33 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b667cf68fce054f1c2c5f7e4572be097.pdf 265a036cef785dc7b523ed70b72f6acd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1938_9_10 Title A name given to the resource St. John's Collegian, September 10, 1938 Date A point or period of time associated with an event in the lifecycle of the resource 1938-09-10 Description An account of the resource Vol. LIII, No. 4 of the St. John's Collegian. Published on September 10, 1938. Creator An entity primarily responsible for making the resource Tuckey, B. A. (Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7885e0883242886a01eaf981f3bbde3a.pdf b7d7ba44663d6288c5ec6f7c8d76619e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1938_9_20 Title A name given to the resource St. John's Collegian, September 20, 1938 Date A point or period of time associated with an event in the lifecycle of the resource 1938-09-20 Description An account of the resource Vol. L, No. 29 of the St. John's Collegian. Published on Setpember 20, 1938. Creator An entity primarily responsible for making the resource Tuckey, B. A. (Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/97092e8010cb1d9f25309a88c323e017.pdf 80c50f5041239ffce34e7a633790ee0a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1938_10_14 Title A name given to the resource St. John's Collegian, October 14, 1938 Date A point or period of time associated with an event in the lifecycle of the resource 1938-10-14 Description An account of the resource Vol. LIII, No. 5 of the St. John's Collegian. Published on October 14, 1939. Creator An entity primarily responsible for making the resource Tuckey, B. A. (Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/976108128c8b51721dd48421c5427206.pdf e0d659ce4e62c71ae5c65e336fcaad38 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1938_10_21 Title A name given to the resource St. John's Collegian, October 21, 1938 Date A point or period of time associated with an event in the lifecycle of the resource 1938-10-21 Description An account of the resource Vol. LIII, No. 6 of the St. John's Collegian. Published on October 21, 1938. Creator An entity primarily responsible for making the resource Tuckey, B. A. (Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3fa66274bb592607db7bd1d1b75d0545.pdf 7dba4c2177490a62717ad1d0b5f92348 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1938_10_28 Title A name given to the resource St. John's Collegian, October 28, 1938 Date A point or period of time associated with an event in the lifecycle of the resource 1938-10-28 Description An account of the resource Vol. LIII, No. 7 of the St. John's Collegian. Published on October 28, 1938. Creator An entity primarily responsible for making the resource Tuckey, B. A. (Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e5639c0432689548185006e05f55c981.pdf 780714d0996c6d6d35cdc7e1a02f8de6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1938_11_11 Title A name given to the resource St. John's Collegian, November 11, 1938 Date A point or period of time associated with an event in the lifecycle of the resource 1938-11-11 Description An account of the resource Vol. LIII, No. 8 of the St. John's Collegian. Published on November 11, 1938. Creator An entity primarily responsible for making the resource Tuckey, B. A. (Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/efe1917fb2d7cb725975d8a91e4ccac8.pdf 17621e9d6b8765570f7656ee56cf01e2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1938_11_18 Title A name given to the resource St. John's Collegian, November 18, 1938 Date A point or period of time associated with an event in the lifecycle of the resource 1938-11-18 Description An account of the resource Vol. LIII, No. 9 of the St. John's Collegian. Published on November 18, 1938. Creator An entity primarily responsible for making the resource Tuckey, B. A. (Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/69aa5a6777e33bb1ec67bbc33c01c1c6.pdf 4cc928cc1bb5a188dc2af4dc2d99ac5f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1938_12_2 Title A name given to the resource St. John's Collegian, December 2, 1938 Date A point or period of time associated with an event in the lifecycle of the resource 1938-12-02 Description An account of the resource Vol. LIII, No. 10 of the St. John's Collegian. Published on December 2, 1938. Creator An entity primarily responsible for making the resource Tuckey, B. A. (Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d173fde68670b481176f5a6488a51bf2.pdf 4a778b8f3fd82570adea456d30b68a91 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Collegian Description An account of the resource The Collegian began as a student newspaper; became a college community literary publication in 1952 and continued until 1969; became a student newspaper again in 1969; discontinued publication from 1980 until 1989 when it again became a student literary publication. Click on <a title="The Collegian" href="http://digitalarchives.sjc.edu/items/browse?collection=26">Items in The Collegian Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Collegian_1938_12_16 Title A name given to the resource St. John's Collegian, December 16, 1938 Date A point or period of time associated with an event in the lifecycle of the resource 1938-12-16 Description An account of the resource Vol. LIV, No. 1 of the St. John's Collegian. Published on December 16, 1938. Creator An entity primarily responsible for making the resource Bloede, V. G. (Co-Editor) Boyle, J. E. (Co-Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Student publication https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7f6b21b47578bb1deef8cc0dcea36159.jpg 372df0b798de7975c9ae48adad3dee22 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Physical Dimensions The actual physical size of the original image 9 x 10.5 cm. Resolution Resolution of the image in dpi. 600 dpi Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0607 Title A name given to the resource Portrait of George C. Vedova Description An account of the resource 1 photographic print : b&w Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1938-1940 [circa] Creator An entity primarily responsible for making the resource Unknown Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Subject The topic of the resource St. John's College (Annapolis, Md.). -- Faculty. Portraits Vedova, George Clarence Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f6bea7a802c8391f2fdb74804584d69d.jpg 388f2c8461a6bb5120547efef1a40bac Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 8 x 10.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0203 Title A name given to the resource T. Lansdale Hill outside on Campus Holding Books, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print Date A point or period of time associated with an event in the lifecycle of the resource 1938-1941 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Alumni and alumnae. Hill, T. Landsdale Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c085a964836a5c978ebfea725ff7c554.jpg 7e32cf4301ceb79b8151b160d4e1f846 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Physical Dimensions The actual physical size of the original image 10 x 12.5 cm. Resolution Resolution of the image in dpi. 600 dpi Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0597 Title A name given to the resource Portrait of George H. McFarlin, with Briefcase, Walking on Front Campus, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1938-1942 [circa] Creator An entity primarily responsible for making the resource Unknown Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Subject The topic of the resource St. John's College (Annapolis, Md.). -- Faculty. McFarlin, George H. Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/29a7e269e3752ab1e83002fa7153f28a.jpg 9e490e6a263cf4391350d896208b4ad7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Physical Dimensions The actual physical size of the original image 10 x 12.5 cm. Resolution Resolution of the image in dpi. 600 dpi Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0598 Title A name given to the resource Portrait of George H. McFarlin, with Briefcase, Walking on Front Campus, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1938-1942 [circa] Creator An entity primarily responsible for making the resource Unknown Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Subject The topic of the resource St. John's College (Annapolis, Md.). -- Faculty. McFarlin, George H. Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/94c86435a6776aef9f98ac8b24995ed6.jpg f909a4b490ef48c8499c6230d7467c66 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Physical Dimensions The actual physical size of the original image 9 x 11 cm. Resolution Resolution of the image in dpi. 600 dpi Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0602 Title A name given to the resource Portrait of William H. Bayliff Walking on Front Campus, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1938-1942 [circa] Creator An entity primarily responsible for making the resource Unknown Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Subject The topic of the resource St. John's College (Annapolis, Md.). -- Faculty. Portraits Bayliff, William Henry Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/29decd1697fefcc3888140509528afdb.jpg cb55879a20f36d6f4b2ac1191f6320bc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Physical Dimensions The actual physical size of the original image 9 x 11 cm. Resolution Resolution of the image in dpi. 600 dpi Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0603 Title A name given to the resource Portrait of James S. Martin on Steps of McDowell Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1938-1942 [circa] Creator An entity primarily responsible for making the resource Unknown Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Subject The topic of the resource St. John's College (Annapolis, Md.). -- Faculty. Portraits Martin, James Stewart Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. McDowell Hall Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/109c3ef51618cb8541873a6ff2d76138.jpg 5e912507e8154ac7a4a21dd4dbcb8097 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Physical Dimensions The actual physical size of the original image 9.5 x 12.5 cm. Resolution Resolution of the image in dpi. 600 dpi Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0604 Title A name given to the resource Portrait of James S. Martin on Steps of McDowell Hall, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1938-1942 [circa] Creator An entity primarily responsible for making the resource Unknown Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Subject The topic of the resource St. John's College (Annapolis, Md.). -- Faculty. Portraits Martin, James Stewart Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. McDowell Hall Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/55929dbaee07b443658b4a8a5489d628.jpg e4673b2a28039a8d9afd1e4e701ce3f9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data photograph Physical Dimensions The actual physical size of the original image 9 x 10.5 cm. Resolution Resolution of the image in dpi. 600 dpi Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0606 Title A name given to the resource Portrait of George H. McFarlin Walking on Front Campus, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1938-1942 [circa] Creator An entity primarily responsible for making the resource Unknown Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Subject The topic of the resource St. John's College (Annapolis, Md.). -- Faculty. Portraits McFarlin, George H. Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/21680336285d0e167dfbed7d2610f4dd.jpg 60f510e6bcfc25b5d5f96e933dd49bbd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 9 x 10.5 cm. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0601 Title A name given to the resource Hermann Bernhard Walking outside on Campus, St. John's College, Annapolis, Maryland Description An account of the resource 1 photographic print : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1938-1942 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). -- Faculty. Bernhard, Hermann Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource still image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph. Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ff4208fc6e5ad16e0d1f76897a8355fe.pdf 8d674e1f5e1ecb76f56eadec4c8d1691 PDF Text Text �.. ·~ • • • . c ,, ;· , ~ ' .. . ~- ... f I· .._ . ..... .. ~>- . ~:. ~ *' ~ ,- I . ~ �The year nineteen thirty-nine at St. fohn's �. ~tt.(/'·•,.!;:. 4 - �St. John's College yearbook Annapolis, N!d . Contents for Year 19 3 9 The History of St. John's . . . . . . . . . . . . The St. John's Program . . . . . . . . . . . IO Frances Miriam Strange . . . . . . . . . . . 14 Social Life . . . . . . . . . . . . . . . . . 16 Athletics . . . . . . . . . . . . . . . . . 28 Seniors 7 34 This 1939 edition of the St. John 's Yearbook is unlike the year books of the past. In the opinion of the Editorial Staff, a radical departure from old-style college annuals was necessary because it felt that they did not perform their function well. A year book should be a living thing; a kind of magic mirror that reflects the elusive, fleeting essence of college life. We have tried to make this such a yearbook. There have been difficulties in the pursuit of this aim and by no means do we think that this book represents the ult;mate of possibilities along this line. We do feel that we have made a good start and that we are on the right track. Editor: Jack L. Smith; Business Manager: Wilbur Matz; Contributors: John 0 . Neustadt; Edmund H. Volkart; J. Edward Boyle; Norton Schwartz; Ra ymond Wilburn. The yearbook is published by the Junior Class of St.John's College: Stringfellow Barr, President; Scott Buchanan, Dean ; R aymond Wilburn, Assistant Dean; James S. Martin, Assistant to the President and Treasurer; M. S. Staver, Business Manager; Will A. Clader, Audi tor; Miriam Strange, Registrar; Lulu V. Ebaugh, Librarian; Georgia M. Smith, Dietitian; Jesse 0. Purvis, Acting College Physician; Valentine Lentz, Dir e~tor, Department of Physical Education . ;> Board of Visitors and Governors: Chairman, Dr. Robert M . Hutchins, President, Univepity of Chicago; Vice-Chairman, Dr. Thomas Farran, Jr., Surgeon General U.S. Public Health Service; Secretary, Richard F. Cleveland; Dr. Ani.os F. Hutchins; Mr. Edwin Warfield; Mr. Francis P. Miller; Mr. PaulL. Banfield; Mr. Robert 0. Bonnell; Mr. Stringfellow Barr; Mr. Clarence W. Stryker; Mr. Colby M. Chester; Mr. Harold F. L inder; Dr. Scott Buchanan; Mr. Beardsley Ruml; Mr. Hervey Allen; Dr. William J. French. 5 �STRINGFELLOW BARR, PRESIDENT OF ST. JOHN'S COLLEGE 6 �The History of St. John's Rich only in historical associations, the third oldest college 1n America turns to the newest plan 1n education. PRIOR to September 1937, if you mentioned St. John's to anyone, he either thought it was a university in New York or an obscure catholic seminary. Since that time, President Stringfellow Barr has succeeded in putting the College definitely on the map. To the average man today, St. John's is known as the "roo books" college. To educators all over the country, St. John's represents either the seedbed of the American Renaissance or an educa tiona! laboratory. Actually St. John's is the third oldest center of higher learning in the United States. William of Orange had been on the throne of England for three years when a hot and perspiring Colonial legislature finally passed the following Act during the session of July I-9, I696:A Petitionary act for free schools. Lib. LL. No. 2 fol. I I 5. Dread Sovereign . . . Being excited by his present Excellency Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious En- SCOTT BUCHANAN, DEAN deavors and generous Offers for the Propa- of the College still has the set of books gation of Christianity and good Learning, presented to the original school by King herein we become humble Suitors to your William. most sacred Majesty, to extend your Royal Although its charter was granted in Grace and Favour to us your Majesty's 1784, the formal opening of the College Subjects of this Province, represented in did not take place until November r I, this your Majesty's General Assembly 1789. Among the students who walked in the long procession made up of high thereof, That It May Be Enacted. II. And May It Be Enacted, by the state officials, judges, and leading citizens King's most excellent majesty, by and with was one Francis Scott Key, easily the the advice, prayer, and consent of this most famous alumnus of St. John's. present General Assembly, and the authority Throughout its long career the College of the same, That for the propagation of has remained rich only in historical assothe gospel, and the education of the youth ciations. In r8o6 the legislature withdrew of this province in good letters and man- the annuity of $8750 by a a majority of ners, that a certain place or places, for a six votes. This despite the contract confree-school, or place of study of Latin, tained in the Act of 1785 by which the Greek, writing, and the like, consisting of legislature had voted to provide a permaone master, one usher, and one writing- nent fund "annually and forever heremaster, or scribe, to a school, and one- after." The College managed to continue hundred scholars, more or less, according in existence through the efforts of the to the ability of the said free-school, may be Reverend Bethel Judd until r812 when made, erected, founded, propagated andes- $rooo of its annuity was restored. In r835, tablished under your royal patronage. And the president of the College, the Reverend that the most reverend father in God, Hector Humphreys raised $ Ir,ooo for the Thomas, by Divine Providence lord-arch- erection of a new building, Humphreys bishop of Canterbury, primate and metropolitan of all England rna y be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. King William's School thus became the first public free school in America. Unfortunately, the records of this school have not been preserved. There are incidental allusions to its work in the records of the parish church of St. Anne's and in the files of early Maryland newspapers. Under date of I72I, the records of St. Anne's mention a Mr. Piper as the register and school master and also refer to the "charity boys." The American Revolution put an abrupt end to the activities of King William's School. It was not until eight years after the signing of the Declaration of Independence that the state legislature granted a charter for St. John's College. An Act of I78 5 conveyed the property, funds, masters and students of King RAYMOND WILBURN, ASST. DEAN William's School to St. John's. The library 7 �F-lail. The chief structure of the College up to that time was the former residence o f the royal governors, kn own as " Bl aden's Palace" or " Bladen's Folly." It was renamed after the R evolution in honor of J ohn McDowell, the first president of the College. Pinkney Hall was erec ted in I855 a nd six years later all three buildings saw ser vice as military hospitals during the Civil War. In 1866 the Collegf'. was reo pened. Still in a precarious finan cial position, the Board of Visitors and Governors in 1859 ob tained the co nsent of th e legisl a ture to bring suit in the Court of Appeals deeming the Ac t of I8o6 withdrawing the College a nnuity a violation of the charter rights and therefore void. The court held that although th e appropriation made in the origi nal charter co nsti tuted a contract on the part of the state which the Act of r8o6 could not render void, the College could not recover because of the release exec uted by the Board in I833 when it accepted a n addi tiona! $2ooo per year from the legislature. This addi tiona! appropriation contained the provision that the Board should accept it "in full sa tisfaction of all legal or equitable claims they may have or be supposed to have against the state." In signing this release, the Board had acted ultra v ires in the opinion of several eminen t jurists. The College took steps in I 866 to carry the case before the Supreme Cour t of the Uni ted States but the legisla ture possibly fearing the results of an unfavora ble decision agreed to restore the accu mulated arrearages of $3000 a year withheld from r 86r-r866 a nd voted an additional $I2,ooo a year for fi ve years from the yea r beginning r868. In r 88o the legislature failed aga in to make a n appropriation. As a result of this uncer taint y of in come, the members of the administration and th e faculty felt that their jobs were of a very unstable natu re a nd were always willing to secure a more certain position . The number of students dwindled to sixty in the fall of 1886. The advent of a new president a t th at time in the person of Dr . Thomas Fell restored confid ence in the College a nd the number of students doubled in the second year of his administration. Dr. Fell continued in offi ce from r 886 until 1923, the longest term of a ny president of the College. He was succeeded by Dr. E noc h B. Garey, president from 1923 to I929. Dr. Garey was followed by Dr. D ouglas H. Gordon president from I 929 to T934, who in turn was succeeded by Brigadier-General Amos W . W. Woodcock. General Woodcock DR. ROBERT MAYNARD HUTCHINS President of the University of Chicago resigned in 1937 and Stringfellow Barr assumed his duties as president in the fall of that year. Both President B arr and D ea n Buchanan had served on the "Committee on THE FACULTY OF ST. J OHN'S, IN P ART Dr. Segall, Professor of Frenc h; Dr. Ku ehnemun d, Associate Professor of German; Mr. Ba yliff, Assista nt Professor of Biology; Mr. Bingley, P rofessor of Mathematics . Left to ri ght : Mr. Ma rtin, Assistant Professor of History and Political Science ; Mr. Leckie, Assista nt Professor of P hilosoph y; Dr. Wyckoff, Professor of Economics; Dr. Brown, Professor of English; President Barr ; Dean Buch anan; 8 �the Liberal Arts" at the University of Chicago . In discussing the New Program at St. John's, President Barr has said. "The Committee on the Liberal Arts found St. John's a curiously typical case, and at the same time a conveniently exaggerated case, of the maladies afflicting liberal arts colleges in our country today ... But in recent decades it had joined the big parade of elective courses, semi-professionalized subject-matter, athleticism, and chaotic 'college activities.' From time to time the Board had asked itself questions concerning the proper function of a liberal arts college . But the most tangible answer they had received had landed them in the most trouble. In the booming twenties, the antiquity of the College and the colonial au then tici ty of Annapolis led to a confused effort to bring to life again the urbanity and poise of eighteenth-century civilization . . . The College became the focus of a colonial restoration. October 1929 fatefully intervened and left the College loaded with colonial property and with a debt under which it was still reeling in I 937. Meanwhile, three presidential administrations followed each other rapidly and, unhappily. And a new president was needed." In this emergency the Board turned to the Committee on the Liberal Arts in Chicago for advice. Out of a series of consultations certain fundamental agreements were reached. Stringfellow Barr was elected to the presidency of St. John's in June 1937 and Scott Buchanan was chosen as dean. The president of the University of Chicago joined the Board. In September 1937 the new administration took office. The faculty was con- siderably enlarged and new members were elected to the Board. Since that time the administration has studied the many problems and difficulties at St. John's in regard to athletic policy, fraternities, college activities, and requirements for a degree. The bitterest controversy between the administration and the student body has centered around the fraternity question. On November 20, 1938, the president speaking on the radio announced a fundamental change in the policy of the College towards fraternities. In part, he said, "Fraternities at St. John's have undergone various vicissitudes, indeed I might say, incredible vicissitudes. At one period they rented houses off campus. For displinary reasons and to put an end to a public scandal, they were then assigned to College dormitory units. The fraternities did not rent these units. Their members paid the same fees which non-fraternity men paid, but instead of getting for their money the use of a bedroom and the use of some dingy social rooms in McDowell Hall, they got in addition rather pleasant and in some cases pretty extensive social rooms in the so-called fraternity house." For this reason and other objections which the administration had in regard to the social life of the fraternity houses, the College will no longer allow the fraternities to retain the privilege of living in collegeowned units. (Ed. note: see page r6 for a further discussion of the fraternity situation). Now almost two-hundred and fifty years after its founding, St. John's has entered upon a program of education which harks back to the aims stated in the original charter of the College, viz.: g McDOWELL HALL ... where are located the offices of the administration, classrooms, and the Student Union. The oldest building on the campus, McDowell was originally built as a residence of the royal governors of the colony of Maryland. Whereas, lnsti tu tions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States. �The St. John's Program 1s not a mere list of books, is not for poor little rich boys, 1s not "an interesting experiment 1n education." J N the summer of 1937, 173 year old St. John's College became the setting for an educational scheme whose possible effects are estimated to stretch beyond national boundaries. The floundering and nearly bankrupt college received Stringfellow Barr as its President and Scott Buchanan as its Dean, and these men came to Annapolis, not merely as academic administrators, but as leaders in the practical realiza tion of a detailed educational theory. Immediately installed as optional to incoming freshmen, the quickly-christened "New Program" rests fundamentally on the belief that there is no better education than that obtained by a study of the great books of Western European Civilization. The idea was not new with Barr and Buchanan- even in recent times- but they were partners in a movement that included John Erskine, Mortimer Adler, and Richard McKeon at Columbia, who used such a plan for honors courses, and that has found its most prominent articulation in Robert Hutchins, of Chicago. Crystalization of the philosophy came, in the tensest of atmospheres, when Hutchins invited Barr and Buchanan and other men from Virginia, Adler and McKeon from New York, and a group of men from other universities to serve on a Liberal Arts Committee at Chicago to investigate curricula, but principally to formulate their ideal in specific terms. When Barr and Buchanan came to St. John's, members of the year old Committee came with them Here 1s what it 1s. as teachers and, in the intervening two years, other Committee members and professors of allied interests have joined the faculty, which is momentarily stabilized. Twenty three students, including "turnback" upperclassmen, started studying in the first year of the course while members of the old faculty, looking forward to carrying on the new instruction, began to work on the books of the course. The next fall, the 45 incoming freshmen were offered only the "New Program" and the conventional elective system was slated for its demise on the graduation of the present sophomore class. The Board of Visitors and Governors grew strong 1 with Hutchins new chairman and men of national stature joining its r anks, the course created a steady storm of publicity, President Barr took to the radio in a monthly talk, almost a third of the old faculty dropped out, and internal dissension, springing from resentment and misunderstandings, broke out between what became "The Administration" and most of the upperclassmen, but the program moved steadily into shape. It became known as the "roo books course," with a lrst of staggeringly hard and important books beginning from Plato and ending with Freud and Veblen and Young, that is divided roughly in to the fields of Science and Mathematics, Liberal Arts, and Literature. These books are to be read over the four years of the course, and discussed in biweekly, two hour semi- 10 nars, except for the mathematical books which are studied in small tutorials that meet for an hour every day. Other classes are the daily tutoria ls in the four languages- Greek, Latin, French, and German- which are to be covered in the course, the weekly lectures by staff members or outside professors, and the weekly three hour laboratory which progresses from instrument and drafting study through physics, chemistry, and biology. It is a completely required four year course and unalterably opposed to the methods of the conventional elective system. In a sense, the program states that its books contain all the fundamentally true propositions which are to be made and understood, that they are the most worthy material for any student, and that even a minimal appreciation is preeminently valuable. There is an accompanying wealth of statements: that the study of man's thought through time not only makes known the modern world and the forces which shaped it, that such a study, with its disciplines and difficulties, inevitably trains a man to think, and think well. A whole body of purposes rests on these basic statements, including the shaping of a way of life, determined by reason and controlled by will. There is the insistence that the course is what an education should properly be- an awakening, a training, and a complete preparation for the solution of the inevitable problems of life, as well as the mind. �A SECOND YEAR MATHEMATICS TUTORIAL Small sections meet every day for intensive drill in mathematics and languages. These beliefs have found supporters. People like Walter Lippmann, concerned with the state of democracy and the chaotic modern world, have plumped hard behind President Barr's analysis of the necessity to recapture our tradition and to create free men who are truly free only by virtue of their own integral and reasonable selfdetermination. A high hope goes with the punning Latin of the new supplementary college seal-Facio liberos ex liberis libris libraque- I make free men out of boys by books and balances. While the course has found favor with many educators and laymen, it has also aroused critics far from gentle. The common charges are that the course breeds Fascism or Communism because it is authoritarian, that it is possible only for bright boys, that it is a ret reat into an empty tradition, that it is neo-classic, neo-Thomist, Catholic, remote or, that, which alone might go uncontested, it places all its emphasis on man's intellect. The claim of dilettantism has died but the co urse is accused of crus hing imagination and denying the facts and knowledge of the moderns. That the program has not yet run further than two years of its chronological course is an answer to the majority of the accusations. An examination of the full content of the program gives the reply to other charges and, most emphaticall y asserted, would be the a nswer that the course is equally designed for average and less than average students, who are willing to work, since whatever degree of under- standing they are capable of would be best exercised on this subject matter. It is also argued that a mind is capable of work in any field, if properly stimulated, and that the path through all fields would inevitably discover any particular excellence in a student. Such claims and the consequent debate have provoked the nation's interest. Lipp- mann went overboard by predicting in his column that the college would be the scene of the "American renaissance" and the majority of the newspaper and magazi ne ciscussion of the program has been almost as favorable. The Baltimore and vVashington papers have devoted considerable space to reporting and appraising the system, and it has been a steady subject in the columns of the several Philadelphia, Boston, and New York papers . News magazines keep turning in fairly accurate reports, the " highbrow" monthlies are offering their readers an analysis of the program, and journals of special interests - particularly Catholic papers, which find it like their own scheme of educationhave printed several articles on the program . The program has picked up momentum outside the college as well as within and it has become a m atter for judgment to most serious people even before it has completed its first four years of operation. Meantime some of the most difficult problems confronting the college's executives, that must be solved before the program will be able to enter its full growth, are not in the strictly academic field. In the first place, the college went in for buying up Annapolis colonial property in the fateful year I 929 and co nsequently today is still shouldering a most substantial debt. Decrease in student body following four years of unpleasant pu blicity and necessary increases in operating WHAT KIND OF BOOK IS IT? WH:\T ARE ITS PARTS ? Two evenings a week, all new program students attend two-hour semi nars where instructors lead discussion of th e assigned books. Students consider seminars the most enjoyable part of the course. 11 �INCLUDED IN THIS FACULTY GROUP ARE in this group are: Dr. Bernhard, Professor of Chemistry; Dr. Ridgely, Professor of Biology; Dr. Allen, Associate Professor of Chemistry; Dr. Appel, Associate Professor of Biology; Dr. Finan, Assistant Professor of Psychology; Mr. McCleary, Assistant Professor of History; Mr. Comenetz, Mr. Gorman, Mr. Midgette, Mr. Schwartz, Mr. Taliaferro, and Mr. Wilburn; Tutors. ... from left to right: Mr. Lathrop, Tutor and Coach; Mr. Vedova, Assistant Professor of Mathematics; Mr. Alleman, Assistant Professor of Physics; Mr. Klein, Tutor; Dean Buchanan; President Barr; l\1r. Kieffer, Assistant Professor of Classical Languages; Mr. Wallis, Editor; Dr. Tilghman, Tutor; Mr. Scofield, Associate Professor of Art and English; Mr. McFarlin, Assistant Professor of Chemistry. Dr. Segall is standing in the doorway. Not included BOOKS AND BALANCES THE FRESHMAN CLASS Multifold aims make planning a unified laboratory course the most difficult new program problem. Students now have one 3 hour lab a week; work geometrical, astronomical, engineering, elementary physics experiments stemming from the books. 1st row, left to right: Hofmann, Nadel, Hutlinger, Poppiti, Ehrlich, Heilprin; 2nd row : Reinmuller, Murray, Wilson, Ruhl, Beisser, Basler; J rd row : Thater, Gray, Darkey, Campbell, Farran, Everett, Ainsworth; 4th row: Kahn, Allen, Mace, Barr, Duggan, Jacobsen, Sutton; 5th row: Cunningham, Burroughs, Barnhardt. 12 �budget since the installation of the new program have made it essential to rely more on gifts to the college; yet, while many people of wealth are concerned to see the program through, the very fact of the debt which demands first payment is a heavy barrier to donations. To complicate the situation even further, payment of the debt is not feasible at the present time because of reorganiza tion in the company that is the college's largest creditor. The entire question of the internal life of the college has been stacked with trouble. The "new program," implying a way of life as it strongly does, requires the surroundings to be ordered to that end, but there was already in existence at the college typical chaotic, yet somehow well-defined undergraduate life. Changes in college procedure whic h were dictated and determined. by the same core of beliefs that produced the new course of study inevitably met opposition from students who had been accustomed to creati ng their own habits of living. Since students who had preceded the present administrative officers were, of course, still working under the elective system and had scant opportunity for acquaintance with the personnel or matter of the new course, there shortly appeared a breach between the "Old" and the "New" programs. With considerable bitterness, the college became as two colleges for a while and although now time and better understanding have removed a great deal of the stress the college still awaits unification. Through these uncertainities, disputes, and furor has moved the new program student, working, learning, conscious that much of the present and future of the course depend upon himself, aware that by him it shall be judged; in his own estimation because he knows it best; but finall y by others because of the person he is. In some cases overly impressed by what he conceives to be his importance in the scheme, he h as been at once flattered and driven by the course's bland assumption that he wants to do and learn as much as he possibly can. And he has found it to be true that his interests and abilities have increased, that, thrown in with a lot of pretty exciting books and people, he has been catching on, and that there has been great influence on his mind in its operations with both abstract and practical matters. He has made other discoveries, too. Some of the books he has found beyond his understanding completely and some he has found to be incomprehensibly dull. He has learned what it is to read a book at almost skipping speed and also gone through hours of study on a single paragraph. He is seeing implications, learning to interpret, and is keeping on the search for the number of things that can be said all at once. He has even learned how not to read a book at all. Seminars he has found sometimes d~11l 3 SQl1C:timc:~ too high 3 bu~ he has been learning what discussion is. He may have developed techniques for protecting his ignorance by talk but he has also come to know how to follow an idea all the way through and how to articulate the examination of wh at seems to be true. As he has grown accustomed to the procedure, he has found seminars more and more stimulating and he finds, sometimes with surprise, that a large amount of the discussion and mood of the class stays with him. On the whole he has seen most easily the results of the tutorials. They have been steady, swift, and if sometimes drudgery, they have made him proud for the solid knowledge they give him of his language and mathematics. Regarding the other classes, he would say that the lectures, ranging from very good to very bad, are often made oppressive by continuing beyond his attentive powers and that the laboratory course, which is intended to provide an operational accompaniment to the books while yielding a fundamental understanding of the major sciences, has not quite come through. But here he is somewhat assured by knowing that the design of the lab course is recognized as the most trouble- some of all the new program m achinery and that it is the subject of constant research and revision. W'hat he sees ahead as he stands now, believing but bewildered, is not easily said. With at least two more years to go, and years that he knows will bring change in the details of his course, with the experience he has already had still awaiting digestion, the student- purpose and product of the course- is uncertain; but he faces what is to come with a conviction that grows hard in strength and that is disturbed only by the fear that perhaps it is already too late in our time for the construction of any permanence. NEW PROGRAM STUDENTS LISTEN TO A LECTURE .. . in the Great Hall. Lectures are an integral part of the new program, are give n usually once a week. THE NEW PROGRAM RUNS THE GAUNTLET ... through old program students. Part of the now-abol is hed ratting rites was this so-called "firing of the cannon." In the picture above, freshman H eilprin has almost completed his race through the line. 13 �Frances Miriam Strange Only a privileged few really know her, yet she won a popularity contest. A study of a very deligh tfu] person . FoR nearly ten years the fate and direction of St. John's College have rested in great part in the small, tireless hands of Miriam Strange. In her official service as Registrar under three presidents and during several interregnums she has turned in such a fantastic amount of work that it has become impossible to estimate her function, and only a glimmer is conveyed by her unofficial title of unofficial president. It was a truism for many years that any question about the college could only be answered by Miss Strange. Despite appearances, it was generally known that all college business, all administrative duties, all crucial decisions somehow originated from the Registrar's office, and that the quickest way to action was through the same office . . For one thing, the office was always open. Midnight, Sundays, holidays have always been included in the Strange schedule. And somewhere in the pile of papers that always surround her, that she dives into so willingly and accurately, was the onl y source of information on most matters. Probably the amount of work and certainly the yoke of responsibility about Miriam Strange's neck have lessened in the last two years. There has been at least a doubling of the working administrative personnel and she has been faced by brutal demands that she take a vacation, that she slow her unbelieva ble pace. And yet, while she has agreed to such demands with her unfailing politeness, still she and her desk are inseparable. For, of course, it remains true that "invaluable" is not even a compliment to the range and quality of what she does. The less hardy souls she has had for subordinates have often felt themselves slipping into hysteria because of the rigid standard of efficiency and accuracy they worked with. But they, in company with the crowd of students, faculty, and other worthies who have provided a steady interrupting stream to the Strange workday, were forced to a deep respect and fondn ess for the gentleness and good will that lies under her enormous determination . Realizin g how much she gives to her job would make one suspect that she has little time for anything else; and correctly. Helping and managing an extermely active crop of brothers and sisters, and going on an occasional reading-the-funnies spree almost complete the list of her activities. She has a host of friends, outside the college, but she never sees them. And since she is so completely reserved, it follows that only a few people enjoy th e kick of her wit and the power of analysis behind the gloomy tone she affects to her rare intimates . Her life has been filled with this same industry throughout. She was born in her parents' Main Street home on a stormy July day, the second child in a family of two boys and four girls. The death of her father in her youth and her mother's illness thrust early responsibility on shoulders th a t have never falt ered. After a childhood spent in adoring foot-to-foot pursuit of her father and an untroubled course through the Green Street grammar school, she graduated from the town high school with honors and took a six months course in business school. With this MISS STRANGE training, she went to work as secretary to Dr. C. Alphonso Smith, erstwhile head of the English Department at the Naval Academy and well-known lecturer and text-book au thor. In a short time she was proving her indispensability by her h andling of the good doctor's correspondence and her aid in preparing his books. For her part, she feels today a warm gratitude for the valuable training and knowledge she received; which she excerises by assisting the work of a few literary-minded fri ends. The flair for efficiency landed her in trouble with Dr. Smith once, however. She used to go with him on his lecture tours and was in the audience one night when his flow of speech was caught up in a pool of forgetfulness. Dr. Smith fumbled with his notes but, strain as he might, could not regain the current of his talk. A small figure in the back of the hall began to get restless and suddenly a voice prompted the speaker. The audience burst into a uproar, and Miss Strange had accompanied her employer on a lecture tour for the last time. In the summer of 1921, she won a competitive examination for the Anne Arundel County Scholarship to Western Maryland 14 �College and left Dr. Smith that fall to go to Westminster. She evidently had a good time in college, hung up crack grades, and mixed in the campus activities; all the time, of course, holding down a secretary's job in the president's office. Her freshman yearbook paid passing tribute to her work, and her scholastic standing won medals during the next two years. Grievously marring her sophomore year came the death of her father in March of 1923. They heaped an embarassingly large number of awards on Miriam Strange when she was graduated, including the college's highest honor- the Mary Ward Lewis Award. So she returned to Annapolis, where she had worked every summer in the County School Board office, and started teaching English in the high school. To keep her hand in, she also took courses towards a higher degree at Hopkins, wrote an unpublished English text book after scouring the field, and loafed through the summers by working for Robert Bacon, former Dean at St. John's. The college finally became hers in the fall of I 931 when she took over the position of Registrar. Officially responsible for academic records and schedules, she has not only worked with Presidents Gordon, Woodcock, and Barr and Deans Bacon, Howard, Allen, and Buchanan, but has even had to add the dean's office to her own responsibilities between switches of administrators. She started as she has continued, with a cordiality and pleasantness that have masked the fatigue of her drudgery. The students were quick to realize the gift they had been gran ted. In the spring of 1933, the town merchants sponsored a popularity contest wherein each purchase entitled the purchaser to cast a number of votes for one of the nominees; the prize being a two-weeks trip to Bermuda. No other Annapolis election has seen such AT THE AGE OF FOUR with her brother, Robert Thornton Strange. principally the funnies. Almost chewing an unlighted cigarette (she buys about a pack a month), she spends a few hours reading the whims of the comic strips and the society sections, filing her fingernails, and clipping countless squibs. She gets . dragged to a thoroughly enjoyed movie about twice a year and her only other frivolities are white handkerchiefs, chocolates, and the spot of powder she religiously puts on the end of her nose. Five years ago an inspired editor of the Collegian lured her into contributing to a "Things-I-Would-Like-To-Do-Again" FIVE OF THE SIX CHILDREN Front row, left to right: Kathryn, Miriam, Anita. In the back: Thornton and Margaret Esther. series. The article, which speaks mightily to the careful reader, follows in part: And I loved Bermuda, where the sun always shines and a soft breeze always blows (at least according to the steamship phamplets and the natives); where all vegetation is luxuriant and colorful; where time is of little or no interest; where the important things to do are to swim in the surf, loll about on gleaming sands, golf, fish, hunt, sail, or dance- as the mood dictates; in short, where living is an art as well as a science. activity, as the Johnnies roul"tded up friends and family, spent every nickle on the campus, and finally saw Miriam Strange receive the prize. In this way, the only vacation she has had in nine years was forced upon her and, in keeping with the foulest of ironies, she had a rotten time. It rained, as she will recollect gleefully, the entire two weeks. Moreover, the day she left she had to break off a conversation with President Gordon about the incoming freshman class to catch her boat, and the day she returned, she walked up the campus and resumed talking with him at the same place and with the same remark. That was her Big Vacation and in the time that has followed her only relaxation has been an occasional Sunday night reading of the man ths' accumulation of papers, MISS STRANGE, RIGHT, WITH A GROUP OF FRIENDS IN UNIONTOWN, PA. 15 �Social Life . at St. John's centers around fraternities, clubs, cotillions and the Student Union. While the first is losing, the last is gaining. Which will come out on top? As the academic year of I938-I939 draws to a close, fraternities at St. John's look forward to a dismal future. College authorities have gone on record as saying that these fraternities must find a proper place in the liberal arts, and that they cannot be helped to a great extent by the College itself. They have advised the five national fraternities on the campus that after this year the College will no longer be able to furnish them with houses, as was the custom in the past. For thirtysix years, fraternity life has offered its social training on this campus, and in that time the five present fraternities have progressed to a position that is recognized by all as being influential in matters of college activity. Today, they are in danger of being swept overboard in favor of a classical education that has little room for social activity and the fraternizing of young men. It was back in I903 that St. John's received its first fraternity: the Sigma Chapter of Phi Sigma Kappa fraternity. These "Phi Sigs" remained the only national Fraternity on the campus until I9r6, when a local fraternity, known as Phi Mu Theta, succeeded in being chartered by the Kappa Alpha Fraternity, a southern organization. In I 926, another woup b~ came recognized as a local fratermty. Th1s was known as Theta Psi, which, in I 934, was conferred a charter in Sigma Alpha Epsilon, its members being fo~mally installed in I935· In I928, S1gma Tau Omicron was recognized as another local group, but in I932 it was chartered in Alpha Kappa Phi, another national organization. This rounded out the group of competing fraternities as they are known on the campus today. Other groups that were formed during the thirty-six years of growth and development either joined one of these existing fraternities, or died a natural death. The remaining fraternity on the St. John's Campus today is Phi Alpha, the Jewish fraternity. It ha~ its origin in a group called the Key Sooet~, which was begun in I932. In 1937 It accepted pledgeship in Phi Alpha and was finally initiated when its growth and success was assured. That, in brief, is the history of fraternities at St. John's. It is doubtful if any other college in the country, of the same size, can boast of such a fine development from what, in I903, seemed such an insignificant beginning. It is ~.tribute. to those who joined local fraternities dunng THE INTER-FRATERNITY COUNCIL 16 these years, and who aided in building them up until they could be chartered by national fraternities. The hardships endured by these early pioneers in the fraternity life of St. John's were numerous. They were cramped by lack of funds, and adequate housing facilities with which to carry on; most of them began with a single room off the campus, in which they held their meetings. Each one was founded for a definite purpose, with a suitable aim for which to strive. In overcoming the many obstacles of their early existence, these fraternities illustrated their very ideals. Phi Sigma Kappa has as its creed the promotion of fellowship and brotherhood, the advancement of scholarship, and the development of character: those aims which seem highest for any student to attain, in order to achieve happiness and success. Each year that chapter makes an award to the student who has contributed most to attain that ideal. The aim of those who belong to the Kappa Alpha Fraternity is to follow in the footsteps of Robert E. Lee. G~ner~l Lee was their spiritual founder, and 111 h1s character, his honesty, chivalry and integrity, they find their ideal. As an acknowledgement of this, the Beta Mu chapter of that fraternity, each year awards a gavel to the retiring President of the Student Council, for in him is generally found those qualities of leadership and high character that marked their spiritual founder. The other three fraternities on the campus have similar purposes and ideals . All hope to produce men better qualified for life, men who can lead, who can be conscious of their duty and principles, and who can conduct themselves as gentlemen in any situation. Each fr aternity has something higher than fellowship, tho~gh that in itself is a virtue; each one con tams elements of aspiration and conduct that thousands of years of experience have taught to be useful. Here one does not find frivolous youth, but generally young men who measure up to certain standards, who are conscious of their aims, and who attempt to realize them; young men who can be properly developed with the aid of those with whom they live . It is through �the advice and counsel of the true friends made by fraternal bonds that one is brought into harmony with his fellow men. These five fraternities have many ideals in common; but it is necessary that they live peacefully with one another in order to promote their own welfare, the welfare of the college, and the general welfare of all fraternities. To facilitate this purpose, each chapter has members on an InterFraternity Council, which lays down general rules of conduct to be followed by all, especially in the period of rush activity. If other difficulties arise, or misunderstandings become prevalent, this same council meets in fri endly discussion and usually manages to settle them to the satisfaction of all five. This type of self-government cannot be praised too highly. It is difficult to estimate its worth, both to the campus and to those fraternities involved. It has allowed fraternities to stand in the proper relation to various administrations, to the college as a whole, and it has also aided in bringing the groups closer together, in bringing about a better understanding of problems. While College authorities have come and gone, this agency has retained its eq uilibrium, and has demonstrated that fraternities are capable of exerting a beneficial influence, that the y are capable of contributing to the welfare of the entire college. By this test of time, fraternities have proved their worth at St. John's . This self-government extended gradually until fraternities reached the point where they were able to make their own house rules, prescribe their own conduct without interference from the college authorities. They were regarded as being able to take care of themselves, and to act in a manner not injurious to fr ate rnity or the college. They had no housemo thers, no strict rules regarding their activities, or who should attend their social functions~ or how m a ny chaperons should be present. Fraternities were placed on their own resources a nd in such a way that Victorian moralists would have been shocked. In this kind of situation, it seems fair to state that the result was a good one. Each house made its own rules as to what constituted gentlemanly conduct, and each house enforced its own rules. Of course there were violations from time to time, but certainly no scandalous incidents happened as have happened at other schools under a well-regulated, strictly enforced system. This free dom flourished, and constituted the life blood of fraternal life. It was eminently successful in the eyes of all who have lived under it, and all who have seen it in operation. It was this unique system that distinguished St. John's from other schools; it became known as the college that produced cultured gentlemen of the world. It was the awareness of responsibility, to be assumed by the individu al, that made flexible the social life of fraternities. It maintained individual thinking, individual action and initiative, and demanded indivi dual responsibility for those acts. Some maintain that it is the best kind of system, for it inculcates this sense of responsibility that other systems do not offer; it teaches one to rely on hip1self, to use his own discretion in solving problems . It teaches him to choose discriminately between alternate actions. Generally it constitutes an experience of life that others who are ordered what to C.o and what not to do, can never obtain. In this sense, the freedom of fraternal life was a preparation for life, and what is the aim of education if not to prepare for life? That was the system a t St. John 'sthe social system of the St. John 's that was St. John's when Hopkins was a pup. Under it fraternities were left to devise the best means to further their best ends. Their continued growth and success on the campus seem to indicate that it was a good system. HOW A FRATERNITY GROWS Upper classmen button-hole freshmen aft er dinner, invite them down to their respective fraternity houses. The rushing season starts with the opening of College, continues until December. During this period fraternity men selec t freshmen whom they wi ll invite to become members. Every prospective member must receive a unanimous vote, undergo a period of pledgeship before he becomes a brother. At the house, rushees play pool, ping-pong; here, view a motion picture. Eac h house observes the Inter-fraternity Council's rushing rules. All rushees must be ou t of the house by eight o'clock. This prevents rushing from interfering with stud y. On weekends, the e:ght o'clock rul e :s not :n {orce. O ther Council rules forbid rushees to partake of refreshment with upper-classm en excep t in public places, to attend fraternity parties. A brother and a pledge, with th eir dates, enj oy themselves at th e Phi Sigma Kappa rush party. During Rush Week, every fraternity holds its rush party to which are in vi ted those freshmen chosen to become members. Other fra terni ty men must observe the silence rule on the day that a particul ar house is giving its party. A general silence rule prevails for one day following the rush parties. On pledge day, freshmen indicate th eir choice of fraternity, turn in th eir slip to the office. The office notifies the various houses which men they may expect to pledge. In the afternoon, freshmen go to the house which they have chosen, pledge th emselves to become members. Pledge day is vitally importan t to fraternities; it de termines the success or failure of a house, consequently its future existence. Approxima tely one half of th e fr eshme n class pledged a fraternity this year. Right, the pledge group at the Kappa Alpha H ouse. 17 �Intra-mural sports were another branch of activity in which fraternities played a leading role . These games covered all kinds of individual and team competition and were entered into with enthusi asm by all fratern al groups. Each contest was m arked by a fraternity spirit, a will to win, that made competition keen. There was an incentive to fight clea nl y, and to fight hard. At the same time, the friendly aspec ts o f these co ntests was not forgotten; it amounted to a lot of fun for all concerned. The prospec t of winning individual medals, house plaques and a plaque for being the highest in house paints, added a touch of extra des ire to win; but what was felt most, a nd recognized as such, was the in crease of fraternal spirit, a nd the idea of helping the parti cul ar fraternity to be the leader in intra-murals. These ga mes surely increased the bonds of fellowship, not only in the same fraterni ty, but between all fraternities, for all recognized the merit of clean sportsmanship and hard fighting. In short, fraternities at St. J ohn 's led a leisurely sort of life. At the same time it was a health y condition that responded to new needs and new demands . It made room for newco mers, A GAME OF BRIDGE AT THE K .A. HOUSE a nd made them fit in to the picture. It pres en ted opportunity for individuals and for fraternity houses to make the most of their activities, a nd to lead progressive lives. It was a fraternal system definitely h armonized with its particular environment. Then, in the au tumn of 1937, a new element entered to complicate th e picture. A new educational system came to St. John's. This new academic program stumbled upon St. John's accidentally a nd its churning wake left few traces of the school that once was. It was destined to change not only the fraternity system which had fl ourished for so long, but also traditional St. John's . President Stringfellow Barr and Dean Scott Buchanan were appointed to their respective positions in the summer of 1937, by th e Board of Visitors and Governors of St. John's College . They brought with them a plan to revive the liberal arts in Am eri ca, which, they said, had been submerged under a rising tide of vocationalism and specialization. The "New Program" h ad come to St. John 's and changes were to be expected. Fraternities got their first taste of change in the Spring of 1938, when each house was asked to adopt certain rules in regard to the use of alcohol, and admittance of female guests. Each house acceded to this, although it was considered as an infringement of traditional rights, a nd put into effect more stringent rules, and attempted to enforce them to the best of their ability. It was soon discovered, however, that this would be more difficult th an form erl y, because everyone knew that instructions to do this had come from "outside." Fraternities seemed to dislike interference in ma tters of this kind which they had handled so well to date. For the rest of the year, though, the rules were accepted and peace r eigned- at least on the surface. In the fall of 1938, beginning the current academic year, the second under the New Administration, it was suggested that representatives of each fraternity meet with a representative of the AC. ministration, in order to arrive a t a clearer set of rules then those issued by the Administration during the summer. These later rules, superseding the ones given in the spring of last year, took away the right of self-government in which fraternities had taken great pride. Long d iscussions among this group followed, with a definite spilt in opinion between fraternity men and college authorities. No conclusion was reached, each side thinking the other unreaso na ble in its demands. No compromise could be reached. COMING OUT OF THE K.A . . . . house are: McGarry 1 Zebl ey, Re ynolds, Snibbe, Hugg, McMillan. Ha y ward, look ing o ut the wind ow. Playi ng bridge are: Ruhl, H ei nmuller, McQueen, a nd Lord . Kibitzing, are: Buck, Neustadt, Archie, Ball, and Cunningham . Bridge, pool, ping-pong are diversions uniform anywhere on the campus. All houses have radios, record players, a few jitterbugs. Not many have parties during the year; no longer does one bring a late-d ate to the house. Two houses have their own tap rooms, occasionall y th row a beer part y. All houses have well-furnished social rooms whic h th e frat ernit y men may have to gi ve up if the new housi ng scheme goes into effec t. BEHIND THE EIGHT BALL . . . is Clemen ts, watc hing are : H ofm ann, J acobsen, Hugg, Barr, Bei sser, Thater, Comegys, Hayward, Duggan. 18 ;. �A GROUP OF BROTHERS AND PLEDSES IN PHI SIG'S ALUMNI ROOM On the floor: Padgett and Carter. Heinen . Standing: Smith. Seated: Finally rules adopted by a special committee of students from the fraternity representatives, were passed by the Dean as being satisfactory. These were recalled by the Assistant Dean who found them ambiguous and lenient. Discussions came to an end on a bitter note. A copy of new rules was sent to each fraternity. The Administration, as tired of bickering and discussing as were the fraternities, had prescribed its own rules of conduct, and these were to be followed by the students. The Administration had won; nothing could be done by the fraternal groups affected. These rules left open the drinking question, but prohibited feminine guests from entering fraternity houses except at formally scheduled parties, at which Administration-approved chaperones should be present. Parents were also Wilkinson, Clagett, Hopps, Hamilton, Bloede, and the fraternities. The Administration decided that the houses which belonged to the College should be used in a general housing scheme, rather than assigned for the use of particular groups. This plan is scheduled to go into effect September I 939· Owning the houses, the College had that right; but for many years the college had allowed fraternities to occupy those houses. In fact, the houses have been improved immeasureably. Any of them would make an ex cell en t home, for they are kept clean, and have excellent furniture which has been bought by the fraternities. Some of the houses have additions, which were added at the expense of much time, labor and money by the men in the fraternity. Those who had contributed to the building up of these houses thought that this was a poor time for the College to claim the benefits of their work. Another objection that has been raised to this housing scheme is that there is such a small student body, that no extra room is needed . None of the buildings are crowded, and it is doubtful if the economy of consolidation would amount to much. Nevertheless, fraternities have until September 1939 to figure out their future housing plans. Rooms off the campus seem to be favored by some groups, if it is impossible to retain the present houses. By that housing program, fraternity men became certain that the Administration did not think social fraternities harmonized with the New Program. It seemed that companionship and the other benefits of fraternal life must be sacrificed to regain the liberal arts. After being twice postponed, the pledging of freshmen finally became a fact. Before Rush Week, fraternities had feared that freshmen, realizing the Administration's dislike for fraternities, would shun them; that being young and easily persuaded, they might think that the Administration was correct, and that they, who were to regain the liberal arts, should not pledge. The importance of their decision was obvious, and the Freshmen realized it. But they responded nobly, and pledged. It was not necessary that all houses receive a substai1tial number of pledges, for the ON THE STEPS OF THE PHI SIGMA KAPPA HOUSE Front row : Wilson, Brightbill, Gray beal, Fin an. Back row: T aylor, Hill, McDowell, Burroughs, and Cubbage. excluded frorn houses without permission from an Administrative officer, but this was changed afterward to mean only female members of the family. Fraternity men and college officials were at odds, dislike being shown on both sides. It seemed equally clear that the Administration did not like fraternities in their past and present form; almost, it seemed, in any form. The most important question at this time was what attitude the Freshmen would take; it seemed equally important to fraternities and Administration that the freshmen be won over to their respective side. It was necessary that quite a few freshmen join fraternities in such a trying period if they were to continue with their old vigor. Before an answer to that question was possible, however, another blow came to 19 �problem was larger than the welfare of a single fraternity: it was the future of all fraternities at St. John's. Approximately half of the Freshmen class pledged. That indicated that in the student's opinion fraternities could exist with the liberal arts, even if placed under temporary restrictions. It indicated that a proper harmony between fraternal life and academic life should be sought, rather than too much emphasis on either one. Whether the new Administration really means to do away with an established fraternity system is a question that only it can answer. They have consistently denied that they intend to injure fraternities; rather, they want fraternities to find their proper place in the academic system . But actions speak louder than words, and if the proper place of fraternities, in their mind, is away from the liberal arts, why indulge in verbal quibbles? Certainly if fraternities are restricted too much, the lure to join will disappear in a large measure. The present position of fraternities at St. John's is a precarious one; it will take har~. work and cooperation to better that pos1t10n. Their future seems to be in the hands of two groups: college authorities, and the men who will constitute fraternal membership in the next few years. The former group seems to be intelligent; their purpose is to develop young men. In that development fraternal life plays an important part, and the present Administration can make IN SPRING, THE S.A.E.'S GATHER ON THE LAWN, LISTEN TO RECORDS Left to right are: Staylor, Hoyt, Weschler, Ross, Coulson, Garis, Clark, Roache, Tuckey. Below, a nother group in the front social room of the S.A.E. house: McClelland, Basl er, M edford, Barrett, Gray, Hutlinger. it an institution of permanent value, or they can relegate it to a secondary importance. If they are really interested in the development of young men in the formative stage, they must take cognizance of the importance of fraternities, and they cannot change them too much or the value of fraternities will be completely absent. The second group will also contribute to the future of fraternities. If the members of fraternities during the coming years exhibit their idea's of leadership and of cooperation, they can make fraternities such a potent force that it must be recognized. If they can partake of the inftuen tial social life, and put forth the necessary amount of hard work, they can demonstrate that fraternities are not incompatible with the liberal arts, no matter how the latter are concieved. They can demonstrate that fraternities are something supplementary to the liberal arts, and essential to the college life. Thus fraternities at St. John's: their past, present and some speculation about their future. In the past, they have shown by their influence in college matters that they are important. They have aided greatly in the development of young men, have taught them the value of social intercourse, and have prepared them for life. Fraternities, all fraternities, by their existence and growth, seem to prove that they are the best agency for making associations permanent and useful. What their actual future at St. John's will be, no one knows, but it seems likely that they must alter, change, in order to meet the demands of a ne~ educational system. By doing this, and by con tinning to exist under restricted circumstances, perhaps they will prove themselves more worthy than they have been in the past. If this cooperation is not forthcoming, the fraternities may be so restricted, that their existence will be a pitiful one. Regardless of what happens, however, fraternity men swear that the same spirit will be carried on, and that if their existence is closed here, other colleges will reap the benefits. Those are the alternatives, and one must be chosen soon. Perhaps it will be chosen in the office of President Stringfellow Barr. Social Fraternities THE word "fraternities" has become highly ambiguous. At present it may be used to designate a building, a group of friends, a national organization, or an organization for bestowing honor. The root meaning of the word is obvious and the early history of fraternities is clear. The present condition of fraternities is not at all clear, and it is sensible to ask just what a fraternity is. 20 �This article is about social fra te rni ties, and the attribute "social" only complicates the problem of analysis. One might charge that this is pedantic, and in some measure the charge is true. The pedantry, however, is widely practiced and the proof of this is in any college catalogue. That it is not just empty pedantry is proved by the troubled times. Social life is changing and it would be ostrich-like not to expect the change to show in college social fraternities. Colleges, though, are in a most fortunate position because their main concern is a tradition with a history of at least two thousand years. A college properly concentrates its attention on the intellectual aspects of this tradition, but this intellectualism has always functioned as a center for the more practical activities of living. These practical activities are what we mean by social life in the widest sense. There is another, and most people would say, a more realistic way of looking at this situation. The way a person lives can help or hinder the way he thinks and from this point of view the social life of a college should be eminently aimed to support intellectualism. To say this is to cross swords with many self-styled practical people. It will undoubted! y cause less argument to say that a college should be a place specifically designed for study, and the case can safely rest on this. In so far as the College Administration has formed a policy towards fraternities, or indeed towards anything else in the College community, it is this. College students must not be chained to books, but neither must they be chained away from them. The social life of an intellectual community can A CORNER OF THE ALPHA KAPPA PI SOCIAL ROOMS IN PINKNEY Seated are, left to right: Forbes, Vay ne, Hodges, Sherrard. Standing: Jaeggin, Tindall, Williams Mussetter. and Ainsworth. be very complex, highly organized and productive of much pleasure, but it must not be meaningless. Thus, if social fraternities are to be in some measure the supreme expression of the social life of the college community, and this is what they have become on many campuses, they must be aware, in more than just a vague way, of the importance and difficulty of their task. There is much evidence to show that they are not. Fraternities at St. John's have had a spotty history. Of course it. is easy in a time of stress to be over sensitive to the MEMBERS OF THE PHI ALPHA FRATERNITY ... reading in their Social Rooms. From left to right : Cooper, Sachs, Matz, and Lewis. The banner of their fraternity hangs on the wall behind the radio. tensions which exist and have existed, but it is not a great exaggeration to say that the fraternities and the administration at St. John's have been on opposite ends of a tightly drawn rope for a number of years. As late as 1925, chapters of at least two national fraternities had houses off the campus. For reasons of control they were moved to the campus and given a subsidy in the form of chapter houses. One would expect them to thrive under such conditions, but the history of the last fifteen years does not bear this out. The announcement made by the Administration in November, 1938, that St. John's had decided that it would no longer subsidize fraternities created a small panic. Fraternities complained that they could not exist without houses furnished by the community, and it is easy to see that this complaint wag a direct proof of the wi~dom of removing the subsidy. It is not in any sense true that fraternities have been abolished. Organizations with a real fcmction cannot be abolished. They can be driven underground by force of some sort. It would be the height of folly to do this. Whether fraternities at St. John 's are to continue or not remains in their own hands. If they can find themselves, they will and should continue. To put this negatively, the College authorities will have no more to do with social fraternities, either in reviving or "doing away with" them . The College as a whole, however, will encourage and support any real contribution to the social life of the College . 1\tlany students and alumni have asked since the November crisis for a statement of conditions under which fraternities 21 �STUDENTS AND FACULTY MEMBERS GATHER . .. in the Tiffin Room . . . . to discuss the Friday night lectures. To old program students, the discussions are not very enlightening. THE MAIL IS IN Three times a day, during the week, twice on Saturdays, students rush to their mailboxes for that check from home or the Ia test billet-doux. STUDENTS SUPPLEMENT THEIR MEALS ... with food at the Coffee Shop. Open until twelve midnight, the Coffee Shop serves sandwiches, milkshakes, soft drinks. Below, students wait f6r the doors to open in the dining hall. Courtesy EalUmore S un. A SCENE IN THE COLLEGE DINING HALL 22 �would be tolerated. The only possible reply to this is that they will not be "tolerated" under any condition . Tolerance is simply not applicable to a situation which so directly affects so many members of the College. A college cannot run on mere tolerance. It is possible, however, to suggest some things about the possible future of fraternities. Several directions of development come immediately to mind, and surely there are others not mentioned here. One is suggested by the history of fraternities in most colleges. They have become centers for the control of other extra-curricular acttvtttes. Unfortunately, this is usually done for the sake of something like glory. The fraternities compete with each other for the scalps of extra-curricular activities, and merely scalps is what they get. There is good reason for a central control of extra-curricular activities, but this reason is the common wisdom which comes from pooling the results of different kinds of experiences. Again this is simply to say that fraternities functioning in this way should serve the ends of knowledge, and not those of ambition or success . To suggest a line of development like this to fraternities is thus very dangerous, for the corrupt ~esults are clearly visible at the present ttme. Another, and it seems, more probable line of development for fraternities to take, is that of actually becoming extra-curricular activities again. Just what specific form these activities would -take is most difficult to predict. One might prophesy in particular about dances, smokers, teas, and the like, but propehcy in particular is a perlious enterprise. It is much safer to withdraw a step and state the general conditions under which anything of this sort would happen in any significant fashion. The necessary, and in some sense sufficient, condition for fraternities to assume the responsibility for the so-called social activities is for them to see the connection between the central educational project of the College, and a dance or smoker of the College. This connection has been very badly stated in the past as recreation, and recreation in this usage has really meant relief. Nor again does this imply that dances and smokers must be "intellectual." If one could properly apply any epithet in advance, it would be "pleasant," and it is not for any administrative officer of the College to give content to this word. For fraternities to follow either line of development that has been suggested above, many radical changes will have to be made. Fraternities functioning as country clubs have become so deeply entrenched both in the habits of students and in organizational machinery that nothing short of a return to some primitive form is likely to yield any lasting results . The organizations which social fraternities have built up are their real weakness, and this weakness is simply top-heaviness. If fraternities actually require such complex organizations as the y now have to perform the functions they are now performing, they are, to say the least, very inefficient. It is thus a very practical problem for the fraternities to fipd an efficient type of organization. The chain system of fraternities apparently is built upon a "hotelling" function, and there is every reason for fraternities to repudiate this. Any fraternity man who has been embarrassed by visiting brothers will be able to put content into the form of this statement. The final stand of fraternities has been to claim that they provided residential facilities not obtainable in any other way. 23 DRESSING FOR A COTILLION �-(CIRCLE THEATRE: A ST. JOHN'S ANNEX AN INTERESTED GROUP ... in the McDowell Social Room s. . . . includes " Rich" the shoe-shine boy by appointment. Aside from some very questionable privileges which college administrations have constantly tried to control this claim is hard to maintain. In essence, the residential problem of a college is to group students naturally and profitably. The fraternity rushing season, in any of its forms, is so over-loaded with social ambition and other artificialities that the residential groupings which they achieve are often most unnatural, and fraternity books show how profitable they are. What must be realized here is that " profit" is not solely an eco nomic term. However, the College as a whole can afford to keep it from being simply an economic concept in connection with residence problems, while a smaller unit of control is notoriously subject to the demands of landlords. At St. John's this is particularly true for dormitory space is precious, even with the present small student body, and the College-owned fraternity houses have been wasteful with it. By turning the fraternity houses into dormitory units the College is assured of a much more flexible residential scheme. It must not be assumed that the College intends to be dictatorial in the sense of forcing a residential plan on the students. Any successful plan must have not only the cooperation of the student body, but also its understanding. Practically this means that the students will have to work out their own system with the help of the faculty and administration. Actually this is the crux of the problem, and it is a problem in student government. Administrative and faculty control can never do more than provide the proper conditions under which the desired activities can exist. This applies to every activity of any college from formal instruction to a triviality such as the care of property. Student councils and inter-fra ternity councils are different, but their differences are largel y accidental. Their common concern in student government is obvious . The fact that inter-fraternity councils are almost wholly occupied in bickering over rushing rules is simply indicative that student government has slipped somewhere, for a house system, such as fraternities once were, is really desirable. It would be false to prophesy that fraternities will disappear, for the strength which they show certainly indicates that they are filling, or failing to fill, a real need. It is too facile to dismiss fraternities as vestigal social organs, and to charge that their big mistake has been in not keeping up with the times. Indeed they have kept up with the times too well, for they are reminiscent STUDENTS ATTEND THE WEEKLY COJ\TVOCATION 24 CAPTAIN PARKS �of nothing so much as a cou ntry club . Several country clubs in a small college comm un ity are too m any. Country club facili ties are desirable, and should be available to the whole student body. It is the aim of St.John's to provide these for everyone, and within th a t organization to attempt to find a workable residenti al plan. In the meantime, the College will be observing the renascence or further decay of fraternities . Social life at St. J ohn 's .is in a state of transition. The old order which was characterized by undisciplined and raucous diversions is almost imperceptibly merging into a new order of integrated activities. In years past, the average St. J ohnnie, if he j oined a fraternity, found himself in a stereotyped behavior pattern . This pattern had evolved out of the peculiarities of the local environ ment. The College allowed the fr ate rniti es to li ve their ow n life, unfett ereJ by any rules or restrictions. T his life on the whole was rem arkabl y free from bacchana li an revel. R emarkably, because the tow n of Annapolis offered many obstacles to the development of a well-ordered social life. Students of legal age were forbidden the purchase of beer or other alcoholic beverages by a local statute. As was forcefully demonstrated by the 18th Admendment, the restrictions on drinking only augmented the interest in it. A dearth of eligible youn g wome n in An napolis complicated the social pattern. Since the College could not afford to spo nso r dances and the student body was not large enough or wealthy enough to support them, Coll ege dances did not play a ver y important part in the social life of the students. The grea t m aj ority of youn g wom en who came to the dances were from Baltimore, Washington, P hi ladelp hi a, and New York. It was a rather considerable expense to have a date down for a da nce and it was mu ch more inexpensive to " late-da te" the Midshipmen. Every Saturday night after a Hop at the Naval Academy, the St. J ohnni es would gather at t he Little Campus and Car vel Hall to find a date for the remainder of the evening. Usuall y, they would com e back to th e fr atern ity house because there was no form of entertainment ava ilab le in Annapolis. Students who were not m em bers of a fraternity found no adequate social rooms offered them by the College. T he basement of McDowell Hall con tained a pool room and a ping-po ng table in an adjoining room . M rs. Perlitz ran a refreshment counter serving ice-cream, ca nd y, and soft d ri nks. Annapolis offered the mo vies and li ttle else for diversion. To th ese factors creatin g a ch aotic social life, there ca n be THIS SCENE PASSED F ROM THE ST. JOHN'S PICTURE Every year before the H opkins footba ll game, the freshmen set thei r bonfire ablaze. This custom will be ·a bandoned because the new athletic program includes no in ter-collegiate games. MAIN STREET, THE HOME OF UNCLE BENNY CARVEL HALL .. . and below, a vi ew of Maryland Avenue. 25 �THE STUDENT COUNCIL Left to right: Carter, Matz, Heinen, Hamilton, Harrison, Slater, Forbes. added a less obvious but equally potent factor. The general morale of the College was low. A type of student was accepted who had no place in college. Such a student could not adapt himself to the relatively slow pace of St. John's social life and therefore created for himself a pattern of his own. With the stiffening of entrance requirements and the raising of requirements for a degree, this play-boy type is passing from the scene. During the current academic year, the administration has set up a standard of rules for the conduct of social life in the fratern ity houses. Women are no longer permitted in the houses except at parties formally chaperoned. Since the fraternit y house was the main source of social activity on the campus, it was necessary that the College furnish a substitute before it could cut off the former type of activity. This substitute was created in the basement of McDowell, otherwise known as the Student Union. A coffee shop serving sandwiches in addition to other kinds of refreshments replaced the stand of Mrs. Perlitz. The former pool room was converted into a tiffin room with tables for serving the food from the coffee shop. Leading from the Tiffin Room, is the Commons Room . These three social rooms, together with the Reading Room, form the nucleus about which the social life of St. John's is centering. Following the lead of the College in opening new outlets for social activity, the Freshmen organized a German Club for the purpose of holding tea-dances on Saturday afternoons. These affairs are held in the drawing room of the Brice House, the residence of the president of the College. Contributing to the intellectual development of the College life are the teas held in the library about once a month . Perhaps the most enlightening fact about these teas is that they are very poorly attended by the student body. Residents of Annapolis interested in hearing various speakers who present talks at these teas and members of the faculty make up the great majority of those present. A h ard nut to crack is the general apathy which marks the attitude of the average St. Johnnie towards extra-curricular activites . In attempting to solve this problem, the administration has at various times called together the heads of the College publications and students playing a leading part in other activities on the campus. These discussions have yielded no results. An analysis of the factors in back of the well-known lack of interest in College activities brought forth two main theses. One, that the dual educational system created a conflict which could only THE ST. JOHN 'S GLEE CLUB At the piano : Dr. Kuehnemund. Members of the Glee Club: Lyon, Welling, Barnhardt, Barrett, Mussetter, Beisser, Barr, Poppiti, Sutton, Murray, Clagett, Cunningham, H ill, Midgette, H atfield, Alleman, Heinmuller. 26 by solved by a reinterpretation of the function extra-curricular activities play in college life. It is an established fact that the present administration is hostile to those activities which are not correlated to the system of education which they sponsor. Certainly any change would be an improvement over present conditions. The other explanation offered for the deplorable state of activities was that the frequent changes in administrations and the former instability of the College had killed the desire to participate in extracurricular affairs. Students no longer felt that their efforts to promote an active College life were worthwhile. Chief among the extra-curricular activities with the exception of athletic pursuits are the yearbook and the Col- �THE COTILLION BOARD THE COLLEGIAN STAFF Left to right: Matz, Clements, Hill, Hamilton, Barrett. legian, the weekly newspaper. The organization of both these publication staffs suffers from a lack of student interest. There is no systematic means by which a student works his way up from reporter or writer to editor. Staff members are small; there being two or three on each publication . The staff of the yearbook faced a financial problem this year. The annual appropriation allotted by the College to cover the expenses of publishing the yearbook was cut in half. A reduced budget forced the editorial staff to choose between two objectives, either to publish a smaller version of the usual yearbook or to strike out in a new path. The latter objective was chosen for several reasons. The usual yearbook did not seem to represent the function which should be performed by such a publication. Too often the old type yearbooks followed the same pattern with variations only in the personnel of the book. Advances in photographic fields had not been recognized or else disregarded. It is no longer necessa1 y to have stiff formal groups merely because . .. puts the College weekly newspaper to bed on a strenuous Thursday night. The Co-editors, Boyle, at the left, and Bloede, at the typewriter, News Editor Padgett, behind the drooping cigarette, grind out copy. Lack of adequate support has been the greatest problem facing the Collegian staff this year, parallels difficulties of every other extra-curricular activity. Collegian's most publicized stunt this year was the poll of student opinion on the pertinent questions of fraternities and athletics. Result: overwhelmingly in favor of both . This first authentic report on the attitude of the students reached the columns of many newspapers in neighboring cities. the old cameras were not capable of stopping action. What the staff wanted to achieve this year was an intimate picture of college life as it is from day to day rather than as it is mistakenly depicted in the usual college annual. Facing the Collegian staff every week is the problem of getting enough stories and reporters to write them. Here as with the yearbook the greatest difficulty is one of organization. An adequate staff of well-trained and active reporters is conspicuously lacking. THE KING WILLIAM PLAYERS ... rehearse T . S. Eliot's, " Murder in the Cathedral." Above, reading from left to right: Vayne, Darden, Coulson, Garis, Comegys, Campbell. On his knees: Blackburn. At the right: Mrs. John McCleary and Mrs. Edward Lathrop read their parts to the same group. This College dramatic society has in years past presented many outstanding plays to the Annapolis public. Last year, they gave an outdoor version of Shakespeare's "Tempest." Rehearsals this year have been held in the Drawing Room of the Brice House, where the President of the College resides. The King William Players are one of the most active groups on the campus, only lack of time preventing their producing more than one play during the year. This year, they are undertaking a difficult task for amateur actors in presenting "lVIurder in the Cathedral." 27 �Athletics College teams played their last inter-collegiate games this year. The Administra- tion 1s 1n favor of intra-college sports; students are not. VALENTINE LENTZ, who is resigning at the end of this year, has filled with distinction a position at St. John 's as Director of Athletics and Head Coach of footb all and basketball. This will interrupt the part he has played in St. J ohn 's athletics at various times in the last two decades. "Dutch" Lentz, for so he has been called for a long time, entered St. John's as an advanced student in the scientific course in 1916. He hailed from Parktown in Baltimore County, but he had received his prepara tory training at Baltimore Polytechnic Institute. During the two years he spent as a student at St. John's, Dutch Lentz distinguished himself in m any ways. He was far above the average in scholastic standing and a sergean t in his company. His greatest accomplishments came in the field of athletics. He played football, basket ball, and baseball and was a great performer in all three. In his senior year, Dutch was captain of the St. J ohn's football team and an All-Mar yland guard. In basketball he was an out- standing guard, and the Johnnies won many games by keeping their opponents from getting more than fifteen points. As a catcher in baseball he was the spark of the team . Full of vitality and determination as well as athletic ability, Dutch was quite an asset on the diamond. Immediately after his graduation in 1918, Dutch Lentz was named Director of A thleti cs and Coach of Football. He held this position for approximately two years. He then accepted a coaching position with Vocational School in Baltimore. However, Dutch Lentz met great success in his early coaching career through the basketball teams that he turned out at Calvert Hall, also in Baltimore. His team had a record of seventy-two consecutive victories in competition in Maryland. These teams also ranked high in the national tournament of Catholic Schools. His early coaching career did not take Dutch Lentz completely out of participation in a thletics as a player. During this time he played profession al football, basketball, and baseball. He played with the Baltimore Professional Football Club. He was for many years with the Orioles basketball team which played in the Eastern League. In professional baseball he went far up the ladder. For several seaso ns he was a catcher for R eadi ng in the International League. He was for a short time with the Philadelphia Athletics. In more recent years Dutch has given up playi ng these games and confined himself mostly to coaching. About ten years ago he retu rned to St. John's to become Coach of Basketball and Assistant Coach of Football. His court teams became one of the best in this section of the country, but they were handi capped in later years by lack of material. As a coach he turned out a line that made many of the Orange and Black teams famou s. In 1936 M. Talbot Riggs resigned as Director of A thleti cs a nd Coach of Football. Dutch Lentz was named his successor to fill both of these positions. His first football team was called the best small college football team in the United States. It lost only to the UniverBity of Maryland. It haB been hiB baBketball teamB VALENTINE "DUTCH" LENTZ Director of Athletics at St. J ohn 's Coll ege that have won Dutch recognition all over the country. His coaching career has won Dutch many distinctions in his field. The highest was the presidency of the National Basketball Officials Associa tion which he held for two years . Since then he has been honorary president. He has demonstrated the skill, patience, courage, and devotion to duty that m ake coaches. In his coaching career at St. John's Du tch Lentz has won the respect of thousands of you ng men . The final Saint John's football season ended after a rather poor season of one tie and four defeats. The only glory which the Qrange and Black attained was a scoreless tie with Jolms Hopkins, their tradi tiona! rivals. This last game marked th e fini sh of the third oldest football rivalry in the United States. There were 56 games played, and of these the Johnni es won 25 and tied 7- a fine record for such a series of long standing. The first defeat for the J ohnny eleven was met at the h ands of the American University Eagles who trounced the Lentzmen by a 20- 0 score. 28 �The first quarter was marked by slow offensive playing of both teams and no scoring. The second period saw a fighting team of little men hold the Washingtonians in the last fleeting moments before which they themselves were knocking loudly on their opponents' goal line. Both the attempts were frustrated by fine defensive playing. After the intermission the Eagles started an offensive which netted them a touchdown before many minutes had elapsed. Their running attack functioned perfectly and they were never hal ted until they scored. After the tally, however, neither team drove very far in their opponents' territory and the third quarter ended 7 too. A weary Johnny eleven came out to face the Americans in the last stanza. Seeing their rivals in a poor physical condition, the Eagles labored hard and scored rapidly and easily. Starting on Saint John's thirty yard line, they scored within three plays and made the score r4 to o In the fleeting few moments of the final THE ST. JOHN 'S FOOTBALL SQUAD quarter, the Red, White; and Blue scored Ist row, left to right: Assistant Coach Donohue, Roache, Hut!inger, Ball, Hamilton, Macmillan, their last tally by intercepting a pass on Buck, Brightbill, Clark, Forbes, Head Coach Lentz. 2nd row: Hill, Vayne, Coulson, Wilkinson, Archie, the Annapolitans' twenty yard stripe. The Comegys, Lord, Hugg, McGarry, Zebley. Jrd row: Boyle, Cunningham, Mowell, Lyon, Tuckey, Wilson, conversion failed and the gun sounded Stallings, Tindall, Heinmuller, McClelland, Line Coach Lathrop. ending the 20 to o defeat of a gallant bunch of lightweights who were heavily outweighed by the only the defensive prowess of Coulson and Brightbill kept the score r4 to o in this quarter. American U.'s eleven. Once again in the next session, the Blue Hens ran rampant The Saint John's football team absorbed their second defeat of the current season when they were trounced by the Delaware over the Crabtowners. George Hugg was outstanding for the Orange and Black by his alertness which netted him a recovered Blue Hens at Newark. The score was 4I to o. Heavily outweighed and riddled by injuries, the Orange and Hen fumble. At the beginning of the second half, St. John's kicked off to Black were scored upon twice in the first, third and fourth sessions. Only in the second frame did they show any defensive power. Delaware who fumbled the ball recovered by Jim Tindall. Unable In the first period the Blue Hens tallied almost at will, and to make headway, the Johnnies kicked to their 45 from where COACHES LENTZ, LATHROP, AND DONOHUE PLAYERS AND COACHES WATCH . score o-0. 66 years old . . . . the progress of the Hopkins Game. This was the last football game in a college rivalry almost These men have turned out teams of great merit despite a limited source of material. 29 �who recovered a fumble after two plays. Swarthmore handed St.John's its fourth defeat in as many starts by a 42 too tally. Depending on a smooth running attack and the Johnny lack of reserves, the Garnets made all but one of their tallies via ground attacks. The first score came on the second play of the game as vVeltner, Garnet end, caught a pass and ran for a touchdown. The other two scores came on power drives through the orangemen's line as Hartmann, the big fullback plowed his way past the final white line. During the second quarter the Johnnies made their bid for a tally which was frustrated on the four yard line. The threat started after Hutlinger intercepted a pass. Cunningham reeled off a few first downs, and then Macmillan caught a pass but dropped it when tackJed. Interference was ruled on the play, and it was St. John's ball on the Garnet's 4 yard line. However, they held staunchly, and the Lentzmen lost possession of the pigskin right where they had started. · THE VARSITY CLUB Seated, left to right: Roache, Buck, Macmillan. Standing: Archie, Snibbe, Shawn, Medford . the Newark players started another drive which culminated in another score. The last tally in this period came after the Blues blocked a punt and scored in two plays. In the last frame Page Ball made a sensational 56 yard run to the Delaware I I yard stripe, but on the next play St. John's made a fumble which Brooks of Delaware recovered and the game ended after a brief enchange of punts. The Yellow Jackets of Randolph-Macon College trounced Saint John's at Richmond on November 5th, 45 too. In the opener, the Johnnies received a good break when they recovered a fumble on the Yellow Jackets' twenty three yard line. After advancing the ball to the fifteen yard stripe, they were halted and Freddy Buck tried an unsuccessful field goal. The Virginians then took possession of the ball and after a long march up the field they tallied. McFall was credited with the touchdown. The conversion was wide. At the start of the second quarter the Jackets tallied from the . . ..... twenty yard marker. After that, they were never headed. At the end of the first half, the score read JI too favoring the cohorts of Richmond. After the intermission the v isitors fought with that vigor which brought back memories of the St. John's teams of years gone by. Though they were always faced with great threats the Annapolitans held Randolph-Macon scoreless in the third frame. Outstanding for the Orange and Black were Coulson and Kanode. The last period saw this fine defense collapse with the result that the Virginians scored at will. These last two scores were made by Lovett and Bradley after a qu ick kick by the Ashlanders ST. JOHN'S 0, HOPKINS .·- ...,...•.. . . . o Out of five football games, the Orange and Black team lost four and tied one. The Hopkins game, played on a wintry November day, was an outstanding moral victory for the Johnnie eleven . · COACHES DISTRIBUTE LETTERS .. . at the Athletic Dinner. Every man on the football squad received a letter this year. Other letters were distributed to members of the basketball team and to varsity team managers. After the dinner, Dutch Lentz gave a short talk, which was preceded by a few words from representative students. 30 ...... .. ... . ::..,.._.- . ...;. . "' �CHEER LEADERS A GROUP OF SAILORS ON THE DOCK ... Lewis and Poppiti exhibit their technique. ... of the St. J ohn's Boat House. Members of th e Boat Club enter intercollegiate dinghy races, have made out fairly well this year. In the third the Pennsylvanians staged a brilliant 70 yard drive climaxed by McCormick's tally. This was the last tally. Buck and J ackle spent the rest of the moments in a kicking duel marked by beautiful punting of both lads. The Saint John's College Midget Eleven closed its Pigskin Parade for I 9.3 8 with a well fought scoreless tie with Johns Hopkins . The Baltimoreans were quoted heavy favorites over the dimunitive Lentzmen who had yet to taste victory, whereas Hopkins had attained a fine record. The first quarter saw the fighting Orange and Black eleven give their rivals many cases of "jitters" as the Lentzmen kept the ball in Hopkins territory during the full fifteen minutes. Macmillan's recovery of a Hopkins fumble and Freddy Buck's accurately placed coffin corner kicks were the main features of the opening frame. The second quarter saw the Blues start to click and many fervent prayers were heard issuing from the throats of the Johnny rooters. However, the offensive ended on the thirty five yard line when Tad Lyon recovered Kerstetters fumble . After the exchange of punts, the Hopkins squad started again, but the Lentzmen held on their own four yard line. When the second half started the Medicos once again tried to cross that last white line, but the eleven stone walls dug in and held without a quiver, and the Annapolitans sighed a breath of relief as the home lads took possession of the ball on their own Io yard stripe. The Crabtowners finally became tired of being on the defensive all the time, so they started another march which culminated on the Hopkins ten yard marker. In the final few minutes, the Jays tried to score, but the Lentzmen decided that this would not be cricket, and so they held once again. Spillman then tried a drop kick but his aim was erratic. As the ball touched the ground the gun which marked the end of the third oldest rivalry sounded and then the Happy St. Johnnies stood up and cheered until they could hardly whisper. The Saint John's College Basketball Team suffered a similar fate to that of the football team. However, the quintet was able to win just one contest out of 20. Hampden Sydney was victorious as they handed the Orange and Black their first defeat by a 41 to 24 score. The Johnnies were behind during the whole con test and trailed I 8 to 7 at half time. Jacobs evened the count after a few minutes and from than on the Virginians scored fourteen points before Matz and THE ORANGE AND BLACK SOCIETY ... or managers' club hold a meeting in the R eadi ng R oom. From left to right, seated: Boyle, Darden, Schmick, Hill, Brightbill, Lewis. Standing: Clements, Forbes, Carter, Cooper. 31 �BETWEEN THE HALVES OF A BASKETBALL GAME A MOMENT OF ACTION . . . Coach Lentz goes over the plays, points out players' mistakes. ... in a St. J ohn's Basketball Game . Shawn scored for St. John 's. Craft, the big forward of Hampden Sydney ended the h alf with a basket. The Johnnies rallied furiously during the last half, and scored five points before their opponents scored. Then they scored three more baskets and the score read 22 to 15. However, they stopped when Craft intercepted many of their poor passes, and the final score read 41 to 24 . Craft was high scorer with 18 and elson Shawn was runner up with 1 r. The St. John' s College took a Southern Tour, but unlike Sherman they were not successful. They lost two games 1 one to Randolph-M acon and the other to Bridgewater. The former game saw the Randolph-Macon five run all around the visitors and the Orangemen had a JI to 6 handicap at the half, and they never overcame this lead. Hubbard was high scorer with IJ counters and Sawyers was runner up with 12. The second contest of the tour saw a fighting St. J ohnny five lose an overtime tilt to Bridgewater 36 to 34· The half time score was 10 to 8 favoring the home lads. The second half saw the lead change hands eight times while the tilt was a tie affair on six occasions. The Eagles scored the first basket and throughout the first half the Johnnies kept within striking distance. THE ST. JOHN'S BASKETBALL TEAM ANOTHER ACTION SHOT Front row, left to right: Boyle, man ager; Matz, Medford, Shawn, Buck. Hill, and Dutch Lentz, Coach. Back row, left to right: Stallings, Lyon, Tindall, Hugg, McGarry, a nd Heinmuller. .. . shows a member of the opponent's team throwing the ball out of the reach of a St. John's player. 32 �The second half saw Tuckey and Buck keep the Johnnies in the running. Then the Eagles went ahead but Shawn and then Les Medford put the Annapolitans back in the lead once again. A few minutes before the end of the extra period, Shawn tied the game, but just before that final gun sounded, Barkman sank a basket and the game ended 36 to 34· The fourth game of the current season saw the St. John's team absorb a 32 to 25 licking at the hands of the Haverford College five. The main fault of the Orangemen was that they missed IJ chances on the foul line while their opponents missed seven. The half time score was I I all. After the opening of the second frame saw each side score a . tally, they started rallies which made the lead change hands like the Spanish War. Webster gave the lead to the Haverford team, but Hill evened the count. However, then the Haverford team went ahead and the last basket for St. John's came a few minutes later when Wil Matz sank a goal. Magill made the last basket for Haverford. The highly capable New York U niversity Quintet ran circles around the Orange and Black to the tune of 4 7 to I 5. The New Yorkers showed a form, the like of which has not been seen in Annapolis for many years. The Violets led all the way and at the half time they had a JO to 4 lead. Ben Auerback, Resnick, and Lewis led the Yankees attack which never failed. The New Yorkers used all their reserves. Hill and Buck were the mainstays for the Orangemen. Even though the Violets played easily in the last few minutes, their superiority was never disputed. They showed the home lads a brand of basketball they will profit by and gave the spectators a thrill. The Wildcats, representing Villanova College of Philadelphia, did not treat the Johnnies well on their trip to their fair city, and after forty minutes of basketball, they sent the Lentzmen back home with a 55 to I4 shellacking. It was a surprise that at times the Johnnies showed rare form and kept in the game, but the superior shooting and ball handling of the Quaker Cityites gave the Annapolitans too great a handicap to overcome. At one time, the Wildcats ran up 19 points in about I2 minutes. Halftime score was 27 to 6. The second half was a repetition of the first. The Crabtowners started a small rally which was futile and after the final gun, the boys showered and shoved off for home. A ST. JOHN'S LACROSSE GAME This year's season promises to be a very successful one. THE ST. JOHN'S LACROSSE SQUAD THE ST. JOHN'S FENCING TEAM From left to right: THE ST. JOHN'S TENNIS TEAM The College has always been noted for its outstanding teams in this sport, once producing an Olympic championship team . Forbes, Barr, Parran, Nadel, Darkey, Kahn, Grant. 33 �Seniors There are thirty-four of them being graduated this year. Here 1s what they have done. "WITH diplomas packed away with the ment, of the light in the Liberty Tree, of rest of its belongings, another Senior class the ·white Horse Troop-and, of course, leaves St. John's and Annapolis, that the Abe Lincoln Brigade in more recent quaint little Prohibition town, known to times! One can hardly recall the White the world at large (if at all) as the Capitol Horse Troop without thinking of those old of Maryland, and to us as the "Home of days when the infirmary was so much more the U.S. Naval Academy and St. John's than a mere place to go to bed when you College," as they remind us at the top were sick. of the Evening Capitol. With the graduation of our class, interOnce we quit this scene, which for collegiate sports pass out of the picture; some four years has been home to us, the and while it is no more our purpose here old routine of study and class will fade to bring up that question than to refight into the background; what we will chiefly the Civil War-for the answers to both remember is bound to be the many little have been rather decisively rendered- it things that we did in our gallant attempt is certain that lacrosse and football and to speed up the pace of life in this other- basketball will not be among the least of wise dead-since-the-Colonial-period town. our memories. Looking at the list of our In many ways we are fortunate, we activities, we find that half of the class members of the Senior Class, in having played lacrosse at one time or another lived through a period of radical transition during our stay here, whether or not we in St. John's. We have known the old made the varsity. Some of us were days of fraternities and sports, and we cradled in a lacrosse stick, and others of have witnessed the coming of the New us had never seen a game before we came Program and Aristotle; or in other words, to St. John's; but we all have taken great we have seen at first hand "A Crisis in pride in the teams that St. John's has Liberal .Education." As a group, we have turned out-it was in them that our resented it. In somewhat the same way greatest "school spirit" was shown. as the South lost its old culture, so the Other innovations have come to the things that we held most dear in our life campus besides the New Program since at St. John's have been taken from us. we were freshmen in 1935. The Boat The old spirit is gone- replaced, to be Club, launched principally by the Phi Sigs, sure, by a newer spirit and in many re- has been as much of a success as our old spects a livelier one, but so far as we are crew was a failure, when one of our eightconcerned, the St. John's of today was man shells broke up in the same ignoble founded, not in I 696, but in I 937; and fashion in which it did some half century it is still in its adolescence. Yes, old ago when in service of the Academy. Now William, with his expensive smile and his the Club is mainly concerned with its "Good mo'nin' cap'n," belonged to the old sailing dinghies, of which it has four. We St. John's, gone just as surely as he is hope that the Boat Club will go on for gone, and remembered as he is remembered. long years; because we benevolently wish It is fitting, we think, that his passing that the New ProgramlJlers may, as they should mark the end of that era. sail around these waters, forget for a time There is a great store of tradition that all that Aristotle ever said, and feel quite we feel will not be passed along to the blissfully normal. new tenants of these halls- not only the With the Naval Academy right across general spirit of the place, but the lesser the street, we have seldom been at a loss traditions, like those of the French monu- for dates on Saturday nights. How the 34 Midshipmen loved our system-and how we loved it! Those late-dates of ours, local and imported, we leave, with fond memories, to the newer St. Johnnies, who seem to be doing all right by themselves already. It is not only in sailing dinghies that one forgets Aristotle. We remember, too, Wally's, of fivecent beer fame, and the Ft. Severn in its hey-day, when it boasted of a Hammond organ and generous accomodations for steady customers. This June brings Repeal, though, and so another aspect of the old era passes. Whether or not we leave the Student Council to the underclassmen is a moot quesnon. Under a democratic form of administration it had, and might have, sufficient power and jurisdiction to justify its existence. Now, we think it has no function in a College in which the rules and regulations are arbitrarily made in McDowell Hall. Again, the old era is past. As an extra-curricular activity, the Collegian staff was second only to the lacrosse squad. Many of us remember working into the wee hours of the morning, that it might get to press. How many bottles of beer were emptied to fill those pages, no one will ever know! A college dean, addressing a treshman class, once said that a college is a kind of intellectual reservoir that is filling up constantly; for the incoming freshmen are bound to bring in a little knowledge, whereas the seniors take none away. We're not so sure that his statement applies to us; on the other hand, we have no great illusions about our ability, nor do we expect to change immediately the status quo and set up a new utopia. But all the same, it would be funny, wouldn't it, if we went out in to the world and began to think clearly and make wise decisions without ever having waded through De Anima, Th e Summa Theologica, or even Apollonius' Conics! �JOHN RANKIN BIRMINGHAM Sigma Alpha Epsilon JAMES EDWARD BOYLE Basketball Manager I, 2, J, 4; Orange and Black Society 2, J, 4; Undergraduate Manager of Athletics 4; Debating 2; Student Council J; Law Club 4; Collegian 2, J, 4, Sports Editor J, Co-Editor 4; Intramu rals J, 4· FREDERICK ROBINSON BUCK Kappa Alpha Order Football I, 2, J, 4; Basketball4; Lacrosse I, 2, J, 4, All-Maryl and; June Week Committee 4; President Sophomore and Junior Class; Collegian 2, 3; Varsity Club r, 2, J, 4, President J, 4; Dean's List 1, 2, J. CHARLES THOMAS CLAGETT, JR. Phi Sigma Kappa Glee Club I, 2, J, 4; Football I, 2; Baseball 2; Psychology Club 3 ; Cotillion Club I, 2, 4; Boat Club 2, J, 4, Vice-Commodore J, 4; SecretaryTreasurer, Senior Class; In tram urals 1 , 2, J , 4· GEORGE TYLER COULSON Sigma Alpha Epsilon Debating Manager 1; Lacrosse J .V. 2, 3; King Willi am Players I, 2, J, 4, Business Manager 2, President 2; Collegian 1, 2, 3, 4, Editor 2; Football 4; Phi Sigma Kappa Award 2; Chairman Class Social Committee 1, 2. HARRY LEE HAMIL TON, JR. Phi Sigma Kappa President, Senior Class; Cotillion Board I, 2 , J, 4, Chairman 4; Glee Club 2, 3; Football 1, 2, J, 4; Lacrosse 1, 2, J, 4; Fencing I, 2; R at-Tat I, 2, J , Business Manager 3; "Who's Who in American Colleges" 4; Inter-fraternity Council, Secretary 4; Secretary, Student Council 4; Boat Club J, 4· 35 �JAMES FERDINAND HAYWARD Kappa Alpha Order EDWARD WILLIS HEARN Sigma Alpha Epsilon Football Manager 4; Student Council 4; Interfr aternity Council], 4; Executive Secretary, Alumni Association 2, 3; Crew 2; Boat Club 2, .1, 4 ; Manager Intramu ral Athletics J; Cheerleader I, 2; Presiden t Orange and Black Society 4· EDWIN FREDERICK HEINEN Phi Sigma Kappa R at-Ta t 2; Lacrosse 4; Boa t Club J, 4; lntramurals I, 2, J, 4; Law Club 4; President Student Council 4; Basketball 2, J, 4; Inter-fraternity Council , President 4· ROBERT FELTY HODGES Alpha Kappa Pi E rlenmeyer Club I, 2; Glee Club 2; Inter-fraternity Council 4· WILLIAM JOSEPH HOPPS Phi Sigma Kappa Ma nager, T enn is Ji Orange and Bl ack J, 4; Rat-Tat J, 4; lntram urals 1, 2, J, 4; Law Club 4; Cotillion Boa rd 2, 3; Glee Club 2 . 2; Lacrosse 4; Boat Club IRVIN GORMAN HOYT Sigma Alpha Epsilon 36 �WILLIAM JOSEPH KING Sigma Alpha Epsilon St. John's Band I, 2; Lacrosse, Junior Varsity Varsity 4; lntramurals I, 2, J, 4· 2, WILLIAM DAVID MACMILLAN Kappa Alpha Order Football I, 2, J, 4; Lacrosse I, 2, J, 4· JAMES RUSSELL McQUEEN, JR. Kappa Alpha Order Football I; Basketball I; Lacrosse 1, 2, J, 4; Cotillion Board 2, J, 4; Collegian 1, 2, 3; Varsity Club J, 4; Junior Class Treasurer; Inter-fraternity Council J, 4; German Club 2, 3; Boat Club 2, J , 4, ViceCommodore 4· ERNEST LESLIE MEDFORD, JR. Sigma Alpha Epsilon Lacrosse 1, 2, J, 4; Basketball 4; Collegian 2, J, Sports Editor 2; Rat-Tat 2, J, Sports Editor 2, Editor 3; Hi storian, Junior Class; Sergeant-at-Arms, ·Senior Class; Varsity Club J, 4, Secretary 4; Cap and Gown Committee 4; Delta Omicron; Intramurals I, 2, J, 4· JOHN OTTO NEUSTADT Kappa Alpha Order Collegian 1, 2, J, 4, Edi tor 1, 2, J; Rat-Tat 1, 2, J, 4, Associate Editor 2, 3; King William Players r, 2, J, President 2, 3; Student Council 2, 3; Junior Varsity Basketball 3; Tennis J ; Phi Sigma Kappa Award 3; King William Societ y 2; Delta Kappa Phi 3; Delta Omicron 3; "Who's Who in American Colleges" J, 4· CLARENCE EDWARD ROACHE, JR. Sigma Alpha Epsilon Football I, 2, 3, 4; Lacrosse r, 2, J, 4; Manager, Basketball 1; Student Council J, 4; Inter-fraternity Council 2 , J, 4; Varsity Club J, 4; "Who's Who in American Colleges" 4; Orange and Black Society I; In tram urals 1, 2, J, 4· 37 �GRANT KENNETH SCHMICK Lacrosse Manager Society 2, J, 4· 1, 2, J, 4; Orange and Black NORTON BERNARD SCHWARTZ Collegian 4; Rat-Tat 4· NELSON EARLE SHAWN Basketball r, 2, J, 4, Captain 4; Varsity Club J, 4 ; Lacrosse 2, 4; Baseball 1; Sergeant-at-Arms, Senior Class; Dean's List 3; Intramurals r, 2, J, 4· NORMAN TRAVERSE SLATER King William Players 2; Collegian 2, J, News Editor 2; Glee Club 2, J, 4; Music Club J, 4, Business Manager J, Chairman 4; Lacrosse 3; Student Council 4; Tri-Diocesan College Conference J, 4, President 4; Historian, Senior Class; St. John's Band 3 ; Chairman, Speaker Committee; Student Employment Bureau J, 4, Co-Manager 4; Boat Club 2 . RICHARD WILSON SNIBBE Kappa Alpha Order Football 1, 2, 3; Lacrosse I, 2, J, 4; Collegian J, 4, Business Manager 4; King William Players J, 4; Varsity Clu b J, 4· ROBERT HENRY SPRINGER Student Employment Bureau 4, Co-Ma nager 4; Collegian 1, 2, 4, Assistant Circulation M anager r, Circulation Manager 2; Intramurals I, 2, J, 4; Political Club J ; Law Club 4, Chairman 4· 38 �LEROY WILLIAM STAYLOR Sigma Alpha Epsilon Collegian r, 2, 3; St. John's Band r, 2, 3; Dance Orchestra 2, 3; Lacrosse r, 2, J, 4; Osler Club r, 2; Vice-President, Junior and Senior Class; Cotillion Club J, 4; Intramurals T, 2, J, 4· JAMES MILTON TINDALL, JR. Alpha Kappa Pi Football 4; Tennis r, 2, 3, 4; Basketball 2, 3, 4; St. John's Band 2; King William Players r, 2; Intramurals r, 2, J, 4· BENJAMIN JOHNSON TODD Delta Kappa Phi. Lacrosse r, 2, J , 4; EDMUND HOWELL VOLKART Kappa Alpha Order Tennis r, 2, J, 4; Debating 2; Collegian 2, 3; Student Council J, 4; Inter-fraternity Council J, 4; Rat-Tat 4; Dormitory Manager 4· WILLIAM BRAYSHAW WELLING, JR. A lpha Kappa Pi Glee Club 1, 2, J, 4, Secretary J, Treasurer 4; RatTat 2, J, 4; Collegian 1; St. John's Band 2, 3· STANLEY ALFRED WILKINSON Phi Sigma Kappa Football 2, J, 4; Boat Club 2, J, 4, Commodore 4; Chairman, Cap and Gown Committee. 39 �THE JUNIOR CLASS Officers for the year 1 938-39: President, Charles Armstrong Forbes; Vice-President, Irvin Gorman Hoyt; Secretary, Oscar L. Lord; Student Council Representative, William Allen Carter. Suffering a larger loss of men than any other class in the College, the Junior Class numbers only about fourteen . When it entered in September 1936, the class was about fortyfive students strong. It was the last class to undergo a stiff ratting from the upperclassmen. As freshmen, the men of the Class of '40 had to buy caps, carry matches for upperclassmen, submit to paddlings for infractions of the ratting rules. Determined to build one of the largest bonfires for the rally before the Hopkins game, the class set about collecting wood from all over the county. Every night for a week previous to the game, a guard was set up at night to watch the pile of wood. A group from Hopkins came down and almost succeeded in lighting the pile, but they were scared off by the alarm set up. In common with every other freshman class, '40 had its water battles in Pinkney. Result : a presidential admonition and campus for a week. One of the class's contributions to college social life was the Hobo dance which it sponsored during June Week of its freshman year. THE JUNIOR CLASS First row, left to right: Carter, Brightbill, Forbes, Lyon, Reynolds, Matz. Second row, left to right: McClelland, Cooper, Hugg. Third row, left to right: Smith, \Veschler, and Archie. THE SOPHOMORE CLASS THE SOPHOMORE CLASS First row, left to right : Barrett, Grant, Lewis, Clark, Garis, Hilgeman. Second row, left to right: Comegys, Padgett, Stallings, Hill, Ross, Robert. Third row, left to right: Zebley, McGarry. 40 The class of '41 is the class of division. In the fall of 1937, incoming Freshmen were given their choice of entering either the old program or the new. Approximately fourteen Freshmen enrolled in the new program, while about thirty-two registered in the old. There was no friction between the two groups. They lived together in Pinkney, enjoyed the same amusements, and pledged the same fraternities. In their class elections, however, only one new program student was elected to a n office, Comegys to the student council. The Freshman class was probably worst hit by the now famous February "pur~e," losing ten men. When this class registered last fall for their second year, five men failed to return. This made the number of old program and new program men in the class almost the same. In the class elections, the number of representatives from both factions was divided. The President, James H. Clark, the Historian, Norman A. Garis, and the Secretary-Treasurer, Edward Vv. Ross, were all old program men. Both Charles D. L. Harrison, the Student Council representative, and T . L. Hill, the Vice-President, were enrolled in the new program. The wedge dividing the two groups is obviously growing. The old program men, seeing that the new program is pushing o n, reali ze that they are the last of a vanishing era. Many will not return next year, while new programmers naturally plan to finish their four yea rs. By next year, the class will probably be no larger than this year's junior class, although it started out as one of the largest classes at St. John's. �PASTEURIZED MILK Of Laboratory Controlled Quality ·• Produced, Bottled and Distributed Under Rigid, Exacting Supervision • THE ANNAPOLIS DAIRY PRODUCTS COMPANY Visitors Always Welcome Phone 2345 STANDARD OIL ESSO-BURNER ESSO FUEL OIL CADILLAC LA SALLE ANNAPOLIS UTILITIES, Inc. Telephone 2345 89 West Street ANNAPOLIS, MARYLAND FRIGIDAIRE AIR CONDITIONING AUTOMATIC HEATING SYSTEMS 41 �CARVEL HALL The J. F. Johnson Lumber Co. Rooms from $2.00 "The Home of Good Lumber and Millwork" More Modern • More Convenient More Attractive Phone: Annapolis 2337 ANNAPOLIS, MD. Featuring new rooms and suites New bar and roof garden Phone: Glen Burnie 99-100 Plaza 0969 GLEN BURNIE, MD. SATISFIED CUSTOMERS OUR SUCCESS OPPOSITE NAVAL ACADEMY The Daily Record The largest and most modernly equipped printing establishment in And Why You Should Read It Maryland---excluding Baltimore EVERY DAY City ... prints '~The It is a daily n ewspa per containing news of interest from all pa rts of the world, furnished by the United Press and other serv ices. The news selected for this v alua ble pa per is select ed by editors trained for th at pa rticular purpose. St. John's Collegian" The DAILY R ECORD also publishes each da y , decisions of th e federal and state courts of M aryla nd a nd m a ny other interesting items. A wide range of commercial and finan cia l news of the activ ities of the v arious state and municipal depa rtments. The Capital Gazette Press (Since 1721) 3 Church Circle 50 I per month or $6.00 per year Annapolis, Maryland Call PLAZA 3849 B. & B. NASH MOTORS Phone 4212 Parke's Orange Pekoe Tea Balls 103-105 West Street ESSO Colle11,e Ave . and Kinl1, George St. Teas Spices Flavoring Extracts Phone 9867 ESSO SERVICE STATION One Stop Service Phone 9742 Lafayette and West Sts. KEYSTONE SERVICE L. H. PARKE COMPANY PHILADELPHIA • SEVERN SERVICE STATION "Every Cup a Treat" Coffees Canned Foods Annapolis, Md. USED CARS INDIVIDUAL SERVICE J . D. BASlL- Phone 4145 W. S. BRANDENBURG- Phone 4287 E. E. G ELHAUS- Phone 2243 PITTSBURGH All One Or11,anization- Complete Auto Service 42 �RICE'S SHOPPING New School Lunch BREAD Keen college lads know w here to buy best clothes at best price - '' Con venience CONTAINS INDISPENSABLE FOOD ELEMENTS important," they w rite and then brag : ALL NATURAL FOOD "We get super service, too , at Hutzler's." NO "TRICK" INGREDIENTS HUTZLEI\ BroTHERS@ RICE'S BAKERY THE ARUNDEL CORPORATION BALTIMORE, MD. Vredging Construction • • engineering AN D DlSTRIBUTORS OF Sand qravel • Stone • and (om1nercial Slag Phone, PLaza 6739 HAMMANN'S Music Store A Reliable and Dependable Store Where You Can Buy Anything "MUSICAL" KA L:AE clJL:K AKII A The Annapolis Flower Shop Your Fraternity Seal Furnished With Our 68 Maryland Avenue Unusua l J ewe lr y ANNAPOLIS, MD. Oscar Caplan & Sons Jewelers at the bench since 1905 Baltimore, Md. Phonograph Records of all Makes F lowers deli vered by W ire in any 207 W. Saratoga Street Baltimore, Md. city in the world wi thin a few hours time. 43 Business Men's BARBER SHOP Telephone 3991 * 206 North Liberty Street Louis Calabrese * 181 Conduit Street (Near Main Street) �Largest Selection of Records in Town Vic tor, Blueb ird , Colu mbia, Brunswi ck, Voca lli o n and Decca Compliments of I ndividua l Li stening Boot hs ANNAPOLIS Recordings Made for all Occasions MATAPEAKE Am plifiers R e nted a nd Sold CLAIBORNE Uni vex Cameras a nd Accessories Run Right To READ'S FERRY Expert Radio Se1·viec ALBRIGHT'SSound Service COMPANY For All Your Drug Needs! Phone 4781 LORCH BROS. 17 6 MAIN STREET Freslz Meats Poultry alld Game CANNED GOODS Cold Pack Fruits and Vegetables 122-124 N. Delaware Avenue COMPLIMENTS Phone: Annapolis 2356 of a For Free Delivery! FRIEND 117 N. Water Street PHILADELPHIA, PA. THE STAFF OF THE RAT-TAT TAKES THIS SPACE TO EXPRESS THEIR GRATITUDE TO OUR ADVERTISERS, TI-IROUGH WHOSE COOPERATION THIS YEAR'S BOOK WAS MADE POSSIBLE pLEASE pATRONIZE QVR ADVERTISERS 44 �OWARD AYMAN,Jr. H official photographer for THE RAT-TAT We have a complete photographic file of St. John's College including buildings (interior and exterior), campus views, sports and other college activi ti es. HEverything Photographic" HAYMAN STUDIOS 31 Maryland Ave. Annapolis 2000 45 �JAHN & OLLIER ENGRAVING CO. 817 West Washington Blvd., "Chicago, Ill. - Telephone MONroe 7080 Commercial Artists, Photographers and Makers of Fine Printing Plates for Black and Colors 46 �---- ~ --- - ·-- - - - - . /k/du/:l<MZ<V NATIONALLY FAMOUS 81:. cffaiin :v C? t~/ a preparing boys for useful manhood NATIONALLY RECOGNIZED ~-8~~ creating and prin t ing fine litera t ure The Horn-Shafer Company 3 and 5 East Redwood Street Baltimore, Maryland 47 �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Yearbooks Description An account of the resource This collection contains yearbooks from St. John's College in Annapolis, MD. Yearbooks are sometimes referred to as the "Rat Tat", "Cicerone", or "Canvas". This collection includes all published yearbooks since 1896. Please note that yearbooks were not published every year. Holdings: 1896 v. 1 1898 v. 2 - 1899 v. 3 1901 v. 4 – 1912 v. 15 1914 v. 17 – 1918 v. 21 1920 v. 22 – 1945/1946 1947 – 1951/1953 1957 1982 1986 – 1990/1991 1992 – 2001/2002 2015/2016 – 2017/2018 2021/2022 - 2024/2025 Click on <a title="Yearbooks" href="http://digitalarchives.sjc.edu/items/browse?collection=21">Items in the Yearbooks Collection</a> to view and sort all items in the collection. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context yearbooks Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper (bound book) Page numeration Number of pages in the original item. 48 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 Nineteen Thirty-Nine Yearbook Description An account of the resource Yearbook for the year 1939. Creator An entity primarily responsible for making the resource Smith, Jack L. (Editor) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1939 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 1939 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ef522565dfc4fcf1fda6ac9ae4f2e1fb.jpg 2008ce208bc70856cba1c775639bed9f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Image Collection—Annapolis Description An account of the resource The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials. The images in the collection document the history, academic, and community life of St. John’s College. To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the <a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Image Collection Use Policy</a>. Click on <a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Image Collection—Annapolis Collection</a> to view and sort all items in the collection. Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Identifier An unambiguous reference to the resource within a given context imagecollectionannapolis Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Physical Dimensions The actual physical size of the original image 19.5 x 14.5 cm Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photograph Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SJC-P-0499 Title A name given to the resource Aerial View of St. John's College Campus, Annapolis, Maryland Description An account of the resource 1 photographic print (cut into a triangular shape) : b&w Date A point or period of time associated with an event in the lifecycle of the resource 1939 [circa] Creator An entity primarily responsible for making the resource Unknown Subject The topic of the resource St. John's College (Annapolis, Md.). Aerial Photographs (St. John's College, Annapolis, MD) 1940-1950. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Type The nature or genre of the resource Still Image Format The file format, physical medium, or dimensions of the resource jpeg Rights Information about rights held in and over the resource St. John's College owns the rights to this photograph.