICZ To the member of the Senior Class who submits the best work of visual art to the Community Art Exhibition, the Charles Vernon Moran Prize 16 Young People with Short Hair, painting CAROLINE JOHNSTON PICARD Walter S. Baird Prize - for a Senior who has demonstrated excellence in the arts, literature, or sciences 16 Young People with Short Hair, painting CAROLINE JOHNSTON PICARD Jack Kent Cooke Foundation Graduate Scholarship 2002 Fulbright Teaching Assistantship to Germany David L. Boren/NSEP (National Security Education Program), undergraduate scholarship for study abroad in China Witherspoon Fellowship for Leadership Development ANDREW YEUNG-BUN Hui HIRAM KISTLER POWERS RYAN DOUGLAS BARNES RYLEE ROSHINI EBENEZER �ENDOWED SCHOLARSHIPS St. John's College, Annapolis Leslie Milton Abrams, 1954 Dr. Granville Q. Adams, 1929 Philip L.Alger, 1912 Annapolis Graduate Institute Annapolis Self-Help George M. Austin, 1908 Walter S. Baird, 1930 Bank of America Betty Beck Bennett, 1960 Ford K. Brown, H'70 Chicago Regional Mrs. Clyde Alvin Clapp James T. Clark, 1928 Class of 1897 Class of 1898 Richard F. Cleveland, H'54 Bernard Clorety, 1950 Dr. Charles C. Cook Marvin Brent Cooper, 1969 The Joseph and Robert Cornell Memorial Foundation Eugene N.( 1929) and Robert G. (1963) Cozzolino Wiley and Helen Crawford Cpl. George E. Cunniff III Donna Marie Delattre Clarence L. Dickinson, 1911 Richard A. Duhan, 1963 Faculty Scholarship James H. Frame, 1950 Harry Golding, Graduate Institute Edna G. and Roscoe E. Grove, 1910 John T. and Gertrude L. Harrison, 1907 John T. Harrison, Jr. Charles W.Hass, 1927 Richard H. Hodgson, 1906 The Hodson Trust Alfred and Ruth Houston, 1906 Houston Regional J. Seward Johnson, Jr. Jesse H. and Mary Gibbs Jones Robert E. and Margaret Larsh Jones, 1909 Robert E. Kanode, 1939 Dr. Simon and Fanny Kaplan, H'84 Francis A. Katz, 1929 John Spangler Kieffer, H'70 and Roxana White Kieffer, H'84 Jacob Klein, H'76 Korshin Family Fund Arthur E. and Hilda Combs Landers, 1930 Joseph LaPides Michael Littleton Memorial Fund Massachusetts Regional James Matthews, H '99 Philip A. Myers II, 1938 Rev. Theo O'Brien Oklahoma Regional Norman G. Owens Dr. Thomas Parran and Thomas Parran, Jr. The Duane and Clementine Peterson Charitable Fund Pittsburgh Regional Reader's Digest Foundation J. Douglas Ramsey, 1937 Lenore B. Hinder Susan I. Roberts, 1966 Clifton C. Roehle Joan and Bela Ronay Murray Joel and Julius Rosenberg, 1938 G.D. Searle/John E. Robson Robson Family J. J. Salovaara Flora Duvall Sayles Hazel Norris and J. Graham Shannahan, 1908 DougE. Sherr (1972) Memorial J. Winfree Smith, H'80 James S. Spirer, 1970 C. V. Starr Foundation Jean Roberts Staylor Clarence W. Stryker Karl and Evelyn Van Tassel Frederick J. Von Schwerdtner Mr. and Mrs. William J. Vanous Pattie Bourne Turner Walker, 1966 Richard D. Weigle, H'49 John L. Williams, 1950 Thomas J. and Marvil F. Williams Frank K. Wilson, 1935 St. John's College St. John's College Alumni Association �ANNUAL SCHOLARSHIPS St. John's College, Annapolis Annapolis Banking & Trust Company Applied Signal Technology, Inc. William G. Baker, Jr. Memorial Fund Vernal and Florence Bates Foundation CitiFinancial Clark-Winchcole Foundation Class of 1992 Farmers National Bank of Maryland Miss Charlotte Fletcher General Dynamics/ Government Systems Corporation Paul & Annetta Himmelfarb Foundation, Inc. The Hodson Scholarship Foundation IBM Corporation Independent College Fund of Maryland The James M. Johnston Trust for Charitable and Educational Purposes Ensign C. Markland Kelly, Jr. Memorial Foundation The John J. Leidy Foundation Lucent Technologies Merchantile Safe Deposit & Trust Company OMEN, Inc. T. Rowe Price Associates Foundation, Inc. Raytheon Systems Company TRW Intelligence Systems & Information Technology Group Michael Tuch Foundation, Inc. United Parcel Service Gifts received after April 15,2002 are gratefully acknowledged and will be listed in the 2003 Commencement 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 Commencement Programs and Addresses 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 Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 21 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/. Date A point or period of time associated with an event in the lifecycle of the resource 2002-05-12 Identifier An unambiguous reference to the resource within a given context CommencementExercises2002 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 Creator An entity primarily responsible for making the resource St. John's College Description An account of the resource Program for the two hundred tenth commencement in the three hundred sixth year of the college. Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Commencement Program, 2002 Commencement